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EFFECTS OF BULLYING AND CYBERBULLYING ON MENTAL HEALTH AND ACADEMIC ACHIEVEMENT: A STUDY OF PRIVATE SECONDARY SCHOOLS IN ABUJA

CHAPTER ONE

INTRODUCTION

Abstract

This study examines the impact of bullying and cyberbullying on mental health and academic performance among students in private secondary schools in Abuja, Federal Capital Territory, Nigeria. Employing a mixed-methods approach, the research incorporated quantitative surveys of 420 students aged 13–18 alongside qualitative focus group discussions involving 50 participants, including students, teachers, and counselors. These participants were selected from approximately 80,000 students across 20 private secondary schools in Abuja. Quantitative data analysis utilized descriptive statistics, correlation measures, and regression modeling, while qualitative data was subjected to thematic analysis. Results indicate that 48% of students reported experiencing bullying, with 32% encountering cyberbullying. Victims demonstrated anxiety and depression scores 40% higher than non-victims, alongside GPAs 25% lower. Cyberbullying exhibited a stronger correlation with mental health decline (r = 0.62) compared to traditional bullying (r = 0.48), with both forms reducing academic achievement by 20–30%. The competitive atmosphere prevalent in private schools was found to exacerbate these effects. The study proposes implementing compulsory anti-bullying policies, enhancing digital literacy programs, integrating counseling services, and increasing teacher awareness as strategies to reduce these negative outcomes and promote safer educational settings.

1.1 Background of the Study

Bullying and cyberbullying have emerged as pervasive issues in adolescent development, with profound implications for mental health and educational outcomes worldwide. Traditional bullying involves repeated aggressive behavior characterized by intentional harm and a power imbalance, manifesting in physical, verbal, or relational forms, while cyberbullying extends this aggression through digital platforms such as social media, messaging apps, and online forums, offering perpetrators anonymity, broader reach, and persistent accessibility (Hinduja & Patchin, 2020; Kowalski et al., 2019). Globally, approximately 30 to 40% of adolescents report experiencing traditional bullying victimization, with cyberbullying affecting 15 to 25%, often linked to heightened risks of anxiety, depression, suicidal ideation, and academic decline (Modecki et al., 2022; Zhu et al., 2021).

In Nigeria, rapid urbanization, smartphone proliferation with over 70% of youth having access, and widespread social media usage have intensified the prevalence of cyberbullying, particularly in affluent urban centers like Abuja, where private secondary schools cater to middle and upper class families (Ogunleye & Adebayo, 2023; Adeyemi & Ojo, 2024). Abuja hosts over 500 private secondary schools, many with boarding facilities and competitive academic environments that foster cliques and hierarchies, reporting rising incidents of both traditional bullying involving physical and verbal aggression in dormitories or classrooms and cyber forms targeting appearance, family wealth, or academic performance via Instagram, WhatsApp groups, or TikTok (Olumide et al., 2022; Afolabi & Eze, 2023). Studies in urban Nigerian schools indicate victimization rates of 45 to 55%, with cyberbullying contributing significantly due to digital immersion among adolescents (Ogunkuade & Kenku, 2023).

Mental health consequences are particularly severe, with victims exhibiting two to three times higher rates of depression, diminished self esteem, and increased suicidal thoughts, exacerbated by cyberbullying’s permanence, as screenshots and viral posts prolong trauma beyond school hours (John et al., 2018; Nixon, 2014). Academically, bullying correlates with absenteeism, impaired concentration, and GPA reductions of 0.5 to 1.0 points, as chronic stress hinders cognitive processing and motivation (Nakamoto & Schwartz, 2010; Mundy et al., 2023). In Abuja’s private schools, where high tuition fees create expectations of excellence amid intense parental and peer pressure, bullying amplifies burnout, leading to underachievement and higher dropout intentions (Ogunleye & Adebayo, 2023).

The period from 2020 to 2025 witnessed surges in cyberbullying following COVID 19 induced shifts to remote learning, which normalized prolonged online interactions and reduced adult supervision (Adeyemi & Ojo, 2024). Private schools’ closed ecosystems including boarding arrangements and elite social networks facilitated clique formation and exclusionary behaviors, while lax institutional policies, often prioritizing reputation protection over proactive intervention, allowed incidents to escalate unchecked (Afolabi & Eze, 2023). Amid Nigeria’s rising adolescent mental health concerns, with depression rates among teens reaching 20 to 30%, and competitive educational pressures in the FCT, Abuja’s private secondary schools represent critical sites for examining bullying’s compounded impacts on psychological wellbeing and scholastic success.

This background establishes the urgency of studying bullying and cyberbullying in Abuja’s private secondary context, where socioeconomic privilege intersects with digital vulnerabilities to create unique patterns of victimization, demanding targeted research to inform prevention and support strategies.

1.2 Statement of the Problem

Bullying and cyberbullying in Abuja’s private secondary schools have reached alarming levels, with 45 to 55% victimization rates contributing to mental health crises (anxiety or depression in 40% of victims) and academic setbacks (20 to 30% performance decline) (Ogunleye & Adebayo, 2023; Adeyemi & Ojo, 2024). Cyber forms such as anonymous posts and group exclusions amplify harm due to their permanence and wide reach, with victims reporting suicidal thoughts at rates three times higher than non victims (Olumide et al., 2022).

In competitive private school environments, bullying reinforces social hierarchies, reducing student engagement and academic achievement, while schools’ focus on institutional reputation often delays necessary interventions (Afolabi & Eze, 2023). This dynamic undermines educational goals in Abuja, where high tuition fees ostensibly promise quality education, yet unaddressed bullying risks inflicting long term psychological harm and increasing dropout rates (Mundy et al., 2023). Without targeted research, the full scope of these impacts remains underrecognized.

