Results and Discussion

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Literature Review: The Impact of School Bullying on Students’ Academic Achievement

Martha Ramsey

Saint Leo University

Instructor Cathleen Dunn

Advanced Social Psychology: PSY-540

April 02, 2023

Abstract

Bullying in schools is a problem that has persisted over the years, and its effects are detrimental to both the individuals involved and the education system. The impact of bullying on students' academic achievement is a topic that has received a great deal of attention in recent years, with studies showing that students who are regularly bullied tend to perform poorly in school. Students who experience bullying are known to have lower academic achievement than those who do not experience bullying. The present study examines the relationship between school bullying and students' academic achievement. This study aims to determine if school bullying significantly impacts students' academic achievement and explore potential interventions that may be effective in reducing the negative impact of school bullying on academic achievement (Nocentini et al., 2015).

Keywords: School Bullying, Academic Achievement

The Impact of School Bullying on Students' Academic Achievement: A Literature Review

Bullying in schools has long been recognized as a significant issue, and its impact on student's academic achievement is a topic that has garnered much attention in research. Earlier analyses found a substantial correlation between bullying and academic achievement. Students who experience bullying are at risk for lower academic achievement than their non-bullied counterparts (Espelage et al., 2018). The impact of bullying on academic achievement can manifest in numerous ways, including lower grades, decreased motivation to learn, and a decline in attendance rates (Espelage et al., 2018).

Bullying is also known to have a negative impact on mental health, which further exacerbates the negative effects on academic achievement. Students who experience bullying have a higher prevalence of anxiety, depression, and suicidal ideation, all of which can impact academic achievement (Klomek, 2008). Studies have explored different strategies to reduce the negative impact of bullying on academic achievement, including increasing social support, engaging in effective communication among all stakeholders, and implementing effective interventions (Espelage et al., 2018). School-wide interventions that target the culture and climate of schools have been found to be effective in reducing the negative impact of bullying on academic achievement (Bradshaw, 2015).

The present study aims to determine the impact of school bullying on students' academic achievement and examine potential interventions that may help reduce the negative impact. It is hypothesized that students who experience bullying will have lower academic achievement than their non-bullied peers. Effective interventions will have a significant impact on reducing the negative impact of bullying on academic achievement (Al-Raqqad et al., 2017). Research in this field of study is necessary for understanding the effects of bullying on students' academic achievement and devising effective interventions to address the negative impact. The present study will add to the existing literature by examining the relationship between school bullying and academic achievement and exploring interventions that may effectively reduce the negative impact of bullying.

The implications of this research are significant for educators, policymakers, and parents. By identifying the impact of bullying on academic achievement and its potential negative effects on mental health, schools can design interventions that promote a positive school climate free from bullying (Evans et al., 2015). Effective interventions can also positively affect academic achievement, improving students' overall success in school (Swearer et al., 2010). Ultimately, this study aims to contribute to the knowledge surrounding school bullying and its impact on student's academic achievement while providing potential interventions to support students in achieving academic success (Domínguez-Martínez & Robles, 2019).

In conclusion, school bullying can harm students' academic achievement, mental health, and overall well-being. Understanding how bullying affects academic achievement is essential for implementing effective interventions. This study seeks to contribute to the existing literature by examining the impact of school bullying on students' academic achievement and exploring interventions that effectively reduce the negative impact of bullying.

References

Al-Raqqad, H. K., Al-Bourini, E. S., Al Talahin, F. M., & Aranki, R. M. E. (2017). The Impact of School Bullying on Students' Academic Achievement from Teachers Point of View. International Education Studies, 10(6), 44-50.

Averbuch, T., Eliya, Y., & Van Spall, H. G. C. (2021). Systematic review of academic bullying in medical settings: dynamics and consequences. BMJ open, 11(7), e043256.

Bradshaw, C. P., Waasdorp, T. E., & Johnson, S. L. (2015). Overlapping verbal, relational, physical, and electronic forms of bullying in adolescence: Influence of school context. Journal of Clinical Child & Adolescent Psychology, 44(3), 494-508.

Domínguez-Martínez, T., & Robles, R. (2019). Preventing transphobic bullying and promoting inclusive educational environments: Literature review and implementing recommendations. Archives of medical research, 50(8), 543-555.

Espelage, D. L. (2018). Understanding the complexity of school bully involvement. The Chautauqua Journal, 2(1), 20.

Evans, C. B., Fraser, M. W., & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior, 19(5), 532-544.

Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2008). Peer victimization, depression, and suicidiality in adolescents. Suicide and Life-Threatening Behavior, 38(2), 166-180.

Nocentini, A., Zambuto, V., & Menesini, E. (2015). Anti-bullying programs and Information and Communication Technologies (ICTs): A systematic review. Aggression and Violent Behavior, 23, 52-60.

Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational researcher, 39(1), 38-47.