Bullying experiences and literacy achievement amongst primary school children

Abstract

This study investigated the association between school bullying and literacy achievements in a sample of primary school children from Johannesburg, South Africa. The children (n = 443; females = 56%, males = 44%) attending six primary schools in the Soweto area suburbs, self-reported their experience of bullying by peers. In addition, they completed tests of literacy. The results indicate that learners who self-reported being bullied performed poorly in literacy tests when compared to their peers, who were not subjected to bullying. In particular, those who experienced bullying scored lower on tasks that required literacy skills in phonics, spelling, and word choice. The findings indicate that learner support for school bullying survivors should aim to address the deleterious effects of bullying on literacy development.