Bullying was not associated with lower academic achievement among adolescents with moderate family support, unlike those with high or low support, in a weakly supported interaction¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? For bullied students with moderate family support, bullying was not associated with lower achievement odds (OR 1.00), whereas among those with high (OR 0.20) or low (OR 0.40) family support bullying was associated with lower odds; the interaction test was weak (p = 0.130) and the observational design cannot show that support protects. → Rothon Catherine 2011
Evidence¶
Rothon Catherine 2011¶
Rothon Catherine, Head Jenny, Klineberg Emily, Stansfeld Stephen. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London. Journal of Adolescence. https://doi.org/10.1016/j.adolescence.2010.02.007
q3 · i? · associational · r3
Multivariate model with a bullying × family social support interaction (homogeneity test p = 0.130, described as a very weak suggestion). "for students with moderate levels of support from family, bullying did not appear to be associated with lower odds" (OR 1.00); high support OR 0.20 (0.07–0.51), low support OR 0.40 (0.21–0.76). This is a prospective observational association, not a test of whether family support protects bullied students.
"for students with moderate levels of support from family, bullying did not appear to be associated with lower odds of achieving the academic benchmark (OR = 1.00, 95% CI 0.49–2.06)."
Discussion¶
Learner Variables¶
- Social Supports — moderator: an instructional effect differs with it
Related Claims¶
- Bullied adolescents are about half as likely to reach the national academic achievement benchmark for their age group two years later — related
- High levels of support from friends protect bullied adolescents from poor academic achievement, but moderate or low friend support does not — related
- Bullying involvement is associated with lower academic achievement (pooled OR = 0.61) — related
- Students perceive peer interaction—companionship, support as a social buffer, and cooperation toward shared goals—as a key element of fun in learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
moderate-family-support-buffers-achievement |
title |
Bullying was not associated with lower academic achievement among adolescents with moderate family support, unlike those with high or low support, in a weakly supported interaction |
description |
Bullying was not associated with lower academic achievement among adolescents with moderate family support, unlike those with high or low support, in a weakly supported interaction |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rothon-catherine-2011 |
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