Dataset_school_level_risk_factors_bullyvictims.

Whereas higher teacher support was associated with the bully-victim role in traditional bullying, lower peer social network was associated with the cyberbully-victim role. Gender interaction effects were found in traditional bullying, with the likelihood of being a bully-victim being higher for girls with higher levels of teacher support and lower school connectedness. Our results highlight that individual factors affect bully-victims in traditional bullying and cyberbullying, and act in concert with perceived environmental conditions in the education context.

Discipline and norm adjustment, as well as socio-emotional competencies such as emotional regulation and adequate conflict resolution, are important for preventing bully-victim involvement. Key factors in the school context to prevent double-role involvement are discussed.