Bullying is recognized as a significant problem that negatively impacts school-aged children worldwide. Although much has been learned about bullying and related physical and mental health problems, a limited number of studies have examined the relations between bullying victimization, academic achievement, and school attendance, and fewer studies have been published on the temporal priority of these variables. Our aim was to review literature on this topic with a specific focus on longitudinal studies. Our narrative review suggests that being the target of bullying can function as both antecedent and consequence of poor academic achievement and engagement. Our review also highlights that far more research needs to be conducted on the longitudinal relations between bullying victimization, academic achievement, and school attendance to better understand the true direction of effects.

欺凌被认为是对全世界学龄儿童产生负面影响的重大问题。尽管关于欺凌和相关的身心健康问题已经了解了很多，但数量有限的研究已经检验了欺凌受害、学业成就和上学率之间的关系，关于这些变量的时间优先级的研究也很少发表。我们的目的是回顾有关该主题的文献，特别关注纵向研究。我们的叙述性审查表明，成为欺凌的目标既可以作为学业成绩和参与度差的前因，也可以作为后果。我们的审查还强调，需要对欺凌受害、学业成就、