Peer victimization can be detrimental to youth. This study examines a particular type of peer victimization, relational peer victimization, and its effect on students’ engagement in the classroom. We specifically investigate the longitudinal relationship between relational peer victimization and academic engagement in a sample of 204 Black 3rd through 5th grade elementary school students by utilizing multiple informants: students and their parents reported on relational peer victimization, and teachers reported on students’ academic engagement. Our findings showed convergence between student and parent reports of relational peer victimization and revealed that experiencing relational peer victimization during the beginning of the school year (fall) negatively predicts teacher reported academic engagement towards the end of the school year (spring). Our study suggests that relational peer victimization is a critical issue that educators and researchers should consider when trying to foster academic engagement. There is also a need for further research regarding the role that families play in providing support to Black relationally victimized youth.

同伴受害可能对青少年有害。本研究探讨了一种特定类型的同伴受害、关系性同伴受害及其对学生课堂参与的影响。我们利用多个信息提供者，以 204 名三年级至五年级黑人小学生为样本，专门调查了关系性同伴受害与学业参与之间的纵向关系：学生及其家长报告了关系性同伴受害，教师报告了学生的学业参与。我们的研究结果表明，学生和家长对关系性同伴受害的报告存在一致性，并表明在学年开始（秋季）期间经历关系性同伴受害会对教师报告的学年末（春季）学术参与度产生负面预测。我们的研究表明，同伴受害是教育工作者和研究人员在努力促进学术参与时应考虑的一个关键问题。还需要进一步研究家庭在向黑人相关受害青少年提供支持方面所发挥的作用。