Foreign studies
Bullying effect on
student’s performance 2018
By Felipe Resende Oliveira a, ∗, Tatiane Almeida de Menezes a,
Guilherme Irffib, Guilherme Resende Oliveira
This article seeks to measure the effect of bullying in math
scores of students in the 6th grade of public
The results indicate that anti-bullying programs should take
into account social emotional skills
Reference Oliveira, Felipe Resende; de Menezes, Tatiane Almeida;
Irffi, Guilherme; Resende Oliveira, Guilherme (2018): Bullying effect on
student’s performance, EconomiA, ISSN 1517-7580, Elsevier, Amsterdam, Vol. 19,
Iss. 1, pp. 57-73, http://dx.doi.org/10.1016/j.econ.2017.10.001
Foreign litterature
Kibriya et al.
(2015) bullying is an important issue that could affect performance in school,
which is often overlooked. There is a consensus among economists that higher
levels of education increase economic growth, the income of individuals and the
quality of life
Reference Kibriya,
S., Xu, Z.P., Zhang, Y., 2015. The impact of bullying on educational
performance in Ghana: A bias-reducing matching approach. In: 2015 AAEA &
WAEA Joint Annual Meeting, July 26–28, San Francisco, California (No. 205409).
Agricultural and Applied Economics Association & Western Agricultural
Economics Association.
d (Ponzo, 2013).
Besides that, bullying is a widespread problem, it is also very costly,
especially because not only sufferers but also those who because bullying suffers
negative consequences throughout life,
reference Ponzo, M.,
2013. Does bullying reduce educational achievement? An evaluation using
matching estimators. J. Policy Model. 35 (6), 1057–1078.
o Kibriya et al. (2015) it is possible that a student has a
lower academic performance because of being a victim of bullying, or the
likelihood of a student being bullied is higher due to worst academic
performance itself.
(Ontario Ministry of Education, 2012). An anti-bullying
program should include training on the importance of respecting others,
accepting differences, and bullying empathy. Training should include components
in tolerance, empathy, and respect
t (Raskauskas & Modell, 2011). Various individuals,
including school administrators and the students themselves, must take
responsibility for reducing bullying in our schools. “Initial structures for
addressing bullying at the school level, such as collaboration and problem
solving, targeted interventions, professional development, and student
awareness initiatives, should be in place at each educational facility”
n (Rose & Monda-Amaya, 2012). Teacher and parent support
Teachers should be aware of particular behaviors that may predispose students
with disabilities to victimization or perpetration
(Rose & Monda-Amaya, 2012). Proactive strategies to
avoid victimization within a school are to include a whole school policy on
bullying, effective playground supervision, and curriculum work in the Bullying
and Academic Success
(Smith, 2013). Although early intervention is a vital way to
decrease bullying among the school-age population, this level of intervention
is not always possible because of the complex social nature of bullying.
Therefore, teachers must methodically address bullying in their classrooms to
prevent future incidences, decrease the existing occurrences, and address the
persistent bullies and victims in the classroom or school
(Rose & Monda-Amaya, 2012). The key to any successful
anti-bullying program is a “whole-school” approach. This approach creates a
supportive school atmosphere, where children feel safe to report incidences and
are assured that staff care and will respond to reports of bullying. The
whole-school approach involves educating and involving everyone affiliated with
the school about bullying and their roles in changing the culture
(Raskauskas & Modell, 2011). All staff, faculty, and
students – as well as parents, need to be included in antibullying programs.
The inclusion of students with disabilities in bullying programs is critical in
order to truly address the “whole school” (
Reference
Smith, P. (2013). School bullying. Sociologia, Problemas E
Praticas, 71, 81-98.
Ontario Ministry of Education. (2012). Safe and Accepting
Schools. Retrieved from http://www.edu.gov.on.ca/eng/
Raskauskas, J. & Modell, S. (2011). Modifying
anti-bullying programs to include students with disabilities. Teaching
Exceptional Children, 44(1), 60-67
Rose, C. & Monda-Amaya, L. (2012). Bullying and
victimization among students with disabilities: effective strategies for
classroom teachers. Intervention in School and Clinic, 48(2), 99-107.
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