Published Jan 20, 2019

Liang Huang  

Decheng Zhao


Using survey data collected by the Organization for the Economic Cooperation and Development (OECD) in its 2015 Program for International Student Assessment (PISA2015), this study explores the relationship between family economic, social and cultural status (ESCS) and students’ exposure to school bullying for students in Beijing-Shanghai-Jiangsu-Guangdong (China). Additionally, the study examines the mediating effects of parental support and teacher support on the relationship between family ESCS and students’ exposure to school bullying. Lower family ESCS led to significantly increased exposure to school bullying. Parental support and teacher support mediated the relationship between family ESCS and students’ exposure to school bullying, with slightly different magnitudes. The results suggest that China should continue to improve its system for school bullying prevention and treatment, and should especially focus on reducing bullying victimization among students from disadvantaged backgrounds. Further, parents in disadvantaged families should provide support and care to their children to enhance their abilities to tackle bullying victimization, and teachers should treat students fairly and guide students in socializing with their peers appropriately.



PISA2015, Family ESCS, School Bullying, Parental Support, Teacher Support, Mediating Effect

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How to Cite
Huang, L., & Zhao, D. (2019). Empirical Research on the Relationship between Family Economic, Social and Cultural Status and Students’ Exposure to School Bullying: Mediating Effects of Parental Support and Teacher Support. Best Evidence in Chinese Education, 1(1), 15–27. https://doi.org/10.15354/bece.19.ar1006