Social and emotional skills and different bullying behavior of students: serial mediating role of perceived relationships with teachers and sense of belonging at school

Social and emotional skills (SES) represent essential developmental competencies for the 21st century that have garnered increasing attention for their potential role in bullying prevention. This study explores the relationship between SES and bullying behaviors among students, particularly emphasizing the mediating roles of perceived relationships with teachers (PRT) and sense of belonging at school (SBS). Using data from the Organization for Economic Cooperation and Development (OECD)’s 2019 Survey on Social and Emotional Skills (SSES), the research analyzed a sample of 3,580 15-year-old students from Suzhou, China, employing OLS regression and structural equation modeling. The findings indicate that different SES components are differentially related to student bullying behaviors: emotional regulation, task performance, and collaboration were found to be associated with lower levels of bullying, while open-mindedness and engaging with others were associated with a higher likelihood of bullying. Moreover, PRT and SBS were identified as critical mediators in the relationship between SES and student bullying behavior, including both traditional bullying (TB) and cyberbullying (CB). Notably, efforts to enhance SES in isolation—without addressing the quality of teacher-student relationships or the broader school climate—do not reliably correspond with lower levels of students’ exposure to TB. These findings highlight the need for comprehensive anti-bullying interventions that prioritize the cultivation of positive teacher-student dynamics and a supportive school environment.