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<p>This study analyzed the moderating role of different sources of social support in the association between bullying victimization and suicidal ideation among adolescents. Participants were 898 Spanish adolescents, who completed validated measures of school victimization, perceived family, peer, and teacher support, school environment, and suicidal risk. The findings indicated that the link between bullying victimization and suicidal ideation was stronger in females than in males. Family support generally showed a protective function for females; however, under high victimization, it exerted a comparatively stronger protective effect for males. Peer support was more effective in reducing suicidal ideation among females and among students who had not repeated a grade. Teacher support emerged as a consistent protective factor across sex, age, and grade-retention status, contributing to lower suicidal ideation regardless of individual characteristics. Overall, the results underscore the importance of considering the differentiated contributions of family, peers, and teachers when addressing the psychological impact of bullying. They also highlight the need to reinforce supportive interpersonal contexts in educational settings to mitigate suicidal ideation, one of the leading causes of mortality in adolescence.</p>

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Who Protects Youth from Suicide After Bullying? Comparative Effects of Family, Peer and Teacher Support in Spanish Adolescents

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月18日

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  • Héctor Galindo-Domínguez,
  • Daniel Losada Iglesias

摘要

This study analyzed the moderating role of different sources of social support in the association between bullying victimization and suicidal ideation among adolescents. Participants were 898 Spanish adolescents, who completed validated measures of school victimization, perceived family, peer, and teacher support, school environment, and suicidal risk. The findings indicated that the link between bullying victimization and suicidal ideation was stronger in females than in males. Family support generally showed a protective function for females; however, under high victimization, it exerted a comparatively stronger protective effect for males. Peer support was more effective in reducing suicidal ideation among females and among students who had not repeated a grade. Teacher support emerged as a consistent protective factor across sex, age, and grade-retention status, contributing to lower suicidal ideation regardless of individual characteristics. Overall, the results underscore the importance of considering the differentiated contributions of family, peers, and teachers when addressing the psychological impact of bullying. They also highlight the need to reinforce supportive interpersonal contexts in educational settings to mitigate suicidal ideation, one of the leading causes of mortality in adolescence.