The Longitudinal Association Between Childhood Bullying Victimization and Mental Health in College Students

• In Event: 58.030 - From Start to Finish: A Four-Year Study of College Student Victimization and Bystander Behavior

Abstract

Background
Bullying victimization has several well-studied short-term effects on students’ mental health (Bannink et al., 2014; Hawker et al., 2000; Klomek et al., 2007) and academic achievement (Vaillancourt et al., 2013). The long-term mental health consequences of bullying victimization are well studied (Copeland et al., 2013), but little research is available about changes in mental health throughout the college experience in students who experienced childhood bullying (Roth et al., 2002). Furthermore, GLB (gay, lesbian, bisexual) and sexually questioning adolescents are at higher risk for bullying and homophobic victimization than their heterosexual peers (Birkett et al., 2009). Understanding mental health trajectories among sexual minority students can contribute to determining points of intervention.

Research Aims
This paper examines the longitudinal association of childhood bullying victimization with symptoms of depression and anxiety in college students, as well as whether associations differ for sexual minority youth.

Method
Participants (n = 94, 84.4% female) completed surveys in fall 2012, spring 2013, and spring 2016. Childhood bullying victimization was measured in fall 2012 using the CBVS (California Bullying Victimization Scale; Felix et al., 2011). Participants completed the PHQ-9 for depression symptoms (The Patient Health Questionnaire; Kroenke et al. 2001) and the GAD-7 for anxiety symptoms (Generalized Anxiety Disorder; Spitzer et al., 2006).

Results
Over one-fifth (27.2%) of participants reported childhood bullying victimization. Two one-way repeated measures ANOVAs were conducted. Depression and anxiety were entered as within-subject variables repeated at each time-point. Childhood bullying victimization, gender, and GLB status were tested as between-subjects variables.
For depression, there was a main effect for bullying such that bullied students reported significantly more depressive symptoms (F(1,92)= 10.03, p= .002) after controlling for gender and GLB status. Additionally, there was a significant quadratic interaction between time and childhood bullying (F(2,91)= 4.89, p= .010), such that bullied students reported the greatest rates of depression in fall 2012 and spring 2016, whereas non-bullied students reported the greatest rates of depression in spring 2013. There was also a significant linear interaction between time and GLB status (F(1,92)= 8.22, p= .005).
For anxiety, there was a main effect for bullying such that bullied students reported significantly more symptoms of anxiety (F(1,90)= 15.55, p= .000) after controlling for gender and GLB status. There was a main effect for gender such that females reported higher rates of anxiety (F(1,90)= 5.45, p= .022). Additionally, there was a significant linear interaction between time and GLB status (F(1,90)= 9.84, p= .002).

Significance
Consistent with previous research, the severity of depression and anxiety symptoms was significantly higher for students who experienced childhood bullying victimization than for their non-bullied peers. For previously bullied students, depression declined in the first year of college but increased in the fourth year. This suggests that social and emotional supports could benefit students during transitions both into and out of college. Further exploration is necessary to ensure that mental health screenings in college include measures of previous bullying victimization, to identify and support students who struggle with its long-term consequences.

Authors

• Javier Guzman, Boston University

• Jennifer Greif Green, Boston University

• Emily Hurd, Boston University

• Rachel Oblath, Boston University