Impact of Childhood Bullying on Adult Psychological Wellbeing: Case of Daystar University Undergraduate Students, Nairobi County, Kenya

Abstract

Bullying during childhood remains a global concern with long-term implications for individuals’ mental, emotional, and social functioning. This study investigated the impact of childhood bullying on the psychological well-being of undergraduate students at Daystar University, Nairobi County, Kenya. The study aimed to identify the types of bullying experienced during childhood, assess students’ current levels of psychological well-being, and determine the relationship between childhood bullying and adult psychological well-being. The research was guided by Seligman’s Learned Helplessness Theory and Attachment Theory, which together provide insight into how early adverse experiences shape emotional regulation and interpersonal functioning in adulthood. A descriptive correlational design was adopted, utilizing a cross-sectional survey approach. Quantitative data were collected from 320 undergraduate students sampled from the seven schools at Daystar University, Athi River Campus, using stratified sampling to ensure gender and school representation. Data collection instruments included structured questionnaires with close-ended Likert-scale items and Ryff’s 42-item Psychological Well-Being Scale. Data analysis was conducted using SPSS, applying descriptive statistics, t-tests, ANOVA, MANOVA, Pearson correlation, and linear regression to examine relationships among variables. Findings revealed that social bullying was the most common form of childhood bullying (M = 3.83, SD = 0.72), followed by cyberbullying (M = 3.21, SD = 0.76), physical bullying (M = 3.02, SD = 0.74), and verbal bullying (M = 2.66, SD = 0.92). The overall bullying mean score was 3.18 (SD = 0.57). No significant gender differences were observed, t (312.80) = –0.53, p = .598, though age had a significant effect, F (3, 316) = 3.70, p = .012. Variables such as year of study, faculty, place of upbringing, and living situation were not significantly associated with bullying scores. Regarding psychological well-being, most students reported moderate levels across dimensions. The highest mean scores were noted in personal growth (n = 200) and purpose in life (n = 206), while the lowest were in positive relations (n = 151) and self-acceptance (n = 130). MANOVA results indicated significant differences in psychological well-being by year of study, Λ = 0.896, F (18, 880.13) = 1.93, p = .011, and by place of upbringing, Λ = 0.913, F (12, 624) = 2.42, p = .005, with no significant effects observed for other demographic variables. Pearson correlation analysis demonstrated a significant negative relationship between childhood bullying and psychological well-being, r (318) = –0.25, p < .001. Linear regression analysis further confirmed that experiences of childhood bullying significantly predicted lower psychological well-being, F (1, 318) = 21.91, p < .001, accounting for 6.4% of the variance (R² = 0.064). The study concludes that childhood bullying particularly social and cyberbullying has enduring adverse effects on psychological well-being in adulthood. It underscores the need for comprehensive anti-bullying policies and interventions within educational institutions. The study recommends the establishment of psychosocial support systems, resilience-building programs, and awareness initiatives aimed at preventing bullying and mitigating its long-term psychological consequences to foster a supportive and mentally healthy learning environment for students.