Teacher-student relationships affect students peer relationships (Endedijk et al., 2022; Farmer et al., 2011). Social referencing suggests that the teacher first influences peers’ perceptions of a specific teacher student relationship and, as a result, how the peers subsequently evaluate that student (Hughes et al., 2001). Thus, conflict with the teacher might be perceived by peers and consequently might decrease the peer acceptance of the affected student. However, to investigate this process, it is also important consider the social behavior of students (Endedijk et al., 2022) and their prior status in the peer group (i.e., peer rejection). This study examined the extent to which teacher–student conflict is perceived by peers and subsequently predicts the social acceptance of students. Data from N = 902 students (49% girls; Mage = 8.12, SD = 1.12) in 57 first through fourth grade classrooms in Switzerland were collected at the beginning (t1), the middle (t2) and at the end of the school year (t3). Using structural equation modelling, peer rejection t1 and social behavior t1 were examined as predictors of teacher-rated teacher–student conflict t1 and peer acceptance t3, with peer-perceived teacher–student conflict t2 as a mediator in the association between teacher–student conflict t1 and peer acceptance t3. The hypothesized model fit the data well, χ2(10) = 20.17, p = .03, CFI = 0.98, RMSEA = .05, SRMR = 0.03. Peer rejection t1 predicted higher levels of teacher–student conflict t1 and lower peer acceptance t3. Social behavior t1 was also a significant negative predictor of teacher-student conflict t1 and a positive predictor of peer acceptance t3. Teacher-student conflict t1 predicted peers’ perceptions of teacher student conflict t2, which in turn predicted peer acceptance t3. The indirect effect via the mediator, peer-perceived teacher student conflict t2, was significant, whereas the direct effect of teacher-student conflict t1 on peer acceptance t3 was not. These findings provide evidence for social referencing processes, also considering students’ social behavior and status at the beginning of the school year. Students who are initially rejected and display lower social competence are more likely to experience teacher–student conflict, which is noticed by peers and affects peer acceptance by the end of the school year. This highlights the importance of addressing peer rejection and teacher–student conflict early, as teachers’ visible interactions with students can shape classroom social dynamics (Farmer et al., 2019).

Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2022). The teacher’s invisible hand: A meta-analysis of the relevance of teacher–student relationship quality for peer relationships and the contribution of student behavior. Review of Educational Research, 92(3), 370–412. Farmer, T. W., Hamm, J. V., Dawes, M., Barko-Alva, K., & Cross, J. R. (2019). Promoting inclusive communities in diverse classrooms: Teacher attunement and social dynamics management. Educational Psychologist, 54(4), 286–305. Farmer, T. W., McAuliffe Lines, M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher—Student relationship. Journal of School Psychology, 39(4), 289–301.