Background:School bullying remains a global public health concern, posing profound threats to adolescents’ mental health and academic development.This study investigates the structural relationships between academic performance, self-esteem, peer relationships, and Students' Tendency of Bullying among Chinese primary school students.

Methods:Using a sample of 576 respondents, data were collected via structured questionnaires and analyzed through structural equation modeling (SEM).

Results:Academic performance significantly predicts both self-esteem and peer relationships, and negatively affects bullying behavior. Notably, self-esteem and peer relationships function as key mediators, transmitting the protective influence of academic achievement to reduce students’ bullying tendencies. The proposed measurement and structural models demonstrate excellent fit indices (e.g., RMSEA = 0.035; GFI = 0.948), supporting the reliability and validity of the framework.Conclusions:The findings highlight how academic competence indirectly shapes behavioral outcomes through psychological and social mechanisms. This underscores the importance of integrating academic support, emotional development, and peer engagement into school-based anti-bullying interventions, thereby fostering a safer and more inclusive learning environment.