Bullying in Schools and its Influence

The worldwide prevalence of bullying in schools has become a widespread problem, with many perpetrators considering it to be a traditional practice. Numerous research efforts have been conducted to understand the long-term consequences experienced by victims, including its connection to mental health disorders. Additionally, researchers have expressed concerns about how bullying affects academic pursuits. Therefore, it is crucial to analyze articles that explore the influence and correlation between bullying and educational progress, scholastic achievement, and workload. The objective of this paper is to investigate the association between school bullying and its impact on educational development, academic performance, and course load.

According to Reed, Nugent, & Cooper (2015), both traditional bullying and cyberbullying in adolescents of all genders contribute to an increased likelihood of suicidal thoughts, suicide planning, and suicide attempts. Initial signs of victimization include depression, aggression, violent behavior, and substance abuse. When experiencing cyberbullying, females are particularly vulnerable to suicidal tendencies. Suicide attempts generally occur spontaneously rather than being planned ahead. As participants get older, indicators of suicidal tendencies and violent behavior decrease while cases of substance abuse increase. It is important to note that bullying not only affects mental health but is also influenced by it (Reed et al., 2015). Consequently, students’ perspectives are negatively affected which ultimately impacts their academic performance as many experience a decline.

AlBuhairan and the team (2017) conducted a study on bullying and its effects. They found that victims of bullying experienced increased behavioral problems, which could have long-lasting effects into adulthood. The researchers used various sampling techniques and gave participants a self-administered questionnaire. Their findings showed that males, especially adolescents, were more likely to experience physical violence, which had negative impacts on their academic performance and overall well-being. However, it is important to note that the study did not establish a causal relationship.

In Jordan, Al-Raqqad et al. (2017) conducted another survey on bullying in both private and public schools at different levels of severity. The study discovered that bullying had detrimental effects on the academic performance of both victims and perpetrators. This resulted in the deterioration of bullies’ behaviors over time, potentially affecting them even as adults. Furthermore, the negative behaviors associated with bullying led to wasted studying time, ultimately causing poor academic performance for both bullies and victims.

According to Caputo (2014), regardless of gender, the prevalence of peer bullying in school has profound effects on the psychology of the victims. The research conducted by Caputo demonstrates that victimization leads to a significant decrease in the victims’ academic self-concepts in the subjects of mathematics and reading. Moreover, the victims also experience a notable decline in their extrinsic learning motivation and a reduced commitment to studying. To ensure the validity of the data, Andrea utilized linear regression analysis on the questionnaires collected from the sample population. The analysis confirmed that bullying was the determinant factor. When combining these findings with the observed increase in test anxiety, it becomes evident that academic progress is hindered.

Despite previous beliefs that bullying decreases as students progress in their studies, it remains prevalent in colleges (Holt et al., 2014). College students who have experienced bullying or are currently being bullied have reduced motivation to learn, according to questionnaire responses. There are several factors that contribute to the impact on victims including increased stress, lack of social support, decreased academic motivation, and unmet psychological needs (Young-Jones, Fursa, Byrket, & Sly, 2015). Comparing past victims to current victims shows that the latter group exhibits significantly lower levels of autonomy and competence based on the Basic Psychological Needs Scale. Even after the bullying stops, victims continue to struggle with motivation and are more likely to have difficulty maintaining a full course load. As a result, victims often display behaviors such as deferring assignments, incomplete coverage of course material, and dropping out – all of which negatively affect their academic performance.

According to a five-year study, persistent bullying had a negative impact on girls’ attendance and academic performance. In high school, victims of bullying faced disciplinary referrals and struggled with understanding classroom concepts. They felt unsupported at both school and home, leading to feelings of isolation. The bullying significantly affected the victims’ personality traits and confidence levels, causing fear. As a result, these students found it challenging to keep up with their peers in terms of course material, reducing the importance of follow-up academic activities. It is important to note that Feldman et al.’s (2014) study revealed that girls were more likely than boys to receive increased disciplinary referrals; however, this study did not explicitly differentiate between cases of bullying and adjustment difficulties faced by new students.

Various articles have shown that bullying affects boys and girls differently, but it ultimately hinders their academic success. The consequences of bullying can be long-lasting, even after the harassment stops. Bullies themselves are also affected by their actions, as many continue to engage in bullying behaviors as adults, which can harm their lives. These behaviors often involve participating in antisocial activities like theft and drug abuse.

References

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