Bullying, Mental Health, and Academic Performance: Changing Dynamics between 2018 and 2022

This study examines the direct and indirect effects of school bullying on students’ academic performance, considering the mediating role of mental health and the moderating influence of parental and teacher support. Using data from Spanish students participating in PISA 2018 and PISA 2022, structural equation modelling (SEM) was applied to analyse the relationships among latent constructs and observed outcomes in mathematics, science, and reading. The results confirm that the overall impact of bullying on academic achievement remains negative, but its mechanism of influence has changed substantially. While in 2018 the association was mainly direct and behavioural, by 2022 it became predominantly indirect, operating through students’ mental health. This indicates that the emotional consequences of bullying have gained greater relevance in explaining performance outcomes. Both parental and teacher support act as consistent protective factors, significantly reducing the likelihood of victimisation and moderating its academic consequences. Overall, the results emphasise the growing importance of integrating mental health and emotional support components into anti-bullying and educational performance policies.