Objective: Bullying is a destructive behavior in educational environments with numerous psychological and social consequences. This study aimed to investigate the relationship between parent-child relationship and emotional distress with bullying among female high school students, considering the mediating role of psychological well-being. Methods: This correlational (cross-sectional-analytical) study was conducted using structural equation modeling (SEM) based on the partial least squares (PLS) approach. The statistical population consisted of all female high school students in Mashhad, Iran, in the second semester of the 2023-2024 academic year (N≈50,000). A sample of 381 students was selected using multi-stage cluster random sampling. Data were collected using the Illinois Bullying Scale, the Parent-Child Relationship Scale (PCRS), the Distress Tolerance Scale (DTS), and the Ryff’s Psychological Well-Being Scale (RPWB). Data analysis was performed using SPSS-22 and Smart PLS-3 software. Results: The results showed that all direct and indirect relationships in the model were significant. The parent-child relationship had a significant direct negative effect on bullying (β = -0.213, p < 0.05). Emotional distress also had a significant direct negative effect on bullying (β = -0.277, p < 0.05). Furthermore, psychological well-being mediated the relationship between both independent variables (parent-child relationship and emotional distress) and bullying. The model had acceptable goodness-of-fit indices (GOF = 0.323). Conclusion: The findings highlight the importance of the family environment and emotional regulation in preventing bullying among female students. Strengthening the parent-child relationship and improving students' psychological well-being can be effective strategies in reducing bullying behaviors. It is recommended that school-based interventions focus on these factors.

Bullying Parent Child Relationship Emotional Distress Psychological Well being Female Students Structural Equation Modeling