IGNOU BPCE 144 Project Report on The impact of school bullying on students academic achievements , Bullying in school environments has become a significant concern worldwide, with adverse effects on students’ psychological well-being and academic performance. This study aims to explore the impact of bullying on students’ academic achievements and to identify strategies to mitigate its effects.

Table of Content

1. Annexure
2. Introduction.
3. Review of literature.
4. Rationale of the Study.
5. Objective.
6. Research Methodology.
7. Bibliography.

INTRODUCTION

School bullying, a deeply ingrained issue within the educational landscape, stands as a formidable barrier to the holistic development of students. Beyond the visible scars it leaves on the psyche of individuals, there is an emerging apprehension regarding the subtle yet profound impact of bullying on academic achievements. The academic journey, considered the cornerstone of personal and professional success, becomes a challenging odyssey for those ensnared in the clutches of bullying. IGNOU BPCE 144 Project Report on The impact of school bullying on students academic achievements

Psychological Impact of Bullying :

The psychological ramifications of bullying are multifaceted, encompassing stress, anxiety, and depression that permeate a student’s entire cognitive and emotional landscape. As we unravel the layers of this intricate issue, it becomes evident that understanding the psychological impact is crucial for comprehending how academic achievements can be compromised.

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One of the primary channels through which bullying influences academic achievements is the psychological toll it takes on victims. Constant exposure to verbal, physical, or relational aggression creates a hostile learning environment, triggering stress, anxiety, and depression. These psychological struggles can impair a student’s ability to concentrate, retain information, and engage in the learning process. Moreover, the fear of bullying may lead to school avoidance, absenteeism, and a reluctance to participate in class discussions or group activities, further compromising academic progress.

BIBLIOGRAPHY

1. Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell Publishing.
   This foundational work provides insights into the nature of bullying, its prevalence, and its impact on students, forming the basis for understanding the research problem.
2. Rigby, K. (2003). Consequences of bullying in schools. Canadian Journal of Psychiatry, 48(9), 583-590.
3. Rigby’s research delves into the psychological consequences of bullying, shedding light on the potential effects on academic achievements.
4. Espelage, D. L., & Swearer, S. M. (Eds.). (2004). Bullying in American Schools: A Social-Ecological Perspective on Prevention and Intervention. Lawrence Erlbaum Associates.
   This edited volume offers a comprehensive examination of bullying from a social-ecological perspective, contributing to the theoretical framework of the study.
5. Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.
   A meta-analysis exploring the association between bullying and psychosomatic problems, providing valuable insights into potential mediating factors.
6. Hong, J. S., Espelage, D. L., & Kral, M. J. (2011). Understanding suicide among sexual minority youth in America: An ecological systems analysis. Journal of Adolescence, 34(5), 885-894.
   Examines the specific challenges faced by certain groups, contributing to the understanding of potential variations in the impact of bullying on academic achievements.