Sleh Eddine Saadi

Mental Health Service, Mohamed Tahar Maamouri Hospital, Tunisia

Abstract Title:

School Bullying and Mental Health: Impact on Academic Performance of Students in Tunisia

Biography:

Sleh Eddine Saadi is a clinical psychologist and psychotherapist specializing in various therapeutic modalities, including hypnosis, psychodrama, and schema therapy. His main areas of interest include mental health, addictions, and cognitive development in children. He is currently working as a clinical psychologist and psychotherapist in the Mental Health Department at Mohamed Tahar Maamouri Hospital in Nabeul, Tunisia.

Research Interests:

Bullying at school represents a deeply distressing experience that many pupils encounter during their educational journey. Its psychological and social consequences often extend beyond childhood, undermining both mental well-being and academic achievement. The present study aimed to explore the impact of bullying on mental health and academic performance among school-aged children in Tunisia. The sample comprised 126 pupils aged between 7 and 13 years, recruited from cultural centres and youth clubs in the Tunis and Ariana regions. Three validated instruments were administered: the European Bullying Intervention Project Questionnaire (EBIP-Q) to assess victimisation and aggression, the Screen for Child Anxiety Related Emotional Disorders (SCARED) to measure anxiety, and the Multiscore Depression Inventory for Children (MDI-C) to evaluate depressive symptoms. Statistical analyses, including Student’s t-tests, Pearson correlations and linear regressions, revealed that 16.5% of the participants were victims and 13.8% were perpetrators. Clinically significant anxiety was found in 21.4% of children, while severe depression affected 7.1%. Girls exhibited higher levels of anxiety symptoms, whereas boys showed more aggressive and depressive patterns. Both anxiety and depression were moderately associated with bullying involvement, though their relationship with academic performance appeared weaker. Regression analyses further indicated a partial mediating effect of anxiety between victimisation and academic outcomes. Overall, these findings highlight school bullying as a significant source of psychological and educational vulnerability, underscoring the need for stronger preventive measures within educational settings.