**Background:** Although numerous studies report high prevalence of bullying in Russian schools, little evidence was produced based on the large-scale, nationally representative analysis. Most of the studies were based on small samples that did not allow inferences in the national or cultural context. **Objective:** The study aimed to address the following ***research questions:*** - What is the bullying victimization prevalence in Russian secondary schools? - What is the socio-demographic profile of the bullying victims? - To what extent learning outcomes in core subject domains predict bullying? - How psychological climate at school affects the occurrence of bullying? - Which emotional states are the most typical for bullying victims? - Which psychosocial traits appear to be the most typical for the bullying victims? - **Data and Methods:** The study adopts the statistical analysis of the PISA-2018 data collected in Russia. The final sample consisted of 6,249 children aged approximately 15 years old who answered the bullying questions. K-means clustering approach was adopted to identify amongst schoolchildren who reported bullying those who should be classified as bullying victims. Further, we used logistic regression to estimate the probability change of bullying under different psychosocial factors and examine effect of bullying on victims' emotional states. **Results:** We revealed that 16% of children are victims of bullying in the Russian secondary school. Bullying is strongly influenced by learning outcomes in reading, thus outlining that low performers are at risk of severe victimization. Bullying is also affected by the psychological climate and tends to occur more in a competitive environment. Our findings outline that bullying increases negative feelings such as misery, sadness, and life dissatisfaction amongst its victims, making a substantial footprint on their lives. Logically, bullying victims are less likely to feel happy and joyful. Finally, bullying victims tend not to share negative attitudes to the bullying per se, which means that they accept the role of victims and in other context could become perpetrators. Implications: instead of dealing with the consequences of bullying, prevention strategies should aim to facilitate a positive environment at school, thus cutting the problem at its root.