Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications.

The relation between understanding of friendship and asociality was examined in 91 girls and 104 boys ranging in age from 9 to 17 years. Consistent with previous research, older children had higher understanding of friendship scores than younger children, and girls had higher understanding of friendship scores than boys. The relation between understanding of friendship and asociality was significant only for boys. Difficulty in understanding components of friendship appears to be one correlate of boys' delinquent tendencies.