Bullying Behaviour and School Adjustment Among Junior Secondary School Students in Ogun State

This study examines the relationship between bullying behaviour and school adjustment among junior secondary school students in Ogun State, South West Nigeria. Bullying in schools, encompassing physical, verbal, and relational forms, has been identified globally as a major impediment to students' social and academic adjustment, yet empirical studies in Ogun State remain sparse. The study adopts a descriptive survey design, involving 340 JSS2 students from seven schools across Abeokuta North and Ijebu-Ode Local Government Areas. The Olweus Bully-Victim Questionnaire and the School Adjustment Inventory were adapted for use within the Nigerian secondary school context. Data were analysed using chi-square tests and multiple regression. Findings reveal that students identified as victims of bullying report significantly lower levels of school belonging, academic confidence, and social integration compared to non-victimised peers. Bystander behaviour was identified as a contextual factor that could either perpetuate or interrupt bullying cycles. Male students were more frequently identified as perpetrators of physical bullying, while relational bullying was more prevalent among females. These results align with recent literature on the cascading psychological effects of peer victimisation in adolescence. School authorities in Ogun State are advised to implement anti-bullying policies that include structured peer mediation and student reporting mechanisms. Guidance counsellors should conduct regular classroom-based sessions addressing conflict resolution and empathy development among JSS students. Keywords: bullying, school adjustment, junior secondary, Ogun State, peer victimisation.