ABSTRACT
Over twenty-five years of research has amassed a wealth of information regarding the correlates of peer victimization. We begin this chapter with a summary of known concurrent and longitudinal correlates of victimization, especially those related to academic adjustment and the school context. We then review interactive process models, highlighting how the strength of associations between certain correlates and victimization depend on (i.e., are moderated by) other factors. Finally, the implications of this work will be considered, and recommendations for multilevel prevention and intervention will be provided.
