Teacher interventions on Bullying:Mediating Role of Classroom Climate

This study investigates the mediating role of classroom climate in the relationship between specific teacher intervention strategies and student bullying behaviors within cultural context of Chinese schools. Grounded in social cognitive theory, this research explores how different teacher responses—supporting victims, punishing bullies, mediating conflicts, and organizing group discussions—affect classroom climate, which in turn influences bullying behavior. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) on data from 510 students across eight primary schools in China, the analysis revealed that supportive interventions (β = 0.128, p < 0.001) and punitive actions (β = 0.184, p < 0.001) had the strongest direct effects on improving classroom climate. Classroom climate significantly mediated the relationship between teacher interventions and bullying behavior, with specific indirect effects ranging from β = -0.069 to β = -0.102 (all p < 0.01). This study contributes to the literature by not only quantifying the mediating role of classroom climate but also differentiating the effects of specific teacher behaviors on bullying outcomes. The findings suggest that prioritizing teacher training on supportive interventions can foster a positive classroom environment, significantly reducing bullying behaviors. These results provide actionable insights for educators and policymakers aiming to create safer, more inclusive classrooms.