The goal of the current study was to examine the potential mediating role of two types of school avoidance (absenteeism, in-class avoidant behaviors such as asking to leave the classroom) on the relations between peer victimization and two academic outcomes [standardized test scores, grade point average (GPA)]. Participants included 1815 diverse 4th- and 5th-grade children. We collected peer-report data on victimization at the beginning of the school year. At the end of the school year, we collected teacher-report data on in-class avoidant behaviors, as well as data on absences, GPA, and test scores through review of archival records. Victimization significantly positively predicted both absences and in-class avoidant behaviors, and both mediators negatively predicted both GPA and test scores. All four specific indirect effects yielded significant estimates; both absences and in-class avoidant behaviors mediated the relations between victimization and both GPA and test scores. Finally, the summative indirect effects yielded significant estimates when predicting both GPA and test scores. Findings are discussed in terms of school avoidance as a process that helps explain the low academic performance of peer-victimized children.