School Bullying and Its Relationship to Psychosocial Adjustment Among Students: A Field Study on Secondary School Students in Janzur City

This study aimed to investigate the relationship between school bullying and the level of psychosocial adjustment among secondary school students in Janzur City. The research addressed a set of questions centered on the nature and determinants of this relationship. The researcher focused on identifying the prevalence of bullying behavior among secondary school students and examined whether statistically significant differences exist in bullying behavior based on academic level and field of study. Additionally, the study sought to explore the correlational relationship between school bullying and students’ psychosocial adjustment. To achieve these objectives, the researcher adopted a descriptive correlational methodology, which involves collecting and analyzing data as it exists in reality to interpret the relationships between variables. A sample of 150 secondary school students was selected, distributed across first and third-year levels, and representing both scientific and literary streams to ensure balanced representation of the study variables. Two primary measurement tools were employed: one to assess school bullying behavior and another to evaluate psychosocial adjustment. Both instruments underwent validity and reliability testing to ensure the credibility of the findings. The results revealed a noticeable decline in bullying behavior among secondary school students in Janzur, accompanied by a high level of psychosocial adjustment. Furthermore, no statistically significant differences were found in bullying behavior based on academic year, indicating that this behavior is not clearly influenced by students’ progression through the educational stages. Conversely, the findings indicated a weak correlational relationship between school bullying and psychosocial adjustment, suggesting a limited impact of bullying on students’ psychological and social well-being within the studied context.