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Understanding peer bullying and broader school aggression from a school psychology perspective: a Social-Ecological Model based on extracurricular activities, instructional capacity, and learning contexts
Peer bullying is increasingly recognized as a contextual issue shaped by the school environment. Although extracurricular activities are often considered protective, their association with school-level aggressive and misconduct behaviors, including peer intimidation-related behaviors, appears to depend on broader institutional factors rather than operating in isolation.