Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

响应迅速的教师往往会在学生中培养冲突少，社会亲和力强的行为，从而营造积极的课堂氛围，并减少欺凌行为的受害者。但是，对于影响学生在学校受到欺凌的行为，教师的反应能力与师生之间以及学生与学生之间的关系特征之间的相互作用知之甚少。在这里，我们研究了学生与教师之间的关系质量以及同伴之间学生的可喜度，这些因素是学校受害情况的预测指标。此外，我们调查了教师在此链接上的反应能力的调节作用。研究样本由386名早期青少年学生（女性55.2％，平均年龄[SD] = 12.17 [0.73]）和19名主要教师（女性，n= 14）。调查结果表明，学生遭受伤害的程度与师生冲突成正相关，与课堂同龄人的可喜度成负相关。教师的反应能力并未显示出与欺凌受害者直接相关。但是，当教师表现出较高的反应能力时，学生与教师之间的冲突与学生遭受欺凌的可能性之间的联系强度就会略微提高。本研究强调了在建立学生与教师关系质量之间的联系以及在学校欺凌受害者中考虑教师反应能力的重要性。