ArticleThe British journal of educational psychology2022
Educational achievement and bullying: The mediating role of psychological difficulties.
Article in The British journal of educational psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 26 citations in OpenAlex.
- Role of Health-Related Discrimination on Academic Performance Among Children with Congenital Heart Disease.Pediatric cardiology · 2026Article
- Prevalence and determinants of academic bullying among medical and dental students in Jordan.Frontiers in health services · 2026Article
- Cross-Cultural Control-Value Mechanisms on the Detrimental Effect of Bullying on Mathematics Anxiety.Behavioral sciences (Basel, Switzerland) · 2025Article
- Association between school bullying and late-life depression: Evidence from the China health and retirement longitudinal study.Geriatrics & gerontology international · 2025Article
- Perception of Bullying in Early Childhood Education in Spain: Pre-School Teachers vs. Psychologists.European journal of investigation in health, psychology and education · 2023Article
- Academic Performance according to School Coexistence Indices in Students from Public Schools in the South of Chile.Behavioral sciences (Basel, Switzerland) · 2023Article
- Educational achievement and bullying: The mediating role of psychological difficulties.The British journal of educational psychology · 2022Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
Abstract
backgroundBullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship.
aimsThis study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13. SAMPLE: Secondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort'98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216).
resultsLongitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties.
conclusionsWe discuss the impact of bullying on the student's psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life. EDUCATIONAL IMPACT AND IMPLICATIONS: This study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties.
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