The study examined the prevalence of bullying and students' academic achievement in public secondary schools in Dulag, Leyte during the 2017-2018 school year. The variables assessed were the learners' profile (age, sex, custodian, family structure, and personality type), bullying incidence (physical, verbal, psychological, and cyberbullying), and academic performance (Filipino, English, Mathematics, Sciences, and Social Studies [Araling Panlipunan], Technology and Livelihood Education [TLE], Music, Arts, Physical Education and Health [MAPEH], and Values Education [Edukasyon sa Pagpapakata Additionally, the study analyzed the relationship between the selected profile markers, bullying incidence, and student academic performance. Quota sampling was used to select 1,000 Grade 7 respondents at random for the survey. We used descriptive and correlational study approaches and collected data via a research questionnaire. Pearson r was used to determine the relationship between the study variables. Female respondents outnumbered their male counterparts, according to the findings. Their combined mean age was 12.78 years when they were cared for by their parents. The vast majority were nuclear families. They had a moderate personality and were subjected to a variety of forms of abuse, including physical, verbal, psychological, and cyber bullying. The most common kind of bullying encountered by Grade 7 students was sending hurtful text messages on Facebook and other social media platforms. The learners demonstrated very excellent academic performance in courses (or subjects) that did not demand a high level of technical or critical thinking (MAPEH, TLE, and EsP), but only satisfactory academic performance in mathematics and science courses that required analytical skills. In conclusion, age, family structure, and personality type are statistically associated with bullying occurrence, implying that bullying has a detrimental effect on academic achievement. Physical and cyber bullying are more prevalent among younger learners than among older learners. Bullying has an inverse relationship with academic achievement; the more bullying occurs among learners, the lower their academic performance. This study substantiates the claims made in the Social Dominance Theory (Sidanius and Pratto, 1999), the Choice Theory (Glasser, 1998), and the Social Ecological Theory (Sidanius and Pratto, 1999). (Bronfenbrenner, 1999).