Positive perceptions of school climate are associated with lower frequency of peer victimization and aggression in children. Understanding how school climate influences aggression and victimization is essential to guiding school-level interventions to enhance character strengths such as social responsibility. In this short-term longitudinal study, we test a theoretical model arguing that children’s social responsibility mediates the links between their positive perceptions of school climate (comprised of authoritative disciplinary classroom structure, classroom support, and teachers’ use of social–emotional learning [SEL] strategies) and changes in their reports of victimization and aggression, in a sample of Brazilian students in Grades 4 and 5 (N = 1,850). Findings gave some support to our model, particularly in the prediction of aggression. Children’s perceived social responsibility mediated the effects of positive school climate in predicting declines in aggressive behaviors. Specifically, teachers’ use of SEL strategies and classrooms with more structure and support predicted lower levels of aggression through increases in students’ social responsibility. In addition, social responsibility mediated the association between teachers’ use of social emotional strategies and declines in victimization. The direct effect of classroom support on victimization was also significant.

对学校氛围的积极看法与儿童遭受同伴伤害和攻击的频率较低有关。了解学校气候如何影响攻击性和受害性对于指导学校层面的干预措施以增强社会责任等品格优势至关重要。在这项短期纵向研究中，我们测试了一个理论模型，该模型认为儿童的社会责任调节了他们对学校氛围的积极看法（包括权威的学科课堂结构、课堂支持和教师对社会情感学习的使用 [SEL] ] 策略）以及他们关于受害和侵略报告的变化，以巴西 4 年级和 5 年级学生为样本（N= 1,850）。研究结果为我们的模型提供了一些支持，特别是在攻击性预测方面。儿童感知的社会责任调节了积极的学校氛围在预测攻击性行为减少方面的影响。具体而言，教师使用 SEL 策略以及具有更多结构和支持的课堂通过增加学生的社会责任预测较低的攻击水平。此外，社会责任调节了教师使用社会情感策略与受害减少之间的关联。课堂支持对受害的直接影响也很显着。