Guided by the school-wide social-emotional learning framework and social-ecological model, in this study we examined the associations between students' perceptions of four core social emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills) and school climate and their experience with bullying victimization through a multilevel framework. We also examined the multilevel moderating effects of students' perceptions of school climate, gender, and school levels (elementary, middle, and high schools) on the association between SEL competencies and bullying victimization. Participants were 23,532 students (4th to 12th grade) from 90 schools in Delaware. Using hierarchical linear modeling and controlling for demographic factors and school climate at both student and school levels, we found that three of the four core SEL competencies (i.e., social awareness, relationship skills, and self-management) and student-level school climate perceptions had significant associations with students' bullying victimization experiences. Moreover, the positive association between social awareness and bullying victimization and the negative association between self-management and bullying victimization were both mitigated in schools with more positive school climate at the student level. The association between some of the SEL competencies and bullying victimization varied depending on students' gender and grade levels. The findings highlight the unique and differentiated relations among the four core SEL competencies and students' bullying victimization experiences; they also suggest the importance of including school climate assessment and applying gender- and grade-level-specific efforts in bullying prevention programs with an SEL focus.

在全校社会情感学习框架和社会生态模型的指导下，在这项研究中，我们研究了学生对四种核心社会情感学习 (SEL) 能力（即负责任的决策、社会意识、自我-管理和人际关系技巧）和学校氛围以及他们通过多层次框架应对欺凌受害的经验。我们还研究了学生对学校气候、性别和学校级别（小学、初中和高中）的看法对 SEL 能力与欺凌受害之间关联的多层次调节作用。参与者是来自特拉华州 90 所学校的 23,532 名学生（4 至 12 年级）。使用分层线性模型并控制学生和学校层面的人口因素和学校气候，我们发现 SEL 四个核心能力中的三个（即社会意识、人际关系技能和自我管理）和学生层面的学校气候感知与学生的欺凌受害经历有显着关联。此外，社会意识与欺凌受害之间的正相关关系以及自我管理与欺凌受害之间的负相关在学生层面更积极的学校氛围中都得到了缓解。某些 SEL 能力与欺凌受害之间的关联因学生的性别和年级而异。调查结果强调了 SEL 的四项核心能力与学生欺凌受害经历之间的独特和差异化关系；他们还提出了在以 SEL 为重点的欺凌预防计划中包括学校气候评估和应用性别和年级特定努力的重要性。