Bullying victimisation and mathematics achievement in South African schools: an educational psychology perspective using TIMSS 2023

Introduction Bullying in schools is increasingly recognised as a factor associated with students’ psychosocial well-being, engagement, and participation in learning activities. Within the South African education system, where substantial inequalities between schools persist, concerns about bullying intersect with broader challenges related to mathematics achievement. While previous research has examined school climates and academic outcomes, nationally representative evidence linking bullying victimisation and mathematics achievement using recent international assessment data remains limited. This study therefore examined the relationship between bullying victimisation and Grade 9 mathematics achievement in South African schools. Methods The study utilised data from the Trends in International Mathematics and Science Study (TIMSS) 2023 and focused on the South African Grade 9 sample. A quantitative secondary data analysis was conducted using hierarchical linear modelling to account for the nesting structure of students within schools. Mathematics achievement was measured using plausible TIMSS values, while bullying victimisation indicators were derived from student questionnaire items capturing verbal, relational, physical, and cyber forms of peer aggression. Additional school-level indicators of safety and disciplinary climate were obtained from teacher and principal questionnaires. Control variables included gender and socioeconomic indicators at both learner and school levels. Results The results indicate that several forms of bullying victimisation were statistically associated with variations in grade 9 mathematics achievement. Students who reported higher frequencies of verbal, relational, physical, and cyberbullying tended to demonstrate lower mathematics achievement scores compared with students reporting fewer bullying experiences. School-level indicators related to safety and disciplinary climate were also associated with differences in average mathematics achievement across schools. The analysis further revealed substantial variation in mathematics achievement between schools within the South African education system. Discussion The results provide nationally representative evidence that students’ experiences of bullying and broader school safety conditions correspond with patterns of mathematics achievement in South African schools. By situating bullying within broader relational and institutional contexts, the study highlights the importance of considering psychosocial conditions along with structural and instructional factors when examining academic outcomes in contexts characterised by substantial educational inequality.