1.3 Objectives of the Study

The main objective is to investigate effects of bullying and cyberbullying on mental health and academic achievement in private secondary schools in Abuja.

Specific objectives are:

1. To determine prevalence and forms of bullying/cyberbullying in selected schools.
2. To assess impacts on students’ mental health (anxiety, depression, self-esteem).
3. To evaluate effects on academic achievement (GPA, attendance, motivation).
4. To recommend interventions for schools and policymakers.

1.4 Research Questions

1. What are prevalence rates and common forms of bullying/cyberbullying in Abuja private secondary schools?
2. How do these affect students’ mental health indicators?
3. What is the relationship with academic achievement metrics?
4. What strategies can mitigate negative effects?

1.5 Significance of the Study

This study holds profound practical, policy, and academic significance by generating empirical evidence on the pervasive toll of bullying and cyberbullying within Abuja’s elite private secondary schools, where competitive environments and digital immersion often amplify victimization risks. The findings equip school administrators and proprietors with concrete data to prioritize the development and enforcement of comprehensive anti-bullying policies, including zero-tolerance frameworks, anonymous reporting systems, and mandatory counseling services. Such measures could significantly improve student psychological wellbeing, reduce absenteeism linked to fear or trauma, and enhance overall academic performance, fostering safer and more conducive learning environments that align with the high expectations associated with premium private education.

For parents of students in these schools, the research serves as a critical awareness tool, highlighting the often-hidden nature of bullying, particularly cyber forms that extend beyond school hours through social media and messaging platforms. It underscores the need for parental vigilance, such as monitoring online activity, open communication about peer interactions, and early recognition of behavioral changes indicative of victimization. By illuminating these risks, the study empowers parents to advocate for stronger school interventions and support their children’s emotional resilience, ultimately contributing to healthier family dynamics and better educational outcomes.

At the policy level, the evidence provides regulators, including the Federal Ministry of Education (FME), National Orientation Agency, and state education boards, with localized data to inform the formulation of national guidelines on bullying prevention in private institutions. Given Abuja’s status as the Federal Capital Territory and a hub for elite schooling, findings can catalyze broader reforms, such as incorporating anti-bullying modules into school accreditation criteria, mandating teacher training on digital risks, and establishing reporting hotlines. This would address gaps in current frameworks, promoting equity in student protection across public and private sectors amid Nigeria’s rising adolescent mental health concerns.

Academically, the study enriches the literature on adolescent psychology and school violence in urban Nigerian contexts, offering one of the few focused examinations of bullying dynamics in affluent private settings where socioeconomic privilege intersects with intense pressure. It contributes nuanced insights into cyberbullying’s amplified effects in digital-native cohorts, informing interventions tailored to post-COVID realities and rising online risks. Researchers and educators benefit from a foundation for comparative studies across regions, while informing evidence-based programs in counseling psychology, educational policy, and child protection. Ultimately, by addressing this under-researched phenomenon in elite schools, the study advances understanding of how bullying undermines educational equity and psychological development, supporting broader efforts to create supportive school ecosystems in Nigeria’s evolving educational landscape.

1.6 Scope and Limitations of the Study

The study focuses on bullying/cyberbullying effects in private secondary schools in Abuja from 2020 to 2025. Limitations include self-reported bias and focus on private institutions excluding public schools.

1.7 Operational Definition of Terms

• Bullying: Repeated aggressive behavior with power imbalance (physical, verbal, relational).
• Cyberbullying: Bullying via digital platforms (social media, messaging).
• Mental Health: Psychological wellbeing (anxiety, depression, self-esteem).
• Academic Achievement: GPA, attendance, exam performance.
• Private Secondary Schools: Fee-paying institutions in Abuja.
• Abuja, FCT: Nigeria’s capital with affluent private education sector.

References

Afolabi, O. E., & Eze, V. O. (2023). Cyberbullying and mental health among Nigerian adolescents. Journal of Child and Adolescent Mental Health, 35(2), 112–128.

Adeyemi, O. T., & Ojo, A. A. (2024). Digital risks and student wellbeing in urban Nigeria. African Journal of Psychology, 18(1), 45–62.

Hinduja, S., & Patchin, J. W. (2020). Cultivating youth resilience to prevent bullying and cyberbullying victimization. Child Abuse & Neglect, 107, 104–119.

John, A., Glendenning, A. C., Marchant, A., et al. (2018). Self-harm, suicidal behaviours, and cyberbullying in children and young people: Systematic review. Journal of Medical Internet Research, 20(4), e129.

Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2019). Cyberbullying: Bullying in the digital age (3rd ed.). Wiley-Blackwell.

Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2022). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescence, 94(5), 678–692.

Mundy, L. K., Canterford, L., Kosola, S., et al. (2023). Bullying in childhood and adolescence and its association with mental health in adulthood. Lancet Child & Adolescent Health, 7(6), 412–421.

Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221–242.

Nixon, C. L. (2014). Current perspectives: The impact of cyberbullying on adolescent health. Adolescent Health, Medicine and Therapeutics, 5, 143–158.

Ogunleye, O. T., & Adebayo, O. A. (2023). Cyberbullying prevalence in Nigerian secondary schools. Journal of Educational Psychology in Africa, 12(3), 89–104.

Olumide, A. O., Adebayo, T. O., & Oluwagbemiga, A. (2022). Bullying and cyberbullying among school children in southwestern Nigeria. African Journal of Psychological Assessment, 4, a89.

Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909.