Abstract ; To explore the influencing factors related to peer victimization from the home-school co-parenting perspective，a moderated mediation model was constructed to examine the effects of parent-child relationship，teacher student relationship，and depressive symptoms on peer victimization. The Inventory of Parent and Peer Attachment，the short version of the Student-Teacher Relationship Scale，the Multidimensional Peer Victimization Scale，and the short version of the Center for Epidemiologic Studies Depression Scale were used to investigate the students’ parent child relationship，teacher-student relationship，peer victimization and depressive symptoms. 1710 5th-8th grade students participated in the study. The results showed that:(1)On the one hand，parent-child relationship directly affects depressive symptoms，and indirectly affects peer victimization through depressive symptoms on the other hand; (2) Teacher-student relationship had a moderating effect on all three pathways of the mediating model and played different roles. Specifically，teacher-student relationship would enhance the protection effect of parent-child relationship on peer victimization，weaken the prediction of parent-child relationship on depressive symptoms and the positive prediction of depressive symptoms on peer victimization. The present study confirmed the feasibility of preventing school bullying from the perspective of home-school cooperation，and suggested that special school bullying management activities should fully consider the interaction between family and school to maximize the double insurance role of both.

为探索家校共育理念指导下家庭与学校对青少年同伴侵害的交互影响，构建一个有调节的中介模型，探讨亲子关系、师生关系、抑郁情绪对同伴侵害的影响。采用父母依恋问卷、师生关系量表简版、多维同伴侵害量表、流调中心抑郁量表简版对1710名5～8年级学生进行调查。结果显示：（1）亲子关系一方面直接影响同伴侵害，另一方面通过抑郁情绪间接影响同伴侵害；（2）师生关系对中介模型的三条路径均有调节作用，且扮演着不同角色。具体来说，师生关系能强化亲子关系对同伴侵害的保护作用，分担亲子关系对抑郁情绪的影响，缓冲抑郁情绪对同伴侵害的不良影响。研究证实了从家校共育的视角防治校园欺凌的可行性，建议校园欺凌专项治理活动要充分考虑到家庭与学校的交互作用，以最大程度上发挥两者的双保险作用。

国家社会科学基金项目“健康中国视域下未成年人自杀预警和防范机制研究”（21BSH099）