Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students (M age ¼ 10.27 years, SD ¼ 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher

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