THE EFFECTS OF BULLYING IN THE ACADEMIC PERFORMANCE AND MENTAL WELL BEING OF A

GRADE 10 STUDENTS IN CANTILAN NATIONAL HIGH SCHOOL

Review Related Literature
Cythia (2014) analyzed bullying impact on student’s performance either in short or long term.
She found that there are differences in relationship between bullying level and academic
performance depending on students’ academic achievements.
Nadine (2014) investigated bullying impact on student’s ability to academically succeed. Nadine
found that bullied students have feel of fear from coming to school because they feel that they
are unsafe; therefore, they are unable to concentrate which reelect negatively on their
academic success. Mundbjerg et al. (2014) analyzed the relationship between bullying in
elementary school in Denmark. They found that bullied students have lower academic
achievement in 9th grade and bullying impacts are larger if it is more severe. Placidius (2013)
found that physical bullying was perceived as a dominant bullying element. Boys prefer to be
bullies more than girls. Poor academic performance was as impact of bullying. Mehta et al.
(2013) found that when students feel that they are unsafe which reflected on less engaged in
school community. Therefore, they have less motivation to do well at school activities. Bullying
affects student’s academic achievement in various ways. Ammermueller (2012) found that
being bullied has a significantly negative impact on present and future students’ performance in
school brank et al. (2012) indicated that bullying victims are weak, shy, and anxious. They
added that victims’ performance is poor in school and seek to avoid attending school classes for
the purpose of avoiding victimization. Victimization experiencing can lead to poor academic
performance and leading to absenteeism. Skapinakis et al. (2011) found that victims were more
likely to report suicidal thoughts than were bullies, Juvonen, et l. (2011) said that bullying
experiences affect victims’ academic achievement in both direct and idirect ways. So bullied
student by his peers may become worried and afraid of being teased. Therefore, he may stop
participating in class or my has be trouble in concentrating on class work because of fear. They
added that students who are often subject to be bullied by their peers during school period
have less engagement at school and poor grades. Konishi et al. 92010) confirmed that
interpersonal relationships within school environment influence academic achievement.
Roman and Murillo (2011) found that aggression in schools has a negative effect on academic
achievement in Latin America. They affirmed that students who have been physically or verbally
abused perform less. Marcela and Javier (2011) found that bullying is a serious problem
throughout Latin America they indicated that; students who suffer from their peer’s aggression
have lower performance in reading and math than those who do not; and students who are in
classrooms with more physical or verbal violence perform are worse than those in less violent
classroom settings.
Felipe resenden Oliveira (2018) This research measures the effect of bullying in math scores of students

in the city of Recife, Pernambuco, Brazil. The results suggest that bullying has a negative impact on

performance in mathematics and that social emotional skills can help students deal with bullying. The

methodology applied is Propensity Score Matching (PSM) to compare students who reported having

suffered bullying with a control group, consisting of students who did not suffer bullying. Several

econometric techniques were used to circumvent endogeneity problems. The sensitivity analysis

indicated potential problems of omitted variables.

Júlia Sbroglio Rizzotto(2015)The present study aims to analyze the impact of the different dimensions of

bullying (physical, psychological and indirect) on the school performance of Brazilian students. For this

analysis, data from the Programmed for International Student Assessment (PISA) from the year of 2015

were used. The methodology applied was the Propensity Score Matching (PSM), the Inverse Probability-

Weighted Regression-Adjustment (IPWRA) and the categorical multivalued treatment known as

Generalized Propensity Score (GPS). The results show that physical bullying (being spanked and having

belongings destroyed) is harmful for the students’ academic performance. Psychological bullying (having

gossip spread, being made fun of, and being threatened), however, did not negatively impact the

grades. When considering the frequency (weekly, monthly, or annual) of bullying in the model, it is

observed that, among the different dimensions of aggression, the effect on the grades of Brazilian

students is both increasing and negative. Bullying causes several consequences to students in addition to

the decrease of school performance since it can result in school evasion and sometimes difficulties in the

labor market. Thus, studying this phenomenon, by means of school behavior, is an important subject for

the society.
Firstly, it is necessary to establish which kinds of behaviors within the school are defined as bullying.

