School bullying and depression in Chinese primary and secondary school students after the COVID-19: mediating effect of academic anxiety and moderating effect of home-school cooperation

Abstract

Introduction: The aim of this study is to explore the relationship between school bullying, depression, academic anxiety, and home-school cooperation among Chinese primary and secondary school students, with a focus on promoting students' mental wellbeing in the post-COVID-19 era. Methods: A survey was conducted among 3,600 Chinese primary and secondary school students using the Depression Scale, School Bullying Scale, Academic Anxiety Scale, and Home-School Cooperation Scale. A total of 3,341 students were selected as research subjects to examine the mediating and moderating mechanisms of academic anxiety and home-school cooperation in the relationship between school bullying and depression. A moderated mediation model was constructed to analyze the impact of school bullying on depression, with academic anxiety as a mediator and home-school cooperation as a moderator. Results: School bullying, depression, and academic anxiety were significantly correlated with home-school cooperation. School bullying was significantly correlated with academic anxiety and depression. School bullying significantly and positively predicted depression. Academic anxiety mediated the relationship between school bullying and depression. Home-school cooperation moderated the relationships between (a) school bullying and academic anxiety, and (b) academic anxiety and depression. Discussion: The findings indicate that school bullying not only directly increased depression but also indirectly heightened depression through academic anxiety. Home-school cooperation buffered the effects of school bullying on academic anxiety and the effects of academic anxiety on depression.