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.
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