Peer Victimization and Academic Performance in Primary School Children

Abstract

ObjectivePeer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. MethodsEight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. ResultsMultilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], −28.2 to −6.2) and grammar/punctuation (β = −20.8; 95% CI, −40.1 to −1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = −29.0; 95% CI, −53.8 to −4.1; female children: β = −30.1; 95% CI, −56.6 to −3.5), and writing (female children: β = −21.5; 95% CI, −40.4 to −2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = −31.5; 95% CI, −59.9 to −3.1; female children: β = −30.2; 95% CI, −58.6 to −1.8), writing (female children: β = −25.5; 95% CI, −42.8 to −8.2), spelling (female children: β = −32.3; 95% CI, −59.6 to −4.9), and grammar/punctuation (female children: β = −32.2; 95% CI, −62.4 to −2.0). ConclusionsChildren who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school.