Academic psycho-social effects of bullying among obese learners in rural schools

Abstract

Childhood obesity is a growing global public health concern, particularly in rural settings, where socio-cultural factors contribute to the prevalence of bullying. Obese learners often face severe psychosocial challenges due to bullying, which negatively impacts their academic performance, self-esteem, and mental well-being. Despite the increasing awareness of bullying, limited research focuses on its educational and psychosocial effects on obese learners in rural secondary schools. This study explores the experiences of obese learners subjected to bullying and examines how these experiences affect their educational outcomes and emotional health. Grounded in Bandura’s Social Learning Theory, which emphasizes how behaviours such as bullying are learned through observation and reinforcement, the study adopts an interpretive paradigm to gain in-depth insights into the lived experiences of affected learners. A qualitative research design was employed, using in-depth interviews, discussions, and observations to collect data from five public rural secondary schools. Participants included ten obese learners in grades 10 and 11 who had experienced bullying and four teachers who interacted with these learners. Purposive sampling ensured the selection of participants with relevant experiences, while thematic analysis was used to identify key patterns emerging from the data. Findings indicate that bullying has significant negative psychological effects, leading to anxiety, depression, social withdrawal, and diminished self-esteem. Academic performance is also affected, as many bullied obese learners experience absenteeism, lack of concentration, and reduced motivation to engage in learning. To address these challenges, schools should implement anti-bullying policies that specifically target weight-based discrimination and foster an inclusive school culture. Psychoeducational support programs should be introduced to provide counselling and resilience training for obese learners. This study highlights the severe academic and psychosocial consequences of bullying among obese learners in rural secondary schools. Addressing these issues requires targeted interventions that promote a supportive learning environment, empower affected learners, and discourage bullying behaviours.

Keywords: {'name': 'Childhood obesity'}, {'name': 'Bullying'}, {'name': 'Academic performance'}, {'name': 'Psychosocial effects'}, {'name': 'Rural secondary schools'}

Authors & affiliations

Nwakwana Emily Thenga
University of Venda

Matodzi Godfrey Sikhwari
University of Venda

Deposited references

Supplied references, not a list of publications citing this article.

Abdu-Raheem, B. O., & Mokoena, S. P. (2019). School-based bullying and its effects on learners’ academic and social adjustment. Gender & Behaviour, 17(3), 13641–13651. https://journals.co.za/doi/abs/10.10520/EJC-16f6e4f346

DOI: 10.18203/2349-3291.ijcp20221382

Bandura, A. (1977). Social learning theory. Prentice Hall.

Dunleavy, E., & Cornell, D. (2021). The association of bullying victimization with school absenteeism and academic performance. School Psychology Review, 50(1), 38–50. https://doi.org/10.1080/2372966X.2020.1844542

Espelage, D. L., & Hong, J. S. (2019). Cyberbullying, bullying, and psychological distress: A regional analysis of risk factors among adolescents. Journal of Youth and Adolescence, 48(2), 214–225. https://doi.org/10.1007/s10964-018-0968-9

Gordillo, M., & Montañez, J. (2021). Body-shaming and its psychological impact on adolescents: A review of school-based experiences. Journal of Adolescent Research, 36(2), 158–174. https://doi.org/10.1177/0743558420974843

DOI: 10.1111/josh.12808

DOI: 10.1542/peds.113.5.1187

DOI: 10.1111/cdev.12837

Juvonen, J., Wang, Y., & Espinoza, G. (2021). Bullying and its impact on adolescent development. Annual Review of Clinical Psychology, 17, 185–211. https://doi.org/10.1146/annurev-clinpsy-060020-090914

Khan, M. A., Ahmed, M. A., & Waqas, M. (2022). Bullying and academic performance: The mediating role of self-esteem and peer relationships. International Journal of Educational Psychology, 11(2), 127–140. https://doi.org/10.17583/ijep.2022.7170

Krull, E., & Wehling, J. (2023). Emotional effects of peer victimisation: Evidence from school-based interventions. International Journal of Emotional Education, 15(1), 25–39.

DOI: 10.1186/s12889-021-11037-8

DOI: 10.15700/saje.v44n4a2510

DOI: 10.1016/j.childyouth.2022.106454

DOI: 10.1016/j.jadohealth.2019.08.018

Mundbjerg, E., Nielsen, H. S., & Simonsen, M. (2020). Bullying in schools: The effect on mental health and learning outcomes. Economics of Education Review, 75, 101993. https://doi.org/10.1016/j.econedurev.2020.101993

Nearchou, F. (2023). Bullying and mental health in adolescence: A systematic review of longitudinal studies. Children and Youth Services Review, 146, 106743. https://doi.org/10.1016/j.childyouth.2023.106743

Nkosi, Z. M., & Mthombeni, S. R. (2023). Teachers’ role in addressing emotional trauma caused by bullying: A case study in Gauteng Province. Journal of Psychology in Africa, 33(1), 71–78. https://doi.org/10.1080/14330237.2023.2170369

Ntshingila, N. S., & Sefotho, M. M. (2023). Exploring learners’ emotional experiences of bullying in South African rural schools. South African Journal of Education, 43(1), 1–11. https://doi.org/10.15700/saje.v43n1a2120

Olweus, D. (2019). Bullying at school: What we know and what we can do. Blackwell Publishing.

DOI: 10.1111/cdep.12362

Ormrod, J. E. (2020). Human learning (8th ed.). Pearson.

DOI: 10.1542/peds.2017-3034

DOI: 10.1007/s10964-011-9713-z

DOI: 10.1037/amp0000748

Puhl, R. M., Lessard, L. M., Himmelstein, M. S., & Pearl, R. L. (2022). Weight-based victimization: Implications for adolescent health and academic outcomes. Journal of School Psychology, 90, 1–12.

Rosen, L. H., Scott, S. R., & DeOrnellas, K. (2021). The impact of bullying on student academic outcomes: A psychological perspective. Educational Psychology in Practice, 37(1), 25–38. https://doi.org/10.1080/02667363.2020.1856305

Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2022). Longitudinal outcomes of bullying victimization: A meta-analytic review. Aggression and Violent Behavior, 62, 101751. https://doi.org/10.1016/j.avb.2021.101751

Snyder, R. A., Smith, J. M., & McCauley, S. D. (2020). The intersection of weight-based discrimination and bullying: Impact on mental health and academic achievement. International Journal of Obesity, 44(5), 997–1005. https://doi.org/10.1038/s41366-020-0525-x

Sowers, B. (2017). The prevalence of bullying among obese or overweight adolescents (Master’s thesis, Shepherd University). Shepherd University Digital Repository.

DOI: 10.1016/j.avb.2021.101547

DOI: 10.1111/j.1467-789X.2008.00507.x

Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 586–603). Guilford Press.