The document discusses a study that found students who are regularly bullied do worse academically, with lower grades across three years of middle school. Students rated as most bullied performed substantially worse than peers. The authors note that bullying and low achievement are often linked, as bullied students may participate less in class and be mislabeled as low achievers. Teachers should address bullying to help improve academic performance. The document also discusses issues with bullying in Baltimore city schools and efforts to address it.