The Prevalence of Different Types of Bullying and Their Predictors Among 8th Graders in Post‐Soviet Countries: Cross‐National Insights From Kazakhstan and Russia. Findings From Trends in International Mathematics and Science Study 2019

ABSTRACT Despite growing research on bullying in Western contexts, less is known about its prevalence and predictors in post‐Soviet nations. This study explores bullying among 8th‐grade students in Kazakhstan and Russia‐two post‐Soviet countries with contrasting development levels but shared historical ties. The research utilizes data from the Trends in International Mathematics and Science Study (TIMSS) 2019, analyzing responses from 4,431 8th‐grade students in Kazakhstan and 2,079 in Russia. This cross–sectional study employs Multilevel mixed‐effects negative binomial regression analysis to examine the prevalence and predictors of different types of bullying The study found that Kazakhstani students experienced an average of 30 bullying incidents per year, while their Russian counterparts reported 25.2. Cyberbullying was more prevalent in Kazakhstan, with 16 incidents annually and over 40% of students receiving weekly hurtful messages. The findings of the study also reveal that urbanicity was a significant predictor of cyberbullying in Kazakhstan, with students in large cities experiencing 24% more incidents than their rural peers. About 5% of students in both countries experienced chronic bullying across numerous schools. Hunger, fatigue, and negative perceptions of school climate consistently predicted all forms of bullying in both countries with incidence rate ratios (IRRs) ranging from 1.15 to 4.30 in Kazakhstan and from 1.30 to 2.83 in Russia This study contributes to cross‐national bullying research by applying TIMSS data to underexplored post‐Soviet contexts and using Ecological Systems Theory (EST) to examine how individual and school‐level factors interact in shaping bullying victimization. The findings of the study highlight the importance of students’ physical well‐being and supportive school environments in reducing bullying. By addressing a gap in post‐Soviet bullying literature, the study offers valuable guidance for educators, policymakers, and researchers aiming to design more effective anti‐bullying interventions.