Boulton, Michael J.2013-04-092013-04-092008-05-29Pastoral Care in Education, 2008, 26(2), pp. 83-890264-39441468-012210.1080/02643940802062592http://hdl.handle.net/10034/279474This article is not available through ChesterRep.This article discusses how disrupted concentration and attention to school work due to bullying can impact on academic success. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’.enArchived with thanks to Pastoral Care in Educationbullyingacademic successArticlePastoral Care in Education