Bullying, especially in the context of digitalization, is a global issue that can significantly impact students’ educational and personal development. Our research analyzed the complex and multi-faceted phenomenon of bullying, its prevalence, and its effect on students in middle schools in Craiova, Romania. A quantitative approach was applied using the adopted Save the Children Romania and Olweus questionnaires to a sample of 673 middle school students. The data were analyzed using IBM SPSS Version 23, employing ANOVA tests, Pearson correlations, and Chi-square tests, as well as descriptive statistics. Contrary to previous research, our findings indicate that gender (r = 0.041) and academic performance did not significantly predict bullying victimization or aggression (p = 0.079). However, we found that the academic performance of students who witnessed bullying incidents was significantly affected. Interestingly, the descriptive statistics showed that boys reported higher rates of bullying involvement. Additionally, social support (−0.148) and the school environment emerged as important factors in bullying prevention. These unexpected results highlight the contextual and cultural specificity of bullying. We encourage further research to better understand this nuanced and complex phenomenon, focusing not only on victims but also on bystanders. Addressing bullying requires a comprehensive approach to promote a healthy learning environment for all students.
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