Bullying in schools is a pervasive global issue with deep implications for student wellbeing, academic performance, and life outcomes.
UNESCO reports that over one in three young people worldwide have experienced bullying in school.
Large international assessments like PISA reveal major differences in bullying prevalence across countries — from relatively low levels in some East Asian and European systems to alarmingly high levels elsewhere.
Ranking countries by reported school bullying rates, this article examines the data and outlines lessons for better prevention and action.
How Bullying Is Measured
The figures on bullying presented in this article are based largely on established international assessments, notably PISA and UNESCO global surveys.
- PISA measures bullying by asking 15‑year‑olds whether they’ve experienced repeated negative behaviors — e.g., being made fun of, left out, threatened, or physically harmed — at least a few times per month.
- UNESCO reports that worldwide, over 30% of students experience bullying regularly.
Because data collection methods differ across studies and years, exact figures may vary slightly; however, the following list reflects consistent patterns observed in major datasets.
Top 10 Countries with the Highest Reported School Bullying Prevalence
| 1 | Philippines | Very high — among the highest globally (often >40% monthly) | PISA showed one of the highest shares of students bullied at least “a few times a month.” |
| 2 | Brunei Darussalam | 40% bullied at least a few times per month | Based on PISA 2018 cross‑country comparisons. |
| 3 | Dominican Republic | 40% bullied at least a few times per month | PISA 2018 results highlight high reported rates. |
| 4 | Indonesia | 40% bullied at least a few times per month | PISA results reveal that students’ exposure exceeds the international average. |
| 5 | Morocco | 40% bullied at least a few times per month | Reported in international assessment data. |
| 6 | Thailand | High bullying exposure compared to many OECD countries | Visible in international comparative datasets. |
| 7 | Cambodia | Elevated bullying prevalence among PISA participants | Seen in cross‑economy bullying exposure scores. |
| 8 | Jordan | Frequently, above-average bullying levels globally | In PISA comparisons of bullying prevalence. |
| 9 | Brazil | Substantial bullying prevalence in large‑scale surveys | Noted in PISA cross‑country data. |
| 10 | Peru | Higher than OECD average bullying exposure | PISA and other comparative sources indicate this trend. |
These numbers show how many students face bullying several times a month, based on the threshold PISA and UNESCO use for international comparisons.
Patterns & Insights from Global Data
- Bullying is universal: All countries participating in PISA report some level of student bullying.
- Variation is significant: The share of students bullied at least monthly ranges widely, from less than 15% in some systems (e.g., Korea, Chinese Taipei) to over 40% in countries like the Philippines and Indonesia.
- Types vary by setting: Verbal and relational bullying (name‑calling, exclusion) tend to be more common than physical violence, but both matter.
- Impacts academic outcomes: Students who are frequently bullied score lower in reading and science — a pattern observed across many countries.
Why This Matters for Education
Bullying does more than hurt feelings. It undermines learning, sense of belonging, and psychological safety.
UNESCO notes that bullying victims are more likely to feel isolated and disengaged from school — and that these experiences can have lasting effects on mental health and development.
This approach highlights the importance of both preventing bullying and engaging teachers as integral to school safety.
Lessons from High‑Prevalence Countries
Nations reporting high bullying rates frequently face similar systemic challenges, offering valuable lessons for potential reforms:
Strengthen Reporting and Monitoring
Confidential and dependable reporting systems allow schools to accurately assess the full scope of bullying, rather than relying only on voluntary reports.Embed Teacher Accountability
Teachers who are trained, supported, and accountable for classroom inclusion are more effective in detecting early warning signs and intervening, reducing escalation.Promote School‑Wide Positive Culture
Anti‑bullying policies are more effective when paired with school climate strategies that value respect, diversity, and student voice.Support Victims Holistically
Counseling, peer support groups, and family engagement are essential complements to disciplinary measures.
Frequently Asked Questions (FAQs)
What is considered bullying in schools?
Bullying refers to repeated, intentional aggressive behavior — physical, verbal, relational (exclusion), or online — where there is an imbalance of power between the perpetrator and the victim.
How common is bullying globally?
UNESCO estimates that over 30% of students worldwide experience bullying at least once a month.
Why does the Philippines appear high in bullying rates?
International assessments like PISA show that a very high share of Filipino students report being bullied frequently — often exceeding the OECD average by a substantial margin.
Does bullying affect academic performance?
Yes — students who report frequent bullying are more likely to struggle academically and feel disengaged from school.
Are boys or girls more bullied?
Patterns vary. Boys often report more physical bullying, while girls report more relational and online harassment. Data shows no consistent global dominance by either gender.
Does bullying include cyberbullying?
Yes. Cyberbullying — or harassment through digital platforms — is increasingly incorporated into broader definitions and assessments of bullying.
Can countries reduce bullying?
Yes. Evidence shows that coordinated anti‑bullying programs, teacher training, and school culture reforms can reduce prevalence and improve student safety.
How does bullying prevention relate to teacher accountability?
Teachers who are supported, trained, and held accountable for monitoring student interactions are more likely to identify and respond to bullying early, creating safer school climates. It aligns with broader research showing the significant impact teachers have on both academic performance and socio‑emotional development.
Conclusion
School bullying happens worldwide — but it is not inevitable.
Countries that prioritize teacher engagement, systematic monitoring, and a positive school culture tend to have lower rates of bullying. In countries with high rates of bullying, enhancing teacher accountability, supporting students, and bolstering prevention systems are essential.
Schools that apply global evidence and proven strategies foster safer environments where every student can learn and succeed.
- The Struggle Against Bullying in Philippine Schools
- The Missing Lessons in Modern Education Systems Worldwide
- Why Teacher Accountability is Critical for Student Success in Philippine Public Schools
