Relationship Between Bullying and Academic Performance of Junior Secondary School Students in Kaduna State

This study investigates the relationship between bullying victimisation and academic performance among junior secondary school students in Kaduna State, North West Nigeria. School bullying remains a significant concern in Nigerian secondary schools, with evidence suggesting that victimised students are at heightened risk for academic disengagement, anxiety, and school avoidance. This research employed a descriptive correlational design involving 405 students in Junior Secondary 1 to 3 classes selected through stratified sampling across six schools in Kaduna metropolis and its environs. The revised Olweus Bully and Victim Questionnaire and school examination records were used to collect data. Pearson correlation and multiple regression analyses were applied. Results indicate a significant negative relationship between bullying victimisation frequency and students' academic performance scores, with effects most pronounced in English language and mathematics. Physical bullying was reported as more prevalent in boys, while relational and verbal bullying were more common among girls. The study also found that school climate, particularly teacher-student relationships, significantly buffered the academic impact of bullying. Based on these findings, the study recommends that school authorities in Kaduna State develop robust anti-bullying policies, establish peer support systems, and train teachers to identify and respond effectively to bullying incidents. Keywords: bullying, academic performance, junior secondary school, Kaduna State, school climate.