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<p>The healthy context paradox—the phenomenon that victimized youths show poorer adjustment in classrooms with lower levels of bullying—has been documented primarily for psychological outcomes but remains less explored with respect to peer social dynamics. The present study examined whether this pattern is also observable in victims’ peer acceptance, and rejection beyond their friendship network. Using sociometric data from 915 Hungarian students (aged 11–18) across 40 classrooms, we estimated multilevel models to test whether classroom-level victimization norms were associated with variation in the relationship between individual victimization and social outcomes. Results indicated that victimized students in classrooms characterized by lower victimization norms reported fewer mutual friendships, lower acceptance, and higher rejection compared to victimized students in classrooms with higher victimization norms. These findings suggest that associations between victimization and peer social standing differ systematically across classroom contexts. The study highlights the importance of considering classroom-level nomination patterns when interpreting sociometric indicators and discusses implications for research on peer relations in low-bullying environments.</p>

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When healthy classrooms hurt: how reduced bullying isolates victimized youth through altered friendship and status dynamics

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月18日

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  • Tamás Hoffmann,
  • Bence Basa,
  • Katalin N. Kollár

摘要

The healthy context paradox—the phenomenon that victimized youths show poorer adjustment in classrooms with lower levels of bullying—has been documented primarily for psychological outcomes but remains less explored with respect to peer social dynamics. The present study examined whether this pattern is also observable in victims’ peer acceptance, and rejection beyond their friendship network. Using sociometric data from 915 Hungarian students (aged 11–18) across 40 classrooms, we estimated multilevel models to test whether classroom-level victimization norms were associated with variation in the relationship between individual victimization and social outcomes. Results indicated that victimized students in classrooms characterized by lower victimization norms reported fewer mutual friendships, lower acceptance, and higher rejection compared to victimized students in classrooms with higher victimization norms. These findings suggest that associations between victimization and peer social standing differ systematically across classroom contexts. The study highlights the importance of considering classroom-level nomination patterns when interpreting sociometric indicators and discusses implications for research on peer relations in low-bullying environments.