Bullying Victimisation and Its Effects on the Psychological Well-Being of Junior Secondary School Students in Kaduna State

Bullying victimisation in schools has been associated with a range of adverse psychological outcomes including depression, anxiety, and diminished self-worth. In the Nigerian context, this phenomenon is often underreported and insufficiently addressed within the school guidance system. This study examined the effects of bullying victimisation on the psychological well-being of junior secondary school students in Kaduna State, North West Nigeria. A descriptive survey design was adopted, with 390 students sampled from nine public junior secondary schools across Kaduna North, Kaduna South, and Chikun local government areas. The Olweus Bully-Victim Questionnaire and the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS), both contextually adapted, were administered. Descriptive statistics, Pearson correlation, and t-tests were used for analysis. Findings showed that 38 percent of respondents had experienced bullying in the preceding term, with verbal and relational forms being most prevalent. Victimised students reported significantly lower psychological well-being scores, including reduced emotional regulation and increased social withdrawal. Female students were more likely to report relational bullying, while males reported higher rates of physical victimisation. The study recommended that schools establish anonymous reporting mechanisms and that counsellors receive training in trauma-informed and bullying-specific intervention strategies. Policy directives from the Kaduna State government should mandate anti-bullying protocols across all junior secondary schools. Keywords: bullying victimisation, psychological well-being, junior secondary school, Kaduna State, school counselling.