A Term paper of effect of bullying to student's school performance

A term paper submitted in partial fulfilment of the requirements for ENGLISH10

Dela Cruz, John Paul

Ugtal, Jazper

Ramos, Jerald Whisley

Aiza Lagapa-Marata

Subject Teacher

INTRODUCTION

Rusteholz (2021) define bullying as a problem that affects children and teenagers around the world
and its repercussions can endure throughout adult life. Its prevelence is, in part, a product of the lack of
information and the paucity of studies which analyze the wide-ranging consequences for the individuals
involved. A study conducted by Rusteholz (2021) shows that bullying has a negative impact on all the
competencies evaluated, that the probability of a lower academic performance increases in
environments where there is bullying and that bullying can affect students with low or high academic
achievement in different ways, depending on what competency is evaluated.

Lewis (2021) mentioned that there are common types of bullying in schools, and these are the
ones that students mostly encounter. Physical bullying, is the most crucial type of bullying. Physical
bullying is where someone uses their body or an object to hurt or scare another person. It also consists
of stealing or damaging the targeted person's property.

Another type of bullying that he stated is Verbal Bullying. Verbal bullying is difficult to spot because
the bullies most likely take action were adults are off scene or an uncrowded area. Verbal Bullying is the
type of bullying that damages a victims mental health because of what negativities they hear. Bullies will
make fun of their victims, tease them, call them names, throw insults at them, and verbally intimidate
them.

Furthermore he added Cyber Bullying as another type of bullying common for students. These type
of bullying may not occure in the school or in a place but in the world of technology. It's defined as
aggression that happens through digital technology such as computers, smart phones, social media
and/or messaging. Cyber bullying has a distinct nature from traditional bullying. It's particularly virulent
form of bullying for many reasons. An example of it is that the bully knows that he/she are hard to
catch.

Bullying behavior impacts not just the students academic performance but also the whole school
community. Bullying has determental effects on students health well being and learning.

REVIEW OF RELATED LITERATURE

Why do people bully?

According to Nittle (2023). The driving forces behind bullying may vary from person to person, but
bullies share some common characteristics. For example, some people bully because they know that it
gets them what they want, while others bully because they are deeply insecure. No matter the caus,
bullying is unacceptable, regardless of where it takes place.

Base on her study bullies often use threats, insults, or exclusion to intimidate and harm others.
Such as behavior may stem from insecurity, a need for control, a sence of powerlessness, enjoyment.

Whatever the cause, the effects on victims can be serious and potentially devastating, the bully will not
feel ashamed of what he/she did but other bullies might will.

Also. Bullybusters (2023) added that bullies sometimes don't understand how bad it make the
person feel. They think that picking on people make them look cool or hard. They do not know how to
be a good friend.

Others bully because they have a bad environment starting from their homes. Probably they were
not properly disciplined by their parents and did not thought them good. Sometimes bullying starts from
their parents causing it to reflect to their children.

BULLYING AND ACADEMIC PERFORMANCE

There exists a strong correlation between bullying and academic performance, as evidenced in the
student's loss of concentration during lectures. Schools and homes are not always safe due to bullying,
and the act of bullying affects the emotional, social, and physical wellbeing of a school-aged child. The
family and the school are the principal areas where bullying is common and practiced (Rigby, 2012). The
family is usually the first environment where learning begins, and any sort of bullying that occurs at
home affects the child through anger, which would further be a threat to academic performance in any
learning institution. Poor family cohesion, authoritarian parents, physical abuse, and aggressive
behaviors are other forms of bullying a child can learn from home and apply at school, which negatively
impacts academic performance (Bond et al., 2009). The victims of abuse are usually disruptive,
aggressive, and very violent, causing harm to everyone in the school environment and making studies
extremely difficult (Fanti, 2013). Violent behaviors are common within children of low income in the
inner city with outcomes such as depression, anxiety, and poor educational achievement
(Woolley,2009). Both the victimized and the bully are hyperactive, have an attention problem, and are
always less accepted by their peers (Fanti, 2013). Any problem associated with bullying has a negative
impact on students academic performance.

