The aim of the present systematic review is to investigate the role of both classroom and school ethnic diversity, a structural aspect of interethnic relationships, in relation to bullying and victimization. Several moderators of this association have been analyzed: country or area of data collection, how ethnicity is operationalized and computed, and participants' school level. A systematic literature search on Scopus, Web of Science and Eric databases was conducted in January 2021; 4496 articles were identified and a final set of 20 papers have been selected.

Almost half of the analyses did not find any significant association between bullying perpetration and ethnic diversity, while the other half found a positive one; few studies found a positive association between ethnic diversity and victimization. Operationalization of ethnicity and area of data collection play a role for both bullying perpetration and victimization. In North America, focusing on race, ethnic diversity has shown a protective role for victimization; in Europe, where the focus is on immigrant backgrounds, diversity may constitute a risk factor. About victimization, ethnic diversity represents a risk factor at younger ages and turns into a more protective factor in secondary schools. Results are discussed in terms of practical implications across development.

本系统评价的目的是调查课堂和学校种族多样性（种族间关系的结构方面）在欺凌和受害方面的作用。已经分析了该协会的几个主持人：数据收集的国家或地区，种族如何运作和计算，以及参与者的学校水平。2021 年 1 月对 Scopus、Web of Science 和 Eric 数据库进行了系统的文献检索；确定了 4496 篇文章，最终选出了 20 篇论文。

几乎一半的分析没有发现欺凌行为与种族多样性之间存在任何显着关联，而另一半则发现了积极的关联；很少有研究发现种族多样性与受害之间存在正相关关系。种族和数据收集领域的操作化对欺凌行为和受害行为都有影响。在北美，以种族为重点，种族多样性对受害表现出保护作用；在以移民背景为重点的欧洲，多样性可能构成风险因素。关于受害，种族多样性代表了年轻时的一个风险因素，并在中学变成了一个更具保护性的因素。结果在整个发展过程中的实际影响方面进行了讨论。