The Complex Interplay of Peer Victimisation, Self-Esteem and Internalising Symptoms in Adolescents: A Meta-Analysis and Longitudinal Study

Background: Seventeen percent of adolescents experience peer victimisation, and peer victimisation predicts increased internalising symptoms. Low self-esteem, which is associated with both greater peer victimisation and higher internalising problems, may help explain why victimised adolescents experience greater internalising symptoms.The first objective of the present research was to establish the relationships between peer victimisation, internalising problems, and self-esteem. The second objective was to test whether self-esteem explains (mediates) the effect of victimisation on internalising symptoms, as well as the complex interplay between victimisation, self-esteem, and internalising symptoms, in a large, longitudinal sample of adolescents from the Millenium Cohort Study. Methods: We conducted a systematic literature search following PRISMA guidelines. Sixteen papers with a total of N = 34,745 (53% female) participants met the criteria for inclusion in the meta-analysis. To calculate overall effect sizes, we used a random effects model in Comprehensive Meta Analysis. We analysed the data from the Millenium Cohort Study (N = 10,866, 50.29% female) using structural equation modelling in MPlus. Findings: The meta-analysis demonstrated an association between peer victimisation and both high internalising problems and low self-esteem, and between low self-esteem and high internalising problems. The Millenium Cohort data largely confirmed these results within a developmental cascade model. Additonally, self-esteem mediated the effect of peer victimisation on internalising problems. Moreover, young people with emotional problems, low self-esteem, special educational needs (SEN) or female sex were at a higher risk to experience peer victimisation. Interpretation: The results suggest that anti-bullying interventions should be implemented early. A possible route would be for primary schools to better prepare pupils for the transition into secondary schools. Interventions may be particularly important for females and pupils with SEN status, particularly given the interplay between peer victimisation, self-esteem and emotional problems. Funding: None to declare. Declaration of Interest: None to declare.