Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance

Abstract

(1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essential.