Bullying Among Pupils at School and a Country’s Educational System: An Efficiency Evaluation of Educational Performance in Europe by Means of an Extended Data Envelopment Analysis

Abstract

A strong and attractive educational system serves normally as a cornerstone for enhancing a nation’s long-term socio-economic development potential. In recent years, bullying among pupils or students has become a pressing issue in many schools, with significant negative repercussions for both pupils (or students) and their educational environment. Bullying not only diminishes the quality of school education but also erodes the students’ motivation and wellbeing. Thus, it plays a critical role in educational performance, prompting an urgent need for an assessment of its negative implications. This paper seeks to design and test a new model-based approach to evaluate the negative role of bullying at school in educational performance. A prominent avenue of evidence-based research on the quantitative evaluation of educational outcomes can be found in the use of Data Envelopment Analysis (DEA), a multidimensional comparative assessment tool for judging the efficiency of a set of relevant decision-making agents by examining the ratio of outputs to inputs. Among the various applications of DEA, the Distance Friction Minimization (DFM) approach has emerged as a promising tool. Nevertheless, the conventional DFM approach has also a serious limitation: it considers normally only one input and one output element in its projection. To address this shortcoming, this paper introduces a new Improved Ratio Minimization (IRM) approach. The IRM method overcomes the above-mentioned constraint, by allowing for the distribution of efficiency improvement projections among all input and output items contributing to efficient outcomes. Subsequently, this paper seeks to demonstrate the practical relevance of the IRM approach in DEA by applying it to an assessment of educational efficiency, with a particular focus on the effects of bullying in secondary education in European countries. Drawing from an extensive international dataset, the IRM-DEA model generates a variety of comparative empirical findings regarding the overall wellbeing and efficiency loss caused by bullying among students in European countries. The paper also explores new policy avenues for enhancing educational performance in the context of bullying at school across Europe.