Emotional adjustment and peer relationships: The role of behavioural reputation and classroom social climate

PLOS One | https://doi.org/10.1371/journal.pone.0332297 September 18, 2025 12 / 13 27. Hoglund WL, Leadbeater BJ. The effects of family, school, and classroom ecologies on changes in children’s social competence and emotional and behavioral problems in first grade. Dev Psychol. 2004;40(4):533–44. https://doi.org/10.1037/0012-1649.40.4.533 PMID: 15238041 28. Hodges EV, Boivin M, Vitaro F, Bukowski WM. The power of friendship: protection against an escalating cycle of peer victimization. Dev Psychol. 1999;35(1):94–101. https://doi.org/10.1037//0012-1649.35.1.94 PMID: 9923467 29. Henry D, Guerra N, Huesmann R, Tolan P, VanAcker R, Eron L. Normative influences on aggression in urban elementary school classrooms. Am J Community Psychol. 2000;28(1):59–81. https://doi.org/10.1023/A:1005142429725 PMID: 10824274 30. Boivin M, Vitaro F. The impact of peer relationships on aggression in childhood: Inhibition through coercion or promotion through peer support. In: McCord J, ed. Coercion and punishment in long-term perspectives. New York: Cambridge University Press; 1995. 183–97. 31. Chang L. The role of classroom norms in contextualizing the relations of children’s social behaviors to peer acceptance. Dev Psychol. 2004;40(5):691–702. https://doi.org/10.1037/0012-1649.40.5.691 PMID: 15355159 32. Hendrickx MMHG, Mainhard MT, Boor-Klip HJ, Cillessen AHM, Brekelmans M. Social dynamics in the classroom: Teacher support and conflict and the peer ecology.J early Adolesc. 2016;53:30–40. https://doi.org/10.1016/j.tate.2015.10.004

33. Rubin KH, Bukowski WM, Parker JG. Peer interactions, relationships, and groups. In: Damon W, Lerner RM, Eisenberg N, eds. Handbook of child psychology Vol. 3: social, emotional, and personality development. 6th ed. Hoboken, NJ: Wiley. 2007. https://doi.org/10.1002/9780470147658. chpsy0310 34. Ford T, Goodman R, Meltzer H. The British child and adolescent mental health survey 1999: the prevalence of DSM-IV disorders. J Am Acad Child Adolesc Psychiatry. 2003;42(10):1203–11. https://doi.org/10.1097/00004583-200310000-00011 PMID: 14560170 35. Muris P, Meesters C, Fijen P. The self-perception profile for children: further evidence for its factor structure, reliability, and validity. Pers Individ Diff. 2003;35(8):1791–802. https://doi.org/10.1016/s0191-8869(03)00004-7 36. Garner PW, Waajid B. Sociodemographic variations in the linkage between emotion regulation and peer victimization. J School Violence. 2018;18(1):121–33. https://doi.org/10.1080/15388220.2017.1418670 37. Rose AJ, Rudolph KD. A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. Psychol Bull. 2006;132(1):98–131. https://doi.org/10.1037/0033-2909.132.1.98 PMID: 16435959 38. Crick NR, Grotpeter JK. Children’s treatment by peers: victims of relational and overt aggression. Dev Psychopathol. 1996;8(2):367–80. https://doi. org/10.1017/s0954579400007148 39. Banerjee R, Weare K, Farr W. Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experi-

ences, attendance, and attainment. British Educ Res J. 2013;40(4):718–42. https://doi.org/10.1002/berj.3114 40. Harter S. Manual for the self-perception profile for children. Denver, CO: University of Denver; 1985. 41. Brown JS, Learmonth AM, Mackereth CJ. Promoting public mental health and well-being: principles into practice. London: Jessica Kingsley Pub- lishers; 2014. 42. Education Endowment Foundation. Improving social and emotional learning in primary schools. London: Education Endowment Foundation; 2019. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/primary-sel 43. Realmuto GM, August GJ, Hektner JM. Predictive power of peer behavioral assessment for subsequent maladjustment in community samples of disruptive and nondisruptive children. J Child Psychol Psychiat. 2000;41(2):181–90. https://doi.org/10.1017/s0021963099005181 44. Strauss CC, Frame CL, Forehand R. Psychosocial impairment associated with anxiety in children. J Clin Child Psychol. 1987;16(3):235–9. https:// doi.org/10.1207/s15374424jccp1603_8 45. Badaly D, Schwartz D, Gorman AH. Social status, perceived social reputations, and perceived dyadic relationships in early adolescence. Social Develop. 2012;21(3):482–500. https://doi.org/10.1111/j.1467-9507.2011.00646.x 46. Coie JD, Dodge KA, Kupersmidt JB. Peer group behavior and social status. In: Asher SR, Coie JD, eds. Peer rejection in childhood. New York: Cambridge University Press; 1990. 17–59.

47. Walker S. Teacher reports of social behavior and peer acceptance in early childhood: sex and social status differences. Child Study J. 2004;34:13–28. 48. Khatri P, Kupersmidt JB, Patterson C. Aggression and peer victimization as predictors of self-reported behavioral and emotional adjustment. Aggr Behav. 2000;26(5):345–58. https://doi.org/10.1002/1098-2337(2000)26:5<345::aid-ab1>3.0.co;2-l 49. Kiesner J. Depressive symptoms in early adolescence: their relations with classroom problem behavior and peer status. J Res Adolesc. 2002;12(4):463–78. https://doi.org/10.1111/1532-7795.00042 50. Dishion TJ, Andrews DW, Crosby L. Antisocial boys and their friends in early adolescence: relationship characteristics, quality, and interactional process. Child Dev. 1995;66(1):139–51. https://doi.org/10.1111/j.1467-8624.1995.tb00861.x PMID: 7497821 51. Cairns RB, Cairns BD. The sociogenesis of aggressive and antisocial behaviors. In: McCord J, ed. Facts, frameworks, and forecasts: advances in criminological theory. New Brunswick, NJ: Transaction Publications; 1992. 157–91. 52. Kennedy E, Spence SH, Hensley R. An examination of the relationship between childhood depression and social competence amongst primary school children. J Child Psychol Psychiatry. 1989;30(4):561–73. https://doi.org/10.1111/j.1469-7610.1989.tb00268.x PMID: 2768358