The effect of bullying on children’s emotional state is well-known, but what about their academic achievement? The purpose of this research was to analyze the effects of bullying victimization on students’ academic achievement. A meta-analysis was conducted using 18 studies from PsycInfo and ERIC databases. The overall average weighted effect size was r = -.17, which is a moderate effect. Type of bullying was an important moderator; victimization had a much stronger effect on achievement when it was physical (r = -.35) than either verbal or cyber (r = -.14, -.13). Grade level also moderated the relationship, with it being strongest for early primary students (r = -.24), moderate for late primary (r = -.15), and weakest for middle school (r = -.12) and high school (r = -.12). For students to do their best in school, we have to find a way to reduce the impact of bullying.