The association between the quality of teacher–student relationships and children's psychological adjustment has been mainly studied in Western countries; however, this research topic is gaining more interest in Eastern countries. Based on attachment theory and empirical evidence, this cross-sectional study examined the relationship between bullying victimization and psychological adjustment (internalizing and externalizing symptoms) as well as the mediating role of the teacher–student relationship (closeness and conflict) in this association. Nine hundred seventy-four Chinese students aged 11 to 16 years (Mage = 12.56, SD = 1.24) participated in this study and completed corresponding questionnaires. The results indicated that bullying victimization was directly and positively associated with internalizing and externalizing symptoms and that closeness and conflict in student–teacher relationships played mediating roles in this associations. Results, limitations, and practical implications are discussed.
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