Bullying victimization, support networks, and perceived school preparedness in Spain: a multi-stakeholder survey study

Abstract

Bullying is a significant problem in education, affecting students’ academic performance and socio-emotional development. Between 10% and 30% of young people worldwide have experienced it, and the variability of the types of bullying and places where it occurs make it a highly complex educational and social challenge, requiring knowledge of the training available to the entire educational community. The aim of this study was to describe self-reported bullying victimization among surveyed children and adolescents aged 5–18 years, the types and places where it occurs, and the training and perceptions of families and teachers. A descriptive study was conducted, based on quota-based online survey datasets collected between 2019 and 2024. The sample consisted of 6,896 students aged 5–18, 9,181 parents aged 18–65, and 1,334 teachers. Twenty-three percent of surveyed students reported having experienced bullying at some point in their lives. The most common type of bullying was psychological (13.3%), followed by verbal (13.1%), while the most frequent location was the school (57.3%). The main sources of support for victims were family (88.6%) and friends (62.5%). 59.3% of families considered that schools were not sufficiently prepared, while teachers’ self-assessments showed a mixed pattern: 39.8% felt quite or very prepared, and 24.2% reported being not prepared or only slightly prepared. The findings indicate a substantial proportion of lifetime self-reported bullying victimization among the surveyed students, with school settings being the most frequently reported context. Despite the important role of teachers as key agents in the prevention and resolution of bullying, perceived preparedness to address these situations could be further strengthened, highlighting the need for comprehensive interventions within teacher training programmes.