Bullying's Effects on Academic Achievement and Emotional Health

Introduction: Defining Bullying and Its Scope

There has been an increasing amount of research by school and developmental psychologists into peer victimization and its detrimental effects in recent years (Juvonen & Graham, 2001). According to Atlas and Pepler (1998), there are different degrees and types of bullying, but all of them can have an adverse effect on academic achievement. These authors define bullying as "a form of aggressive behavior with an imbalance of power; the dominant person(s) intentionally and repeatedly causes distress by tormenting or harassing another less dominant person(s)" (p. 86).

Effects of Bullying on Academic Achievement

Students can become the victim of direct bullying, a term that describes open attacks on the victim — such as kicking, pushing, hitting, teasing, taunting, mocking, and threatening or intimidating. By contrast, indirect bullying describes behaviors that promote the social isolation, ostracism, or exclusion of the intended victim, as well as the spreading of rumors and gossip: "Indirect bullying involves manipulating the social status of an individual within his or her peer group by changing the way others perceive and respond to that individual" (Atlas & Pepler, 1998, p. 86).

Students who become victims of bullying in school are not able to freely pursue their academic goals compared to their non-bullied counterparts, because they appear to live in constant fear for their safety before, during, and after school. Indeed, students who are targets of repeated bullying behavior tend to be fearful of going to school, fearful of the bus ride to and from school, and may experience a diminished ability to learn while in attendance (Bullying by the numbers, 2007).

A study of 1,968 fourth-graders across 29 schools found that almost a third of victims suffered clinical levels of depression, and 20% suffered clinical levels of anxiety. Other studies have shown that depression and anxiety are significantly associated with victimization, even when adjusted for social support, gender, and other demographic factors (Borntrager et al., 2006). According to a study cited by these authors, "Ninety percent of students who were bullied experienced a drop in school grades, conceivably because students are unable to concentrate on their work when they are being harassed" (Hazler, 1994, as cited in Borntrager et al., 2006).

Effects of Bullying on the Emotional Stability of Victims

Some long-term effects of bullying have been shown to include higher incidences of truancy, dropping out of school, difficulties with psychosocial and interpersonal relationships, loss of self-esteem, and feelings of isolation (Hawker & Boulton, 2000). Although the long-term implications of these problems remain unclear, it is reasonable to posit that some of the interpersonal and self-esteem deficiencies may linger into adulthood (Borntrager et al., 2006). The symptoms of bullying that adversely affect academic achievement can also have a lasting impact on the victim's emotional stability.

While definitions of bullying vary, most include both physical and verbal aggression. Espelage and Swearer (2003) define bullying as "a systematic, ongoing set of behavior instigated by an individual or a group of individuals who are attempting to gain power, prestige, or goods. Tactics might also be directed at the threat of withdrawal of a friendship" (p. 365). According to Borntrager et al. (2006), "Research indicates that bullying may have a significant negative impact on victims" (p. 92).

Students who become targets of repeated bullying by their peers may experience extreme fear and stress, including fear of using the bathroom and various physical symptoms of illness (Bullying by the numbers, 2007). A study by Rigby (2003) found that victims of bullying were more likely to report somatic complaints such as headaches and stomachaches. Likewise, Large (1999) notes that students today report unique stressors — such as coping with a physical disability, parental divorce, or financial pressure at home — and that many students also "experience the distress of 'victimization' at school — teasing, intimidation, bullying, and sexual harassment from other students" (p. 39).