Supportive Classroom Relationships as Protective Factors Against Bullying Among Slovenian Primary School Students

This study investigated how individual and contextual classroom factors contribute to bullying perpetration and victimization among Slovenian primary school students. While most research focuses on adolescence, this study targeted 4th and 5th-grade students to explore predictors during a critical transitional period. A total of 1,303 students (aged 9–11) participated in the study. Using self-report measures, we assessed peer relationships, teacher–student relationship closeness and conflict, classroom belonging, and experiences of bullying. Structural equation modeling was used to examine the associations between these variables. Results showed that lower classroom belonging, more conflictual teacher–student relationships, and poorer peer relationships were associated with higher victimization. Bullying perpetration was predicted by lower teacher–student closeness, higher teacher-student conflict, and poorer peer relationships. Notably, classroom belonging was associated with victimization but not perpetration, suggesting that the pathways to these roles may differ. Gender differences were also observed, with boys reporting higher involvement in both perpetration and victimization. These findings support the importance of classroom relationships in bullying prevention. Peer and teacher–student dynamics shape students’ social experiences and may reinforce or buffer bullying involvement. The results highlight the need for interventions that strengthen supportive peer interactions, enhance teacher–student closeness, and reduce conflict. Fostering a sense of classroom belonging may also serve as a protective factor, particularly for victims. The study contributes to the understanding of bullying during late childhood and offers evidence for early, relationship-centered prevention strategies.