The findings suggest that bullying increases among children who watch television frequently, lack teacher support, have themselves been bullied, attend schools with adverse environments, have emotional support from their peers, and have teachers and parents who do not expect much from their school performance. There was an inverse relationship between being Asian or African-American, feeling left out of school activities, and bullying. The findings provide support for the perspective that bullying derives from deficits in the social climate, but that social support systems mediate bullying behavior regardless of the student’s racial/ethnic characteristics, parental income level, or media influences. The number of friends and the ability to talk to these friends increased the likelihood of bullying, suggesting that bullying is related to the dynamics of a particular environment, including peer-group behavior. Suggestions for preventing or modifying bullying behavior are to limit television viewing hours, improve students’ abilities to access family support systems, and improve the positive aspects of school environments. Data were obtained from the Health Behavior in School Children: WHO (World Health Organization) Cross-National Survey, 1997-98. The outcome variable measured the self-reported frequency of bullying behaviors among respondents. Independent variables included individual demographics, self-confidence, helplessness, and feelings of being left out. Microsystem variables pertained to emotional support from parents and friends, the role of friends, teacher apathy, parental support at school, school-related stressors, school atmosphere, broader peer group relationships, media effects, and urbanicity. 6 tables, 2 figures, and 66 references