Role of physical and dentofacial features in bullying among United Arab Emirates schoolchildren and its impact on school performance - A cross-sectional study.

Abstract

Background: Bullying has a lasting effect on young, vulnerable minds, especially among school-aged youngsters. With the help of this study, we intended to examine how physical and dentofacial characteristics contribute to bullying among kids and how it affects their academic performance.

Methods: This retrospective cross-sectional study consisted of a self-reported anonymous, pretested questionnaire divided into three major domains, with due institutional ethical clearance being obtained before the study's commencement.

Results: The study population consisted of 269 schoolchildren, with 49.8% being males and the majority (55.0%) residing in Ajman. Among the schoolchildren, 35.7% reported being victims of bullying. The majority of bully victims (27.1%) skipped school because of bullying. Additionally, 64.3% of the students had a nickname, primarily used by siblings, and approximately half of the bully victims disliked their nicknames. In terms of happiness, 45.0% of students were neither happy nor unhappy in classes, while 10.8% were very unhappy. Outside of school, 56.9% of participants were very happy, and only 1.1% were very unhappy. Most students (58.7%) did not believe that bullying harms their grades, while 19.7% believed it does. Furthermore, 71.7% of students did not experience bullying due to good grades or showing interest in schoolwork.

Conclusion: Based on results, physical and dentofacial features in bullying among schoolchildren and its impact on school performance, sociodemographic patterns, and factors associated with bullying victimization highlight the need for targeted interventions and preventive strategies to address this issue. Thus, can create a safe and supportive school environment that promotes the well-being and academic success of all schoolchildren.