Articles
DOI DOI: 10.66434/ijssr.v1i1.464

Exploring the influence of bullying on learners’ well-being in rural secondary schools: A systematic literature review

Mary Mashiya

Abstract

Bullying remains a pervasive challenge in educational settings, significantly affecting learners’ emotional well-being and academic performance, particularly in rural schools where resources and support systems are limited. This study explores the influence of bullying on learners’ well-being in rural secondary schools through a qualitative systematic literature review grounded in an interpretivist paradigm. Relevant literature published between 2015 and 2025 was sourced from databases including Google Scholar, Scopus, and Web of Science. The review examines the forms of bullying, contributing factors, and their impact on learners’ psychological and academic outcomes. Findings reveal that learners commonly experience physical, verbal, and cyberbullying, with physical bullying being the most visible form. Key contributing factors include socio-economic conditions, family environment, peer influence, and inadequate school policies. Bullying negatively affects learners’ self-esteem, concentration, academic performance, and emotional stability, often leading to anxiety, depression, and social withdrawal. The study highlights the need for comprehensive, context-specific interventions, including whole-school strategies, teacher training, parental involvement, and strengthened reporting mechanisms. Addressing bullying in rural schools requires collaborative efforts from educators, policymakers, and communities to foster safe and supportive learning environments.

How to Cite

Mashiya, M. (2026). Exploring the influence of bullying on learners’ well-being in rural secondary schools: A systematic literature review. International Journal of Studies in Systematic Reviews, 1(1), 47–56. https://doi.org/10.66434/ijssr.v1i1.464
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