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. 2020 Dec 10;49(2):169–184. doi: 10.1007/s10802-020-00738-0

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© The Author(s) 2020

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 2 — The role of defending descriptive norms in the link between victimization and perceptions of cohesion within classrooms. High defending norms are > 1 SD above the mean whereas low defending norms are > 1 SD under the mean. Low victimization = score of -1 on standardized victimization scale. Moderate victimization = score of 0, high victimization = a score of 1, and very high victimization = 2