BULLYING IN SCHOOL PERFORMANCE: HOW TEACHERS AND STUDENTS PERCEIVE BULLYING

Abstract

This article aims to analyze the impacts of bullying on school performance, seeking to understand how teachers and students perceive the phenomenon and how its manifestations interfere with the learning process. The topic is justified by the increasing incidence of peer violence in schools and the emotional, social, and academic harm resulting from this practice. To this end, a literature review was conducted based on authors such as Dan Olweus, Cléo Fante, Miriam Abramovay, and Antônio dos Santos Neto, who offer conceptual foundations and consistent analyses of bullying and its repercussions in the educational environment. The results of the review indicate that bullying is characterized by intentional and repeated aggression, marked by an imbalance of power between aggressor and victim. In the school context, students identify the phenomenon more accurately because they directly experience daily interactions, while teachers, although recognizing its seriousness, are not always able to intervene immediately. It was observed that victims of bullying experience a decline in school performance, difficulties concentrating, low self-esteem, and demotivation, factors that significantly compromise learning. Furthermore, the study indicates that the effects are not limited to victims, also affecting aggressors and bystanders. It concludes that tackling bullying requires integrated, continuous actions shared by the entire school community, including prevention policies, teacher training, and strengthening socio-emotional skills. Strategies of this type are essential to promote a safe, welcoming environment conducive to the holistic development of students.