Studies show that Australian students facing bullying are suffering not just emotionally but academically.
According to the Australian Institute of Health and Welfare, bullied students are more likely to struggle academically, particularly during key transitions like moving to secondary school. Year 4 students who experienced bullying recorded lower scores in English, Mathematics, and Science, with performance worsening as bullying became more frequent—raising urgent concerns about the long-term impact on student wellbeing and achievement.
Worryingly, nearly one in two parents have a child that is bullied at school. News Corp’s 2025 Great Australian Parent Survey found that just a quarter of parents consider their school’s anti-bullying strategy as adequate, and half say their school doesn’t listen or act on their concerns.
What’s holding schools back?
Kelly-Ann Allen is Associate Professor (Research), Educational and Developmental Psychologist, and DECRA Fellow at Monash University. Her research investigates adolescent school belonging, loneliness, wellbeing and social isolation.
“I read the statistic and have to wonder why parents feel that bullying is not adequately addressed,” Associate Professor Allen told The Educator.
“Could it be because they are not being briefed on how matters have been handled? And of course, knowing whether their child has experienced bullying behaviour, engaged in bullying behaviour, or observed it provides more insight into this tricky statistic.”
Associate Professor Allen said this statistic could reflect that parents feel dissatisfied with how the school has communicated how bullying behaviours have been handled, rather than dissatisfaction with how the bullying behaviour itself was addressed.
“This is a commonly arising issue in schools. Schools endeavour to balance factors like confidentiality for the students involved and support for all children, including the child exhibiting the bullying behaviour, who may require additional interventions and supports,” she said.
“Sometimes these matters are sensitive and may not be appropriate to discuss with all parents concerned. This can be tricky for parents, who may interpret a lack of communication as inaction.”
Additionally, said Associate Professor Allen, schools are busy places, often making it difficult for staff to provide as much support as they would otherwise be able to.
“While much can be accomplished during a typical school day, it may be difficult to communicate every action and response to parents due to time and resource constraints,” she said.
“Building parental confidence in anti-bullying processes must be a priority. Strong relationships are key—not only for trust but also to extend support to parents, who can often serve as a valuable resource.”
Establish clear lines of communication – and expectations
Associate Professor Allen said establishing clear communication channels, including expected timeframes for responding to incidents, is important.
“Parents should understand how the school manages incidents, and ideally, this communication should happen proactively before an issue arises. This way, parents have clear expectations,” she said. “Schools should also find a way to balance communicating their strategies while maintaining student privacy.”
Associate Professor Allen said some degree of transparency can help parents feel confident that bullying is being managed and prevented.
“But again, if parents understand the processes in advance, it reassures them that schools take such matters seriously,” she noted. “One thing I have noticed is that what constitutes bullying and how it should be addressed can vary widely between parents and educators.”
Associate Professor Allen said schools should consider how important it is to create a common understanding before incidents occur.
“This could help build trust and confidence as well,” she said. “Communication and relationships are key. Parents can often serve as a resource for schools.”