Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents

Jorge J. Varela, Gonzalo J. Muñoz, Amy Reschly, Roberto Melipillán

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences–particularly bullying behavior as a victim or perpetrator–impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students’ cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.

Original languageEnglish
Pages (from-to)327-341
Number of pages15
JournalJournal of School Violence
Issue number3
StatePublished - 2022
Externally publishedYes


  • Bullying
  • adolescents
  • multilevel
  • school bonding
  • student engagement


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