That’s not a winning figure to be proud of and although I’m horrified I’m not surprised either.
I honestly thought USA would’ve taken that prize.

https://apple.news/Adrwa_lwIRTGgW3NhpT7XQw

Australian teenagers face the second-highest rates of bullying out of 24 countries studied by the Australian Council for Educational Research. Tasmania reported higher rates of bullying behaviours than the rest of Australia.

Top 10 OECD nations with greatest exposure to bullying:
1. Latvia
2. Australia
3. New Zealand
4. United Kingdom
5. Denmark
6. Estonia
7. Czech Republic
8. Singapore
9. Macao (China)
10. Canada

The five OECD nations with lowest exposure to bullying:
1. South Korea
2. Chinese Taipei
3. Japan
4. Netherlands
5. Hong Kong (China)

Australian state and territory ranking on exposure to bullying, highest to lowest:
1. Tasmania
2. Queensland
3. Western Australia
4. Northern Territory
5. South Australia
6. Australian Capital Territory
7. New South Wales
8. Victoria
Source: ACER - Program for International Student Assessment 2022

How do they rank them?

freediver wrote on Sep 4^th, 2025 at 10:56am:

How do they rank them?

Good question. This link at bottom .

Source: ACER - Program for International Student Assessment 2022

Our children are taught to recognise bullying, so the difference is probably some kind of reporting bias.

freediver wrote on Sep 4^th, 2025 at 11:33am:

Our children are taught to recognise bullying, so the difference is probably some kind of reporting bias.

Perhaps the threshold of what is considered bullying is lower?
At one stage there were claims being made that rape/SA at Sydney Uni was as hi as war torn Congo. Then for the big reveal. A prolonged stare was counted as SA.

Observant parents will pick up on bullying quite early. Once they do that they then find the best environment for their child. I'm not sure making others responsible (not the bully) is a healthy alternative. You can't stamp out bad parenting.

freediver wrote on Sep 4^th, 2025 at 10:56am:

How do they rank them?

In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school
contextual data through the background questionnaires. This report focuses on a variety of constructs related
to 15-year-old students’ experiences at school, which illustrate student background characteristics and
schooling environments, including sense of belonging, student–teacher relationships, disciplinary climate,
exposure to bullying, students’ resistance to stress, curiosity, perseverance, shortage of educational staff and
shortage of educational material.