Bullying and Performance. The Role of School Climate

Alina Chiracu; Smaranda Guțu; Florinda Golu; Cristian Buică-Belciu

doi:10.56663/rop.v13i1.72

Authors

Alina Chiracu University of Bucharest, Faculty of Psychology and Educational Sciences https://orcid.org/0000-0001-5966-5742
Smaranda Guțu University of Bucharest, Faculty of Psychology and Educational Sciences
Florinda Golu University of Bucharest, Faculty of Psychology and Educational Sciences
Cristian Buică-Belciu https://orcid.org/0009-0008-7279-7270

DOI:

https://doi.org/10.56663/rop.v13i1.72

Keywords:

bullying, school climate, academic performance, gender differences, predictive role, educational environments, student outcomes, targeted interventions, positive school climate, academic success

Abstract

This study aims to investigate the relationships among bullying, school climate, and academic performance in students. The first objective is to identify the differences in bullying according to students’ gender. The second objective is to analyse the predictive role of bullying and school climate on academic performance, providing insights into the complex dynamics within educational environments. The participants were 395 students aged between nine and 19 years, M = 13.14, SD = 2.56, 196 boys (50%) and 199 girls (50%). Findings from this study have important implications for educators, policymakers, and school administrators. By understanding the relationship among bullying, school climate, and academic performance, schools can develop targeted interventions aimed at fostering a positive school climate that minimizes bullying and promotes academic success for all students.

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