Although the importance of social and emotional learning (SEL) competencies in bullying prevention has received increased recognition, limited research has examined youth's cyberbullying victimization (CBV) experiences through a school-wide SEL perspective. Guided by the school-wide SEL framework and the social-ecological model, this study examined the associations between students' perception of four core SEL competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills), school climate, and their CBV experience. It also examined the multilevel moderating effects of students' school climate perception, gender, and grade levels on the association between SEL competencies and CBV. Participants were 15,227 students (6th-12th graders) from 39 schools in Delaware. Using hierarchical linear modeling while controlling for demographic factors and school climate at both student and school levels, we found that CBV was negatively associated with responsible decision-making and self-management, and positively associated with social awareness. The negative association between self-management and CBV was intensified with a more positive student-level school climate, whereas the negative association between responsible decision-making and CBV was mitigated by the school-level climate. The association of CBV and self-management was stronger among female than male students; the strength of CBV and responsible decision-making was also stronger among high school students than middle school students. The findings highlight the differentiated associations between four core SEL competencies and students' CBV; they also indicate the importance of assessing and monitoring school climate and developing cyberbullying prevention programs with an SEL focus that is responsive to students of different genders and grade levels. Implication StatementThe findings highlight the unique and differentiated relations between four core SEL competencies and students' CBV experience. They also highlight the importance of including school climate assessment and applying for domain-specific, gender-, and grade-level-sensitive cyberbullying prevention programs with an SEL focus.

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To address the rapidly increasing demand for culturally and linguistically diverse school psychologists and training needs for international school psychology students in the USA, this study was grounded in the risk and resilience framework and used semi-structured interviews to explore the nuanced experiences of Asian international trainees in school psychology programs in the USA. Participants included 11 Asian international students who were enrolled in or recently graduated from school psychology programs in the USA. Thematic analysis revealed that Asian international school psychology students identified some assets they have brought to the program, including their diverse perspectives and experiences, awareness and commitment to social justice, and the potential to diversify the school psychology workforce. Participants also identified several challenges they were facing, such as acculturative stress, microaggression and discrimination, training program-related issues, and working restrictions related to their visa status. Moreover, they identified some effective strategies (i.e., seeking resources and increasing internal strengths) they have used to cope with these challenges. The findings provide important implications for school psychology graduate programs in the USA to improve the training experiences and training outcomes for international students from Asia and other countries.

Although school climate plays an important role in the development of adolescent prosocial behaviors and problem behaviors, little is known about the mechanisms underlying school climate's impact on such behaviors, particularly in Chinese adolescents. This study used a multi‐informant approach to investigate the mediating role of social‐emotional learning (SEL) competencies on the association of school climate with prosocial behaviors and problem behaviors (i.e., internalizing and externalizing behaviors) among Chinese adolescents. A total of 699 students (Mage = 12.89 years, SD = 0.70) in 7th and 8th grades from three middle schools in Chengdu, China completed measures of perceived school climate and SEL competencies. Their guardians also completed ratings on adolescent prosocial and problem behaviors. As predicted, while perceived school climate was positively associated with adolescent prosocial behaviors, it was negatively related to adolescent internalizing and externalizing behaviors. Analyses using PROCESS further showed that SEL competencies mediated the relationship between perceived school climate and adolescent behaviors. The findings underscored the importance of promoting positive school climate as well as SEL competencies to foster positive adolescent development.