Bauman (2008), based on Olweus (1993), referred to bullying as a phenomenon with three components:

first, there must be an intention too harm; second, it is essential that this happens repeatedly; finally,

there needs to be a power imbalance between the perpetrator and the victim. Similarly, the “Olweus

bullying prevention program” 8 defines bullying as a process in which a person is exposed repeatedly to

negative actions by another one and is unable or finds it hard to defined him or herself. According to

the Olweus Bullying Program there are nine types of bullying, which includes attacks through nicknames

or derogatory comments; the second and third types are physical assaults against an individual or his

possessions. The fourth type of bullying is through isolation or social exclusion; the fifth one refers to

aggression through lies, gossip and false rumors; the sixth is when children are threatened to do things

against their will; the seventh and eight are racial and sexual bullying. Lastly, this prevention program

includes cyber bullying, through phones and internet, as a new type of aggression. Regarding the

magnitude of bullying, Chaux et al. (2009) suggest that between ten and fifteen percent of adolescents

and worldwide are bullied two or more times a month. In turn, Craig and Harel (2004) argue that it is a

phenomenon with a very high rate of variance around the world, as between 2 and 32% of students are

bullied two to three times a month when they are 15 years old, and between 6 and 36% when they are

11 years old. These statistics suggest the existence of a large problem with high variations across

countries and therefore highlights the importance of studying the effects of bullying in specific countries

such as in Colombia. With regard to the extent of bullying in Colombia, Chaux et al. (2009) estimate,

based on questions about bullying through physical and verbal aggression I n Saber tests (2005), that

29% of fifth grade students are bullied, 22% bully their peers and 50% were aware that this happens to

their peers during two months before test. In 9 th grade, the percentage of bullied students decreases to

15%, the percentage identifying as perpetrators diminishes to 20%, while the percentage of students

that report to observe this phenomenon amongst their peers increases to 57%. It is worth nothing that
bullying in not an isolated phenomenon, the majority of schools worldwide experience this type

violence. According to the World Bank, in 35% of the students that took the TIMSS test in 2007 there

were no reported incidents in the eighth grade, in 27% there was at least one reported incident, and in

38% there were two or more reported bullying episodes during the previous months (Porta, 2007).

These results are particularly important, as the authors show that there are statistically significant

differences in worldwide result the in the math of the TIMSS test as a result of the differences in the

number of incidents of bullying in the classroom during the month before the test in 8 th grade. This

finding supports the possibility that a negative relationship between bullying level and academic

performance of students exists. However, it is worth nothing that this study only shows correlations and

therefore does not establish the causality of the relationship between academic performance and

intimidation. With regards to the international evidence on this relationship, Roman and Murillo (2011),

employ a hierarchical model, finding that aggression in school has a negative effect on academic

achievement in Latin America. In particular, the authors affirm that students who have been robbed or

physically or verbally abused perform less well in math and language on the Second Regional

Comparative and Explanatory test conducted by Unesco in 2005 and 2009. Furthermore, Brown and

Taylor (2008) report that bullying has a negative effect on human capital accumulation and on labor

market outcomes in England. The authors used the National Child Development Study database, NCDS,

which contains information on education, work and family environment for all children born between

the third and the ninth of March 1958; moreover, in this database mothers answer questions about the

level of bullying their children experienced at seven and eleven years. Brown and Taylor (2008) use an

ordered probity model to predict the probability of being in given grade, in a given time period. Based

on the level of bullying experienced by each individual at that period; they control by the quality of the

school, the family environment and the student ability. Their main result is that an increase in one

standard deviation in the level of bullying to which a child is exposed at age 11 increases the likelihood
of failing all secondary education examination by 1.7%, where the magnitude of the effect depends

positively on the proximity between the bullying episode and the test. Their results are robust to

controlling for educational level, previous academic achievement, height, weight and personality

characteristics of students as well as household characteristics. However, it is worth nothing that the

authors don’t control for the existence of reverse causality in their estimate. Along the same lines, Le,

Miller and Heath (2005), estimate the effect if having a conduct disorder on the probability of dropping

out of school. To do so, the authors use information on family background, demographic variables and

behavioral variables such as bullying, theft, and physical violence from the Australian Twins Registry. It is

worth nothing that this data set is volunteer samples of siblings in Australia that contains information

about behavior problems and family labor market outcomes for 4,264 twins pairs born between 1961

and 1974.