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<p>Bullying is widely believed to be a social menace in schools which has the potential to derail children’s development. While many discussions have focused on its effects on academic performance and child development, limited attention has been given to its impact on the attitudes of students towards school. Guided by the social-ecological diathesis–stress model, this study utilized data from the 2023 Trends in International Mathematics and Science Study (TIMSS) to develop insights into the relationships between bullying, attitudes towards school and the achievement levels of Grade 4 students in mathematics and science. In the 2023 TIMSS test cycle in the United Arab Emirates, 34,842 Grade 4 students participated in science and mathematics tests; they also completed follow-up surveys on broad issues that included bullying and attitudes. The data were subjected to computations using analysis of variance, the t-test, correlation and hierarchical regression. The findings revealed the contribution of verbal and physical bullying, as well as cyberbullying, to variance in attitudes towards school. Only cyberbullying emerged as a significant predictor of student achievement. The study concludes with suggestions for regular professional development to address bullying. In addition, other study implications are discussed in detail.</p>

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Bullying in Early School Years: Bullying as a Predictor of Grade 4 Students’ Attitudes and Achievement in Mathematics and Science

  • 期刊论文

  • 发表日期：

    2026年4月20日

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  • Maxwell Peprah Opoku

摘要

Bullying is widely believed to be a social menace in schools which has the potential to derail children’s development. While many discussions have focused on its effects on academic performance and child development, limited attention has been given to its impact on the attitudes of students towards school. Guided by the social-ecological diathesis–stress model, this study utilized data from the 2023 Trends in International Mathematics and Science Study (TIMSS) to develop insights into the relationships between bullying, attitudes towards school and the achievement levels of Grade 4 students in mathematics and science. In the 2023 TIMSS test cycle in the United Arab Emirates, 34,842 Grade 4 students participated in science and mathematics tests; they also completed follow-up surveys on broad issues that included bullying and attitudes. The data were subjected to computations using analysis of variance, the t-test, correlation and hierarchical regression. The findings revealed the contribution of verbal and physical bullying, as well as cyberbullying, to variance in attitudes towards school. Only cyberbullying emerged as a significant predictor of student achievement. The study concludes with suggestions for regular professional development to address bullying. In addition, other study implications are discussed in detail.