Bullying Observation with Academic Achievement Among Second-Semester Students at STIKES Al Fatah Bengkulu

Bullying remains a concern in educational settings because it may affect students’ psychological well-being, learning experiences, and academic development. This study aimed to examine the relationship between bullying and academic achievement among second-semester students at STIKES Al-Fatah Bengkulu, Indonesia. A quantitative approach with a correlational design was employed. Data were collected through an online questionnaire administered using Google Forms, with a total of 81 respondents. Data analysis included validity and reliability testing, descriptive statistics, and the Pearson Product-Moment correlation test. The results indicated that all questionnaire items met the established validity and reliability criteria. The mean bullying score was 22.16, indicating a relatively low level of bullying based on the measurement categories used, while the mean academic achievement score was 41.49, indicating a high level of academic achievement. Pearson correlation analysis yielded a correlation coefficient of r = −0.131 and a p-value of 0.243 (p > 0.05). These findings indicate a very weak negative association between bullying and academic achievement; however, the association was not statistically significant. Therefore, the study did not provide sufficient evidence of a statistically significant relationship between the two variables among the participants. Nevertheless, bullying prevention remains important for fostering a safe, inclusive, respectful, and supportive academic environment that promotes students’ well-being and effective learning by encouraging active participation in classroom activities, improving concentration and motivation to learn, developing positive relationships with peers and lecturers, strengthening self-confidence, and reducing anxiety and emotional distress associated with bullying experiences. Furthermore, a supportive learning environment can help students develop their academic potential, achieve their learning objectives, maintain consistent academic engagement, complete their academic responsibilities effectively, and improve their overall academic performance.