Interplay of Social Media Addiction, Cyberbullying, and Academic Outcomes Among Children in Jalandhar, India

Abstract

Background:

Social media has become integral to children’s lives, yet excessive use and exposure to cyberbullying may harm academic performance. Research on this issue among younger Indian children remains limited.

Objectives:

To examine how social media addiction and cyberbullying affect academic performance among school children in Jalandhar, India, and whether school-related stress mediates this relationship.

Method:

A cross-sectional survey of 190 students aged 8–12 years from four Jalandhar schools was conducted using a 5-point Likert-scale questionnaire assessing social media use, cyberbullying, school-related stress, and academic performance. Data were analyzed using Pearson’s correlation, multiple regression, and mediation analysis in SPSS.

Results:

Cyberbullying was significantly associated with lower academic performance, while higher social media use was linked to greater exposure to cyberbullying. School-related stress was elevated among children who experienced cyberbullying but did not significantly mediate the relationship between cyberbullying and academic performance. YouTube, Instagram, and WhatsApp were the most commonly used platforms.

Conclusions:

Cyberbullying negatively influences children’s academic performance and emotional well-being in Jalandhar. Strengthening digital literacy, parental guidance, and school-based support may help reduce online risks and protect children’s learning outcomes.