“…For the exogenous latent variables, we selected variables that refer to the evaluation of the adolescents themselves about their relationships at school, with other agents (classmates, teachers, managerial staff, and other school staff) and the relation between families and the center ("relationships at school"). As verified by the studies of Foster et al (2017), Hong, Lee, et al (2014) and Rawlings (2015), the choice of this variable is given for school connectedness as a fundamental protection factor to prevent situations of bullying, given that "bully perpetration and victimization is concurrently and longitudinally associated with low levels of school connectedness and student engagement with his/her close context" (Cortés-Pascual, et al 2019, p.3). All the previous authors start from Bronbrenbrenner's (1979) ecological model, which explains that the actors involved in aggressions at school (as victims, aggressors or bystanders) can be considered to be the cause of the relationships or the lack of them at the microsystemic (relationships with a group of equals, family, or teachers) (Yang, 2005), mesosystemic (relationships that occur between microenvironments) (Harris & Petrie, 2003), exosystemic (viewers who do not participate directly although they witness violence) (Shin, 2000) and macrosystem (alluding to the culture of individualization, aggression and absolute imposition) levels (Santoyo Castillo & Frías, 2014).…”