sustainability Article Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate María-Jesús Cava 1,* , Ester Ayllón 2 and Inés Tomás 3 1 Department of Social Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain 2 Department of Psychology and Sociology, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain;
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[email protected] Abstract: The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor Citation: Cava, M.-J.; Ayllón, E.; and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization Tomás, I. Coping Strategies against according to their gender, school grade, victimization status and perceived classroom social climate. Peer Victimization: Differences The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, According to Gender, Grade, SD = 1.52).