Understanding aggression and victimization: Negative binomial modelling with supportive school climate, mental health, and social identity mediation.

Abstract

he present study examined how the supportive climate of a school (group support and academic support) and student mental health (depression and anxiety) are associated with school-based aggression and victimization. Drawing on the social identity per­spective, school identification (i.e., a person's social identity as a school member) was investigated as a mechanism to explain how the supportive climate of a school may come to affect peer aggression and victimization. Using data from Australian students (Grades 7-10, N = 1,809) negative binomial structural equation modeling showed that (a) school climate factors and school identification negatively pred.icted peer aggres­sion, (b) depression and anxiety were also strong predictors of peer aggression, and (c) school identification partially mediated the association of group support (but not academic support) with peer aggression. A different pattern was observed for peer victimization. The findings have a range of implications for addressing school-based aggression highlighting to school leadership and education policymakers that building and strengthening a supportive climate and school identification will be fruitful.