Although peer victimization in school mainly takes place between children in the same classroom or grade and bullying is generally seen as a group process, little is known about how stability and change in classroom composition affect peer victimization. Hence, this study addressed the following questions: (a) Are newcomers in the classroom more likely to become victims? (b) Does a stable classroom, where children generally have the same classmates over time, lead to less change in bully nominations? To address these questions, this article examined 3 waves of bully nominations in a sample of 3,254 children (50% boys; age 8-12) in 31 elementary schools, displaying three types of schools: stable or unstable administrative or pedagogical multigrade. Both research questions were answered by longitudinal social network analyses of the school-wide networks. The meta-analyzed results of these analyses with small effect sizes showed that (a) although stable classrooms do not necessarily show less change in bully nominations than in unstable classrooms, victim-bully ties are more likely to develop among students in the same grade or same classroom and (b) newcomers were more likely to become victims, more so in unstable schools than in stable schools. Educational Impact and Implications Statement This study contributes to the existing bullying literature by providing first insights into the formation and development of bullying relationships within the school context by examining changes in victim-bully networks in schools that do and do not combine classrooms or grades over the school years. The findings of this study suggest that school and classroom stability and change have a minor impact on the formation of victim-bully relationships between children. Bullying relationships were found to develop most easily between children in the same grade, more so in stable classrooms than in classrooms with changing classroom composition, with no clear evidence that newcomers are more at risk of becoming victimized. The formation and development of bullying relationships among students within the same grade was weakest in unstable pedagogical multigrade schools, after controlling for school size. These findings may be beneficial to schools that consistently deal with changing compositions in their student population and highlight that a context-specific approach may be necessary to tackle bullying in stable and unstable schools.

中文翻译：

---

学生课堂构成的稳定性和变化及其对同伴受害的影响。

虽然学校中的同伴受害主要发生在同一教室或同一年级的儿童之间，并且欺凌通常被视为一个群体过程，但对于课堂构成的稳定性和变化如何影响同伴受害知之甚少。因此，本研究解决了以下问题： (a) 课堂上的新人是否更有可能成为受害者？(b) 一个稳定的教室，随着时间的推移，孩子们通常有相同的同学，是否会导致欺凌提名的变化较小？为了解决这些问题，本文对 31 所小学的 3,254 名儿童（50% 男孩；8-12 岁）的样本进行了 3 波欺凌提名调查，展示了三种类型的学校：稳定或不稳定的行政或教学多年级。这两个研究问题都通过对全校网络的纵向社交网络分析得到了回答。这些具有小效应量的分析的元分析结果表明：（a）虽然稳定的教室不一定比不稳定的教室在欺凌提名方面显示出更少的变化，但受害者-欺凌关系更有可能在同年级或同一个教室和 (b) 新来的人更有可能成为受害者，在不稳定的学校中比在稳定的学校中更是如此。教育影响和影响声明 本研究通过检查学校中的受害者-欺凌网络的变化，对学校环境中欺凌关系的形成和发展提供初步见解，从而为现有的欺凌文献做出贡献学年。这项研究的结果表明，学校和课堂的稳定性和变化对儿童之间受害者-欺凌关系的形成影响很小。欺凌关系被发现在同年级的孩子之间最容易发展，在稳定的教室里比在教室组成发生变化的教室里更容易发生，没有明确的证据表明新来的孩子更有可能成为受害者。在控制了学校规模后，在教学法不稳定的多年级学校中，同年级学生之间欺凌关系的形成和发展最弱。这些发现可能对那些始终应对学生群体中不断变化的构成的学校有益，并强调可能需要针对稳定和不稳定学校的欺凌问题采取针对具体情况的方法。