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Abstract
Many students who seek out teachers for help when getting bullied report receiving unhelpful support. We theorized that the placement of support types (emotional, informational, network) in a conversation influences participants’ (N = 640) supportiveness evaluations. Results suggest that 1) conversations with more than one support type were evaluated as most supportive; 2) conversations featuring network support anywhere were viewed as more supportive; and 3) the emotional support–only conversation was viewed as least supportive, whereas the emotional-and-network support conversation was viewed as most supportive. We end by providing useful information for bullied students’ postbullying adjustments and bullying education curricula for teachers.