In past research focused on middle childhood, I have theoretically linked peer networks to relational aggression and have empirically demonstrated that certain aspects of children’s classroom network position are associated with relational aggression. Across a series of studies, my colleagues and I have found that teacher practices can potentially offset some of the negative social consequences of victimization, and are associated with academic engagement. Using longitudinal social network models, colleagues and I have also examined whether preschool children choose playmates based on temperament traits (i.e., selection) and whether preschool children's temperament traits are shaped by their playmates' temperament traits (i.e., influence). Of note, we found that children tended to select playmates with similar levels of positive emotionality. Additionally, we found that children tended to become more similar to their playmates in both positive emotionality and effortful control over time, suggesting that temperament traits develop and change based on peer relationships. In my future research, I plan to continue to investigate how networks and childhood behavior coevolve.