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The purpose of this study was to examine the relationship of school climate, teacher defending, and friends on bullying and victimization. Participants were 2273 high school students from 3 public schools (an all girls, all boys boarding, and a co‐ed day) in Kenya. A structural equation model was used to examine relationships between school climate, teacher behavior toward bullying, and student demographic characteristics, and bullying. Results revealed that a positive school climate was associated with less bullying behavior and victimization. In addition, when students reported that teachers stop bullying by students, bullying behavior and victimization scores were lower. Contrary to previous research these results showed that residents of a boys only boarding school were less likely to report bullying behavior than residents of an all girls school, or students at a co‐educational institution. Furthermore, there were no differences in bullying behavior or victimization by gender or grade level. Implications of these results are discussed.

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Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers’ orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a program of community-engaged teacher preparation at a midsized Midwestern public university specifically examined the ways in which caring relationships between preservice teachers and volunteer community mentors scaffolded candidates’ contextualized understanding of culture, community, and identity of children and families. Findings provide evidence that as candidates experience authentic caring within the space of supportive relationships, they emerge equipped to care in more authentic, culturally responsive ways for their students.

This study is a cross‐sectional analysis of Kenyan adolescents' beliefs in a just world (BJW). Prior research suggests that BJW declines across adolescence and differentiate between Personal and General BJW. However, little research has been conducted in African samples or developing economies. Adolescents from three schools in Western Kenya (n = 1960) completed the questionnaires to understand how their Personal and General BJW differed across grades, and between schools, tribes, and sexes. Contrary to prior research, there was not a downward trend of BJW across adolescence. Instead, the trajectory was dependent upon the school and demographics. There were significant differences between males and females, which may reflect gender inequalities of the traditional Kenyan society. There were also significant differences between tribal groups, with those in dominant or majority tribes having higher perceptions of justice. This study discusses the role that inequality plays in adolescents' BJW and the implications for future cross‐cultural research.