There is a lack of comprehensive studies investigating the combined effect of resilience and emotional intelligence on the experience of bullying. Students’ well-being is based on skills such as psychological resilience and emotional intelligence. Thanks to these skills, problems like bullying are reduced, and students thrive. The aim of this study was to examine the associations between school bullying/victimization, psychological resilience, and emotional intelligence in primary school students, within the context of psychosocial factors related to school inclusion. In the present cross-sectional study, 121 primary school students (54 boys, 67 girls), aged 8–12 years, were surveyed using a self-report questionnaire to investigate the relationship between emotional intelligence, psychological resilience, and school bullying/victimization. A moderate positive correlation was found between victimization and bullying (ρ(119) = 0.34, p < 0.001), while victimization was moderately and negatively associated with resilience (ρ(119) = −0.35, p < 0.001). Emotional intelligence showed weak and non-significant associations with victimization and resilience, whereas its correlation with bullying was positive but small in magnitude (ρ(119) = 0.18, p = 0.048). Overall, resilience appears to be inversely related to victimization, while emotional intelligence demonstrated limited explanatory value in this sample. These findings highlight the potential protective role of resilience against victimization and underscore the importance of resilience-focused interventions within school settings. Emotional intelligence, although theoretically relevant, demonstrated limited explanatory value in this sample.
Gkatsa et al. (Tue,) studied this question.