One of the negative consequences of bullying in schools is its adverse effect on students’ sense of safety. Previous studies yielded mixed results and a nonlinear relationship between bullying and students’ sense of safety and pointed to the need for revealing possible mediating and moderating factors in order to better understand this victimization-fear paradox. The main aim of the current study was to examine the moderating effect of school climate, suggesting that bullying may have a smaller effect on the sense of safety in a positive school climate than in a negative one. The association between different forms (direct, observed) of school bullying and the sense of safety was also investigated with reference to three indicators of safety (risk assessment, fear, avoidance). The sample included 1213 students in sixth (35.5%), eighth (38.3%), and tenth (26.2%) grades. The findings show that school climate moderates the association between victimization and the sense of safety and that a negative relationship exists between bullying and students’ sense of safety in schools characterized by a negative school climate, but not in schools characterized by a positive school climate. The findings point to the importance of the school context in understanding the effect of bullying and specifically the association between bullying and the sense of safety.

校园欺凌的负面后果之一是对学生的安全感产生不利影响。先前的研究得出了混合的结果，并且欺凌与学生的安全感之间存在非线性关系，并指出需要揭示可能的中介和调节因素，以便更好地理解这种受害-恐惧悖论。当前研究的主要目的是检查学校氛围的调节作用，表明欺凌对安全感的影响在积极的学校氛围中可能比在消极的氛围中要小。还参考三个安全指标（风险评估、恐惧、回避）调查了不同形式（直接的、观察到的）校园欺凌与安全感之间的关联。样本包括第六 (35.5%)、第八 (38.3%)、和第十 (26.2%) 级。研究结果表明，学校氛围缓和了受害与安全感之间的关联，并且在以负面学校氛围为特征的学校中，欺凌与学生的安全感之间存在负相关关系，但在以积极学校氛围为特征的学校中则不然。研究结果表明，学校环境在理解欺凌的影响方面的重要性，特别是欺凌与安全感之间的关联。