The effects of bullying victimisation on academic achievement and social development in selected educational settings in Africa
Résumé
Background Bullying victimisation remains a pervasive problem within educational institutions worldwide and is increasingly recognised as a significant threat to learners’ academic achievement and psychosocial development. In many African contexts, structural inequalities, limited psychosocial support services, and exposure to community violence may exacerbate both the prevalence and consequences of Bullying victimisation. Objective This study systematically reviews existing literature to examine the association between Bullying victimisation on learners’ academic performance and social development within selected educational settings in Africa. Methods A systematic review approach was employed in accordance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) 2020 guidelines. Academic databases, including PubMed, EBSCOhost, Web of Science, Scopus, ScienceDirect, Sabinet, AJOL, and PsycINFO, were searched for relevant studies published between 2016 and 2025. Twelve studies met the inclusion criteria and were analysed using narrative synthesis to identify patterns across educational outcomes. Results The review demonstrates that Bullying victimisation is consistently associated with negative academic and social outcomes. The victimised learners frequently experience lower academic achievement, increased absenteeism, reduced classroom participation, and higher risks of school disengagement. Social consequences include peer relationship difficulties, social withdrawal, and diminished social competence. Furthermore, emotional distress, anxiety, and reduced self-esteem were identified as key mechanisms linking Bullying victimisation to poorer educational outcomes. Conclusion Bullying victimisation constitutes a significant barrier to educational success and social development within the school context in Africa. Addressing this challenge requires comprehensive, whole-school interventions that integrate policy frameworks, teacher training, psychosocial support services, and community engagement initiatives to promote safe and supportive learning environments.
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