Student’s perception of school bullying and its impact on academic performance: A longitudinal look

Abstract

Introduction.Bullying among peers has immediate and long-term consequences, as it affects children's health-related quality of life. The aim was to examine the association between the frequency, type and dynamics of children's involvement in bullying situations and their academic performance over the school year. Methods. Longitudinal study conducted in 2015 in 9 to 12 year-olds in schools of Bahía Blanca, Argentina. Outcome measures: children's involvement in bullying situations, frequency of participation in bullying and academic performance. Bullying categories were obtained through the Preconceptions of Bullying and Intimidation Among Peers (PRECONCIMEI) questionnaire and academic performance as reflected by each child's school grades. Results. The survey included 375 children, of which 22.1% (83/375) were repeatedly involved and 30.12% (113/375) were occasionally involved in bullying situations (20.27% [76/375] reported having participated by the year end but not at the beginning, and 9.85% [37/375] showed the opposite behavior). No statistically significant differences were found, regardless of the course subject analyzed. Grades were found to have improved by school year-end, in all groups assessed. Conclusions. No association was found between bullying and academic performance.

Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance

“…Our study shows that the students in the non-victim/nno-bully role, followed by the victim role, presented the highest academic achievement scores; however, it has been shown that the latter often manifest school avoidance behaviors. This can manifest both short- and long-term consequences, causing the loss of important learning and social opportunities, thus significantly hindering academic success and encouraging school dropout [ 11 , 50 ].…”

“…At present, bullying is widespread worldwide, with a high prevalence in all countries, constituting a public health problem [ 3 , 11 ], which has led to an increase in the number of studies on the subject in recent decades [ 4 ]. In many countries, rates of bullying are very high; according to a study of adolescents aged 11–15, the prevalence of bullying victimization (a term indicating that a person is a victim of bullying) has indicated an average rate of over 17% in 25 countries in Europe and North America [ 12 ].…”

“…These can be divided into: the role of the bully, the victim, the bully/victim, who can act as a helper of the harasser, reinforcing them, or a defender of the victim, and finally the spectator role or audience [ 14 , 16 , 17 , 18 ]. The idea of a static role is discarded as the same person can assume different roles throughout the year [ 5 , 11 ]. Bullying can be considered as a group phenomenon in which most children in the school class have a defined role [ 9 ].…”

Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age

“…Currently, bullying has gained significant global attention, showing a high prevalence in all nations and becoming a public health challenge [2,10,11]. This phenomenon has led to a considerable increase in research focused on the topic in recent decades [7].…”

“…Therefore, it is crucial to continue working on the prevention and intervention of school bullying at all educational stages to ensure a safe and healthy school environment for all students. Creating a supportive and respectful atmosphere can contribute to the overall well-being and academic success of students, promoting positive social interactions and reducing the negative effects of bullying [7,10].…”