Prevalence of Bullying in High School Students in Hayatabad Peshawar and its Impact on their Mental Health

Abstract

Background: Bullying is a recognised public health concern associated with adverse educational, social, and mental health outcomes among children and adolescents. Evidence links bullying, victimisation, and fighting behaviours with internalising and externalising psychological problems. The increasing exposure of children to digital platforms has further intensified this issue. Despite a large school-going population, local data from Peshawar were lacking. This study was conducted to determine the prevalence of bullying behaviours among high school students and to examine their association with mental health problems.

Methods: A cross-sectional study was conducted in six public and private schools in Hayatabad, Peshawar. Using proportional stratified random sampling, 482 students from 9th and 10th grades were included. Data were collected using the Illinois Bullying Scale and the Behavioral and Emotional Screening System. Participants were classified as victims, bullies, or involved in fighting based on median subscale scores. Ethical approval was obtained from Khyber Medical University, and written parental consent and student assent were secured. Data were analysed using SPSS version 24.0, applying descriptive statistics, Fisher’s exact test, and independent sample t-tests to assess associations

Results: Among the participants, 49.2% reported victimisation, 49.8% were identified as bullies, and 47.7% were involved in fighting behaviours. Gender was significantly associated with bullying and fighting behaviours, while no association was found with class level or type of school. Bullying behaviour showed significant associations with both internalising and externalising problems, indicating a higher likelihood of emotional and behavioural difficulties among students involved in bullying.

Conclusion: Bullying-related behaviours were highly prevalent among high school students and were significantly associated with mental health problems. These findings highlight the need for gender-sensitive, school-based prevention and intervention strategies to promote student well-being and safer school environments.