DescriptionThis study sought to examine bullying in schools from an ecological systems perspective by assessing the role that important aspects of the school and neighborhood microsystems play in shaping student behavior and experiences. Specifically, this study examined whether school neighborhood socioeconomic status (SNSES) and school climate were associated with student reports of bullying, victimization, and others being bullied at school. The interaction between SNSES and school climate was also assessed. The sample included 9,603 students from 26 schools (49.7% were female and 50.1% self-identified as White, 15.7% as Latino, 12.3% as Mixed race/ethnicity, 7.1% as Black, 6.5% as Asian, 2.7% as Middle Eastern and 5.4% as Other). Student grade levels ranged from 3 to 12. Bullying and school climate were assessed via student report. SNSES was assessed via 2000 U.S. Census data. Multilevel linear modeling was used to examine the study hypotheses. Results revealed that negative school climate and negative SNSES were associated with increased student reports of bullying, victimization, and others being bullied. Students in high SNSES schools reported less victimization at positive levels of school climate. There was little difference in student reported victimization across different levels of school climate among students in low SNSES schools. Implications for future research are discussed.