School bullying is a phenomenon of unjustified aggression in the school environment
that is widespread throughout the world and with serious consequences for both the bully and
the bullied. The objectives of this research were to analyze the differences between the different
bullying categories by gender and academic year in primary and secondary education students,
as well as their relationship with academic performance. To categorize students according to their
bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used.
The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based
on gender and academic year, and the one-way ANOVA test was used to analyze its relationship
with academic performance. Research participants were 562 students from the 5th (n = 228) and
6th (n = 186) primary school years and the 1st (n = 134) and 2nd (n = 94) secondary school years.
They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66,
standard deviation = 1.206). The results showed statistically significant differences in gender and
academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of
non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old).
Regarding academic performance, statistically significant differences were obtained that confirm the
hypothesis that performance or average grade varies according to the category of bullying in which
students find themselves. The academic performance of the non-bully/non-victim and those in the
victim category was found to be higher than that of bullies and bully/victim students.
