Prior research suggests that levels of basic psychological needs of autonomy, belonging and competence of students predict involvement in school peer violence. However, studies have, to date, focused on analysis at the individual level and largely ignored the existence of these needs at a school level. Using data from the Israeli Health Behaviors of School-Aged Children (HBSC) 2022-23 survey, the current study takes a multi-level approach to examine the relationship between psychological needs at both the student and school level, and levels of peer violence. It also extends previous research by examining this relationship in both traditional and democratic educational settings. The sample consists of 3,782 students from 35 public schools. Results at the student level indicate that higher levels of competence and belonging predicted lower involvement in peer violence as both perpetrator and victim. At the school level, greater competence predicted reduced bullying, cyberbullying victimization, and involvement in fights, but belonging was unexpectedly associated with higher rates of bullying and fighting. Autonomy did not have a significant effect at either level. Furthermore, students in democratic schools reported higher autonomy and belonging, as well as lower peer violence, compared to their peers in traditional schools. However, autonomy, belonging, and competence did not mediate the relationship between school type and peer violence involvement. This study addresses a gap in the literature regarding the role of psychological needs at the school level and offers new insights into peer violence dynamics within alternate school environments.

most boys and girls have had a romantic experience during their adolescence. The management of these romantic experiences seems to be related to psychosocial factors such as the perception of quality they have of their own relationships, the skills they possess to manage these first encounters and the intersubjective bonds of secondary attachment they establish. In this study we decided to test a longitudinal model relating secondary attachment, relationship quality and affective competence to relationship experience through a Multigroup Structural Equation Model (MGSEM). The study was conducted with 465 adolescents aged 12-19 who had or had had some kind of romantic experience in the last year (from a fling to a serious relationship). The gender variable was taken into account as a moderating variable, and we determined the significant differences between boys and girls. We also analysed the possible mediating role of quality between affective competence and secondary attachment. The results of the MGSEM showed a significant and positive relationship between the variables in the model. Although significant differences were found between boys and girls, girls follow different paths to build attachment relationships with their partner. The mediating effect of quality was significant for the group of boys. The results of this study aim to provide a theoretical model of an evolutionary nature that allows for a deeper understanding of how adolescents form and develop romantic relationships and allows for the design of good educational practices in this field.

According to the bio-ecological paradigm (Bronfenbrenner & Morris, 2006), the broader environment, such as the classroom, can influence adolescent development. Research has shown that relationships with teachers and peers are associated with adolescents’ social-emotional adjustment (e.g., Wentzel & Ramani, 2016). However, previous studies have mostly included only one type of relationships, either with teachers or peers, rather than both, making it difficult to draw conclusions about the relative contribution of both relationship types. The current longitudinal study aims to investigate the relative contributions of positive and negative relationships with teachers and peers (affiliation and dissatisfaction, peer acceptance and rejection, respectively) to adolescents’ social-emotional adjustment (i.e., depressive symptoms and well-being at school). In November 2023 (Wave 1), January/February 2024 (Wave 2), and April 2024 (Wave 3), 939 Belgian Grade 7 students (first year of junior high school; 50.1% identified as male, Mage = 12.43 years, SDage = 0.40) completed questionnaires on teacher-student relationships and social-emotional adjustment, and peer nominations on peer relationships. Multilevel analyses will be conducted as participants are nested within classrooms. Positive (negative) relationships with teachers and peers are expected to predict better (worse) social-emotional adjustment, controlling for initial social-emotional adjustment. As peer relationships become more important during adolescence (Wentzel, 2009), we expect peer relationships to be more predictive of adolescents’ social-emotional adjustment than teacher-student relationships. In line with the negativity bias (Vaish et al., 2008), we expect negative classroom relationships to have a stronger effect on adolescents’ social-emotional adjustment than positive classroom relationships. Preliminary multiple linear regression analyses showed that Wave 1 teacher affiliation significantly predicted depressive symptoms, but not well-being at school at Wave 2, suggesting that teacher-student relationships remain important in junior high school. Wave 1 teacher dissatisfaction, peer acceptance, and peer rejection were not significant predictors of Wave 2 depressive symptoms and well-being at school.

Adolescents’ interactions with peers shape their expectations of close friendships, which, in turn, influence relationship quality across the lifespan. While friendship expectations and quality have been extensively studied, little is known about the experiences from peer interactions that underlie them. Therefore, this study qualitatively explored the patterns of positive and negative interaction experiences with forming and maintaining trusting friendships with peers. We conducted eight focus groups (N = 39 participants; 48% women) with early (11–12 years), middle (14–15 years), and late (18–19 years) adolescents and a comparison sample of adults (30–50 years). The data were analysed using experiential reflexive thematic analysis. We developed four main themes: (1) Navigating similarities and differences, (2) Aligning words and actions, (3) Addressing help and support needs, and (4) Treating vulnerable information. In line with the social learning perspective, the results show how adolescents drew on positive and negative interaction experiences with peers, adapting their behaviour in similar future situations and refining their interpersonal skills (e.g., appropriate self-disclosure). Compared to adults, adolescents emphasised friends’ confidentiality more and perceived shared age-specific experiences as a key reason friends empathised with them better than parents. This study provides deeper insight into adolescents’ lived experiences of navigating the emerging needs for autonomy and intimacy in peer relationships and the reorientation from parents to peers when seeking help and support. The findings have practical implications for counsellors, educators, and parents to help adolescents cope with challenges unique to this developmental period.

Prior research has documented the healthy context paradox, whereby negative consequences of victimization by school bullying are particularly severe in classrooms where bullying targets lower number of students. However, the existing studies on the healthy context paradox mostly focus on internalizing problems and the understanding of longitudinal associations and potential mediating mechanisms is rather limited. Therefore, this study will (1) examine longitudinal associations between victimization and both internalizing and externalizing problems, (2) test moderating effects of classroom descriptive norm of victimization (i.e., classroom-level victimization rate), and (3) investigate potential mediating role of self-blaming attributions and lack of peer support. The sample comprises early adolescents (Time 1: N = 2003; 51% girls; age: M = 12 years and 6 months, SD = 12 months) assessed at three time points (with a three-month interval) within one school year. Two separate multilevel linear models (for internalizing problems and externalizing problems) with students and classrooms as levels will be estimated to test the hypothesized effects. We expect to find positive associations between Time 1 victimization and Time 3 internalizing and externalizing problems and a moderation effect of Time 1 classroom-level victimization rate, such as that it will weaken the associations. We further hypothesize that the moderating effects will be mediated by Time 2 self-blaming attributions and lack of peer support. The findings will clarify the healthy context paradox and identify potential mechanisms that could be targeted by interventions.