Sustainability of Bullying-Free Educational Institutions in Asia and the Role of Teachers.

This paper develops a conceptual framework for increasing understanding of how teachers can contribute to a sustainable bullying-free learning environment in schools. Based on a review and analysis of extant literature, the paper argues for the facilitating roles of mindful social emotional learning implementation and teacher–student relationship quality in building and sustaining a bullying-free learning environment, which can impact the victim of a bullying act, the bully and their peers. The analysis leads to the research and practical implications that conclude the paper. [ABSTRACT FROM PUBLISHER]