Bullying and academic performance in public schools: A bibliometric approach

School bullying has become an increasing concern due to its adverse effects on students’ emotional well-being, mental health, and academic performance. This phenomenon has triggered a significant rise in scientific production, particularly since 2019, reaching its peak in 2023, reflecting a growing global interest in the topic. The aim of this study was to analyze, using a bibliometric approach, the evolution of research on bullying and academic performance between 2014 and 2024. Bibliometric techniques were applied using the Scopus database and the Bibliometrix package in R, allowing the identification of publication trends, the most influential authors, international collaboration networks, and keyword co-occurrence. Visual mapping tools facilitated the detection of emerging topics and thematic clusters within the literature.The results indicate sustained growth in scientific productivity, with countries such as the United States, China, and Spain leading research efforts, and a strong concentration of publications in educational psychology and public health journals. The most cited studies focus on the psycho-emotional impact of bullying, highlighting variables such as anxiety, self-esteem, and school belonging.Furthermore, new research lines have emerged, addressing cyberbullying, ethnic–cultural harassment, and mental health in vulnerable contexts. The conclusions emphasize the need to continue advancing these areas, particularly in multicultural and vulnerable environments, in order to develop more effective, sustainable, and evidence-based educational interventions that consider students’ psychosocial contexts.In addition, the findings underscore the importance of guiding the development of comprehensive public policies aimed at preventing school bullying, promoting emotional well-being, and ensuring educational equity from an inclusive perspective, while contributing to both academic knowledge and institutional decision-making.