Di Stasio, MariaSavage, Robert2023-07-112023-07-112023Di Stasio, M. R., & Savage, R. (2023). Classroom practices and peer social status in junior high school. School Psychology International, 44(1), 102–120. https://doi.org/10.1177/01430343221122408https://hdl.handle.net/20.500.14078/3160Bullying by peers remains a serious problem facing adolescents. A key social support for adolescents is their parents. The unique contributions of specific dimensions comprising authoritative parenting, and adolescents’ involvement in bullying situations was investigated. Self-report data were collected from 125 grade 7 students and 100 grade 8 students (60% female; mean age = 12.74 years). Model testing indicated a positive relationship between parent support, beliefs against aggression, high levels of communication, and low levels of bullying and victimization, both in self-reports, and in effectiveness of problem-solving in hypothetical bullying situations. Results indicate that warm, supportive parenting influences the way adolescents consult with their parents about how to manage conflict, deal with bullying issues, and identify solutions to interpersonal problems. The implications of these findings may influence the comprehensiveness of prevention and intervention models that focus on the aspects of parental education.enAttribution (CC BY)social statusteaching practicesclassroom environmentjunior highadolescenceArticle Post-Printhttps://doi.org/10.1177/01430343221122408