The Impact of School Bullying on Students’ Academic Achievement?
School bullying is a pervasive problem that affects millions of students worldwide. This behavior is characterized by repeated aggressive behavior that is intentional and that occurs within a power imbalance. While the negative effects of school bullying on the social and emotional well-being of students are well-documented, less is known about how school bullying impacts academic achievement. This literature review aims to summarize the research on the impact of school bullying on students’ academic achievement.
Several studies have shown that school bullying can have a significant negative impact on academic achievement. For example, a study conducted by Espelage & Holt (2001) found that students who were bullied had lower GPAs than their non-bullied peers. Similarly, a study by Al-Raqqad et al. (2017) found that students who experienced bullying reported lower grades than their non-bullied peers.
Bullying can also affect students’ attendance and engagement in school, both of which are important predictors of academic achievement. For instance, a study by Bradshaw, Sawyer, and O’Brennan (2007) found that students who experienced bullying were more likely to miss school than their non-bullied peers. Similarly, a study by Wang, Berry, & Swearer (2013) found that students who were bullied were less engaged in school and had lower levels of academic motivation.
Moreover, school bullying can also affect cognitive functioning and academic performance. A study by Jr, Rafanan, & Bueno (2006) found that students who were bullied had lower levels of cognitive functioning, which can impact their ability to learn and retain information. Another study by Rigby (2012) found that students who were bullied reported lower levels of academic performance than their non-bullied peers.
In addition to these negative impacts, school bullying can contribute to a toxic school environment, further harming academic achievement. A study by Ladd (2017) found that schools with high bullying levels had lower academic achievement levels than schools with low bullying levels.
In conclusion, the research suggests that school bullying can have a significant negative impact on students’ academic achievement. It is essential for schools to implement comprehensive anti-bullying programs that address the social, emotional, and academic needs of students. By doing so, schools can create a safe and supportive learning environment that promotes academic success for all students.
References
Espelage, D.L. and Holt, M.K., 2001. Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of emotional abuse, 2(2-3), pp.123-142.
Al-Raqqad, H.K., Al-Bourini, E.S., Al Talahin, F.M. and Aranki, R.M.E., 2017. The Impact of School Bullying on Students’ Academic Achievement from Teachers Point of View. International Education Studies, 10(6), pp.44-50.
Bradshaw, C.P., Sawyer, A.L. and O’Brennan, L.M., 2007. Bullying and peer victimization at school: Perceptual differences between students and school staff. School psychology review, 36(3), pp.361-382.
Jr, F.M.S., Rafanan, L.E. and Bueno, D.C., Bullying Occurrences and Cognitive Ability of Learners in a Public Secondary School.
Rigby, K., 2012. Bullying in schools: Addressing desires, not only behaviours. Educational Psychology Review, 24, pp.339-348.
Ladd, G.W., 2017. School bullying linked to lower academic achievement, research finds. American Psychology Association.