Numerous studies have established a strong correlation between bullying and negative academic
outcomes. Research by Nishina, Juvonen, and Witkow (2005) suggests that bullying experiences can
lead to decreased participation in classroom activities and reduced engagement with schoolwork [1].
Another study by Durdle (2008) highlights the global nature of the problem, emphasizing the negative
impact of bullying on academic performance across various cultures [2]. Furthermore, research by
Arseneault et al. (2006) identifies bullying as a risk factor for poor academic performance, particularly
among students in elementary and middle school [3].The negative effects of bullying extend beyond the
psychological. Studies by Chaux et al. (2009) suggest that a hostile classroom climate fostered by
bullying can hinder overall learning for all students, not just the immediate victims [4]. Additionally,
research by Whitted and Dupper (2005) indicates that the fear of being bullied can lead to increased
absenteeism, further jeopardizing academic achievement [5].

CONCLUSION
 Bullying is a prevalent and serious issue plaguing schools worldwide. It encompasses a range of
repeated, aggressive behaviors directed towards a victim, causing physical or emotional harm. This
paper examines the detrimental impact of bullying on students' academic performance. By exploring
the psychological effects of bullying and its disruption of the learning environment, we will shed light on
the complex relationship between these two factors.

Bullying creates a hostile school environment that impedes a student's ability to learn and thrive.
The emotional distress, fear, and anxiety associated with being bullied can significantly hinder a
student's concentration, leading to difficulty focusing in class and retaining information. Furthermore,
bullying often disrupts a student's sense of safety and belonging, leading to decreased motivation,
participation, and a potential increase in absenteeism. Ultimately, the negative consequences of
bullying can contribute to a decline in academic performance and hinder a student's overall success.

The research overwhelmingly demonstrates that bullying has a significant detrimental impact on
students' academic performance. The emotional distress, fear, and anxiety associated with bullying
create a barrier to learning and engagement. Schools and communities must prioritize creating safe and
inclusive environments that address bullying effectively. By implementing anti-bullying programs,
fostering open communication, and providing support for victims, we can create a learning environment
where every student has the opportunity to succeed.

REFERENCES

1.) Arseneault et al. (2006). Bullying victimization in childhood and adolescent substance use in young
adulthood. Psychological science, 7(6), 571-576.

2.) Bond et al. (2009). Bully-proofing your school: A comprehensive approach for middle school.
Longmont, CO: Sopris West, Educational services.

3.) Chaux et al. (2009). The effects of bullying on Academic Achievement. Revista Latinamericana de
Psicologia, 41(3), 537-551.

4.) Durdle et al (2008). Bullying and it's impact on student learning. Australasian Journal of Educational
and Developmental Psychology, 8(1), 3-16.

5.) Fanti et al. (2013). Bullying, victimization, school performance, and mother-child relationship quality:
Direct and Transactional Associations Journal of Criminology, 7(11), 24-32.

6.) Lewis (2021). Common types of bullying in schools.

7.) Maliki et al. (2009). Bullying and it's effects on the Academic performance of secondary school
students in Nigeria. Journal of Human Ecology, 25(3), 209-213.

8.) Nishina et al. (2005). Effects of bullying on victims and bully's adjustment in early adolescence.
Journal of Educational Psychology, 97(2), 185-195.

9.) Rigby et al. (2012). Bullying in schools: Addressing desires, not only behaviors. Educational
Psychology Review, 24(2), 339-348.

10.) Rusteholz et al. (2021). Impact of bullying on Academic performance.

11.) Te Kawanatanga (2020). The effects of bullying.

12.) Whitted et al. (2005). Bullying and victimization at school: Prevelence, reporting, and consequences.
Psychology in the schools, 42(4), 351-360.

13.) Wooley et al. (2009). School violence. In R. Carr, R. Crosnoe, M. E. Hughes, and A. Pienta (Eds),
Encyclopedia of the life course and human development, Farmington Hills, MI: Macmillan.