Bullying is a serious problem whose impact is far-reaching and is a prominent predictor of poor mental health. The consequences can be deep-rooted in childhood, influencing the personality development of the victim. Various coping strategies can act as a protective factor. The present study aims to see the impact of various cognitive emotion regulation strategies used among bullied school students to aid in identifying and formulating interventions for the victim.


The study included students from four schools around rural Jharkhand through purposive sampling. A total sample of 273 students selected randomly was assessed on the Gatehouse Bullying Questionnaire to screen for a history of bullying. Further, the Multidimensional Peer Victimization Scale was used to assess the severity of bullying victimization. Depression Anxiety Stress Scale and Cognitive Emotional Regulation Questionnaire were also administered.


The results reveal a significant difference in depression and anxiety levels between more severely bullied students and less severely bullied students. Significant difference was also found in the use of self-blame, acceptance, putting into perspective, refocusing on planning, and catastrophizing as cognitive emotion regulation strategies to deal with stressors between more severely bullied students and less severely bullied students. Results highlighted that the severely bullied group used both adaptive coping (acceptance, putting into perspective, refocusing) and maladaptive coping (self-blame, catastrophizing). Use of adaptive coping increased with age. Further, findings indicate cognitive emotional regulation as a predictor for psychological disorders like anxiety and stress as a result of bullying victimization.


Cognitive emotion regulation strategies have shown promising results in dealing with emotional issues. School counsellors, psychotherapists and teachers can utilize positive strategies for training to deal with adverse life events like bullying.