Relationships Between Peer Victimization and Children's Academic Performance in Third Grade

• In Event: Early Childhood Social-Emotional Issues

Abstract

This paper uses recent Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 data to explore whether third-graders who reported being frequently victimized by their peers scored lower in reading, math, and science after accounting for other background characteristics related to academic performance. Based on student report, the frequency of four types of peer victimization were examined: about 22 percent of third-graders were frequently the subject of lies; 15 percent were frequently teased; 15 percent were frequently excluded from play on purpose; and 14 percent were frequently pushed, hit, or kicked by peers. Third-graders who reported being frequently victimized by peers in these different ways tended to score lower in all three subjects than those who reported less frequent peer victimization.

Authors

• Amy H. Rathbun, American Institutes for Research

• Lauren, E Musu-Gillette, National Center for Education Statistics