2025/01/21 by Teruki Sanada · 1 voice
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Child Development and Digital Technology #Youth Development and Social Support
paper · doi:10.1080/18692729.2024.2425550
openalex publication_date 2025/01/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/09
This study examined the relationship between school bullying (ijime), socioeconomic status, and academic achievement, considering the context of students within the school. While international research has found a correlation between school bullying, students’ socioeconomic status, and academic achievement, indicating that children with lower socioeconomic status and academic performance are more likely to be bullied, there is a lack of research in Japan. Specifically, studies focusing on the interaction between bullying, socioeconomic status, and academic achievement, as well as the influence of school-level variables, such as students’ socioeconomic and academic composition, are scarce. Therefore, this study used the PISA 2018 data to explore these relationships by analyzing individual scores, school averages, and discrepancies between the two. Multilevel analysis further revealed that students with higher socioeconomic status and academic achievement than their peers within the same school were particularly prone to being bullied. Additionally, the school’s overall average socioeconomic status and academic achievement did not affect individual students’ likelihood of being bullied. These findings underscore the importance of considering the overall socioeconomic status and academic achievement in society and students’ specific context and relative positions within their schools in analyzing factors that contribute to bullying.