The Ministry of Health of Peru announced on May 2 that school bullying has significant effects on students’ mental health, academic performance, and the overall environment in educational institutions. The statement was made by the Directorate of Mental Health as part of International Day Against School Bullying.
School bullying is described as repeated, intentional aggressive behavior occurring over time in a context where there is an imbalance of real or perceived power between the aggressor and the victim. It can take physical, verbal, relational, or digital forms. The Directorate clarified that not every conflict among peers constitutes bullying; key elements include repetition and a power imbalance.
The impact of bullying can be profound across several areas. Emotionally, it may cause sadness, anxiety, anticipatory fear, shame, guilt, and feelings of helplessness. Behaviorally, victims might experience isolation from peers, avoidance of school activities, irritability or withdrawal from social interactions.
Academic performance can also be affected directly by bullying through concentration difficulties, poor grades, absenteeism from school activities or classes. Sleep disturbances and unexplained physical symptoms may also occur without any clear medical reason.
July Caballero Peralta, Director at the Directorate of Mental Health at MINSA (Ministry of Health), said: “Intervenir tempranamente no solo protege a niñas, niños y adolescentes que enfrentan estas situaciones, sino que corta una cadena de daño que puede extenderse a todo el entorno escolar y familiar.”
Caballero explained that those who display aggressive behaviors are also at higher risk for emotional problems later in life such as violent conduct or substance use issues. Witnesses to these situations may experience anxiety or guilt and could become desensitized to violence over time.
Families are affected too; stress levels increase within households due to concerns about children’s well-being at school. The Ministry recommends strengthening communication between families and schools while being alert for warning signs such as sudden behavioral changes or reluctance to attend classes. Timely action should include emotional support and seeking specialized help when needed.
The Ministry continues to promote joint actions aimed at fostering respectful coexistence in schools through development of socio-emotional skills among students.
