Abstract
Bullying is recognized as a significant problem that negatively impacts school-aged children worldwide. Although much has been learned about bullying and related physical and mental health problems, a limited number of studies have examined the relations between bullying victimization, academic achievement, and school attendance, and fewer studies have been published on the temporal priority of these variables. Our aim was to review literature on this topic with a specific focus on longitudinal studies. Our narrative review suggests that being the target of bullying can function as both antecedent and consequence of poor academic achievement and engagement. Our review also highlights that far more research needs to be conducted on the longitudinal relations between bullying victimization, academic achievement, and school attendance to better understand the true direction of effects.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
