Introduction: In recent years, bullying in rural schools has become increasingly prevalent. It is essential to identify the factors that influence bullying in rural schools to better prevent and manage its occurrence.Methods: This study focuses on Chinese rural students, examining the preventive mechanisms of teachers’ social-emotional competence in mitigating bullying in rural schools. Specifically, the study investigated the mediating role of students’ social-emotional competence and classmate relationship, both individually and as a chain, in this process.Results: The findings indicated that teachers’ social-emotional competence does not directly reduce bullying in rural schools. Instead, it exerts its influence through the mediating effect of classmate relationship and the chain mediation of “students’ social-emotional competence-classmate relationship.Discussion: Based on these findings, efforts should focus on improving teachers’ social-emotional competence, enhancing students’ social-emotional competence, and fostering healthier classmate relationship to effectively prevent and control bullying in rural schools.