Our study revealed complex longitudinal associations among peer bullying, teacher-student relationships, and non-suicidal self-injury in high school students. The findings indicate that earlier non-suicidal self-injury predicted higher levels of peer bullying over time, while positive teacher-student relationships were found to partially explain this link. The results suggest that teacher-student relationships may serve as a mediator in the prospective association from non-suicidal self-injury to peer bullying, highlighting the potential protective role of positive teacher-student dynamics in reducing bullying behaviors among adolescents with self-injury tendencies.
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Liu et al. (2025) studied this question.
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