This study aimed to determine the relationship between bullying behavior and academic perseverance for middle school students, and arriving at indicators for the role of the social worker to eliminate bullying behavior and increase the level of academic perseverance for students. The study sample consisted of 600 male and female middle school students. This study belongs to the descriptive study style using the social survey method with a systematic random sample of male and female students in the Al-Azhar preparatory stage. The study tools included, a measure of bullying behavior, and a measure of academic perseverance for middle school students. The results of the study found that there is a statistically significant inverse relationship between bullying behavior, sub-dimensions, and academic perseverance for middle school students at a significant level (0.01), and the presence of statistically significant differences between males and females on the bullying behavior scale in favor of males at a significant level (0.01), and the presence of statistically significant differences between Males and females on the academic perseverance scale are in favor of females at a significant level (0.01), and there is no inverse relationship between average family income and academic perseverance