ArticleFrontiers in psychiatry2026
Explainable machine learning unveils the key role of cooperation ability in school bullying and its gender-differentiated impact on cooperative atmosphere.
Article in Frontiers in psychiatry, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: School bullying is a widespread and urgent public health issue that threatens adolescents' social and emotional development. Understanding its impact on social-emotional skills is critical for designing effective interventions. This study examines the association between school bullying and social-emotional skills using data from the Organisation for Economic Co-operation and Development (OECD)'s 2019 Study on Social and Emotional Skills (SSES) conducted in Suzhou, China. Methods: We analyzed cross-sectional survey data from 7,088 Chinese adolescents (52.7% male, 47.3% female; aged 10-16 years). A LightGBM model was used to assess the relative importance of social-emotional dimensions in distinguishing bullying status. We selected Cooperation Atmosphere (a school-contextual measure reflecting students' collaborative behaviors and attitudes) as the dependent variable and employed feature selection before developing five machine learning regression models. SHAP analysis interpreted key features, with gender-specific analysis conducted, revealing distinct predictive patterns between males and females. Results: 50.8% of adolescents experienced bullying. Cooperation Ability showed the highest predictive importance among the social-emotional dimensions. XGBoost performed best in predicting Cooperation Atmosphere (Training: R²=0.5042, RMSE = 0.5219; Test: R²=0.4347, RMSE = 0.5684). SHAP identified school belonging, competitive climate, and peer support as top predictors. Gender-specific analysis revealed different predictive patterns across male and female students. Conclusions: This study suggests that school bullying is closely associated with poorer cooperation-related functioning and identifies key modifiable factors for targeted interventions. Findings provide evidence for educators and policymakers to develop gender-specific strategies for improving school climate and reducing bullying.
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