This paper examines the effects of traditional bullying on the academic performance of students at the Grade Six levels in primary schools in Guyana and highlights the dynamics of gender involvement. This randomized study was conducted on 33 students (ages 9-11 years) with maladaptive behaviour at Diamond Primary School. The participants in this study were bullies, victims and bystanders, who were all students. The results indicated a significant relationship between bullying and academic performance. The study concluded that traditional bullying has been and continues to be a major problem in schools. The study recommended that school wide bully prevention programmes be conducted to mitigate this dastardly act.
