School victimization has been negatively associated with children's social status. However, previous studies have primarily focused on peer victimization, leaving a significant knowledge gap regarding violence by teachers. We hypothesized that, when almost all children experience violence by teachers, not only the experience of violence, but also other factors, for example, mental health problems, may influence children's social preference and centrality. We therefore examined potential moderation effects of children's internalizing and externalizing problems. We implemented a multistage cluster randomized sampling approach to randomly chose fifth- and sixth-grade students from primary schools throughout Tanzania. Using a multi-informant approach, data were collected from 643 children (51.0% girls, Mage = 12.79 years). Results showed inconsistent direct associations between teacher violence and social status, whereas mental health problems were consistently associated with lower social status. Significant interaction effects were found for internalizing problems; that is, teacher violence was associated with lower social status for increasing internalizing problems. However, no interaction effects were found for externalizing problems. The findings underline the burden of exposure to violence by teachers and the importance of mental health for children's social functioning. Knowledge about interrelations can be applied in interventions to effectively reduce violence by teachers toward students.

学校受害与儿童的社会地位呈负相关。然而，以前的研究主要集中在同伴受害上，在教师暴力方面存在巨大的知识差距。我们假设，当几乎所有的孩子都经历过老师的暴力时，不仅暴力经历，还有其他因素，例如心理健康问题，可能会影响孩子的社会偏好和中心地位。因此，我们检查了儿童内化和外化问题的潜在调节效应。我们实施了多阶段整群随机抽样方法，从坦桑尼亚各地的小学中随机选择五年级和六年级的学生。使用多信息方法，从 643 名儿童（51.0% 的女孩，M年龄= 12.79 年）。结果显示教师暴力与社会地位之间的直接关联不一致，而心理健康问题始终与较低的社会地位相关。发现内化问题有显着的交互作用；也就是说，教师暴力与社会地位较低有关，从而增加了内化问题。然而，没有发现外部化问题的交互作用。研究结果强调了教师遭受暴力的负担以及心理健康对儿童社会功能的重要性。关于相互关系的知识可以应用于干预措施，以有效减少教师对学生的暴力行为。