Teacher-Student Relationship Quality and Children's Bullying Experiences With Peers: Reflecting on the Mesosystem

Drawing from social-ecological systems theory, the authors argue that -current research on childhood bullying would benefit from analyses that consider the -mesosystem-specifically, how teacher-student relationships can influence -children's bullying experiences. The authors provide two theoret...

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Bibliographic Details
Published in:The Educational forum (West Lafayette, Ind.) Vol. 81; no. 1; pp. 108 - 125
Main Authors: Bouchard, Karen L., Smith, J. David
Format: Journal Article
Language:English
Published: West Lafayette Routledge 02.01.2017
Kappa Delta Pi
Subjects:
Attachment Behavior
Bullying
bullying/victimization
Children
Children & youth
Classroom communication
Community Role
Conflict
Emotional Response
Family Influence
Foreign Countries
healthy relationships
peer interactions
Peer Relationship
Personal relationships
Professional Development
School Role
social ecology
Social Influences
Social Theories
Student teacher relationship
Students
System theory
Systems Approach
teacher education/certification
Teacher Role
Teacher Student Relationship
teacher-student relationships
Teachers
Victims
Canada
ISSN:0013-1725, 1938-8098
Online Access:Get full text
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Summary:Drawing from social-ecological systems theory, the authors argue that -current research on childhood bullying would benefit from analyses that consider the -mesosystem-specifically, how teacher-student relationships can influence -children's bullying experiences. The authors provide two theoretical conceptions for how children's peer interactions are implicitly shaped by teacher-student relationship quality: attachment and social referral. Implications for practice, with an emphasis on developing teachers' social-emotional competencies to strengthen positive teacher-student relationships, are proposed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0013-1725
1938-8098
DOI:10.1080/00131725.2016.1243182