World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.210-232
Bhina M. Patricio
EVA Abelling Primary School, San Jose East District
INTRODUCTION
School serves as the second home of every learner. It is their training ground and steppingstone to let go of their comfort zone. To a learner, it serves as a fundamental platform to acquire knowledge, skills and where children learn and mold themselves into someone they want to be. In school, dreams start to build. It also serves as a bridge that helps every learner to transition from basic knowledge to a more complex way of living and mold their critical thinking as an individual. But this is not the only luxury that school can give, it can also be a battlefield, a place of survival reflecting the challenges and struggles they face in navigating the academic, social, and emotional demands of the environment. On the other hand, Centers for Disease Control and Prevention defines bullying as unwanted aggressive behavior (s)by another youth or group of youths, who are not siblings or current dating partners, involving an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.
Bullying is a widespread issue in schools and communities across the United States. In fact, the phenomenon of bullying is experienced broadly by students across developmental periods, geographies and demographic groups. In 2019, about 22% of students ages 12-18 reported being bullied at school, while around 16% of students in grades 9-12 reported being electronically bullied in that same year (Irwin, et al., 2021). During the 2021-22 school year, 28% of middle schools, 15% of high schools and 10% of elementary schools reported bullying incidents at school at least once a week. Those students who do attend school but remain afraid of being bullied (or feel compelled to engage in bullying behaviors) are often distracted from the central activities of school and find it difficult to learn (GCDC, 2020). Students can also find it difficult to report bullying – according to a Government Accountability Office (GAO) report, only 44% of bullied students reported the bullying to a teacher or other adult at school (Vhen et.al 2021).
Moreover, children across the world are subjected to harmful and constantly evolving forms of bullying within schools. School bullying is a dangerous impediment to child development, negatively affecting children’s mental and physical health, as well as their ability to navigate educational challenges. Victim of school bullying carry the impacts of those experiences beyond schools, with trauma frequently affecting life-course trajectories (Peguero &Sung Hong, 2020). In addition to its direct impacts, school bullying is often a driver of other school-based challenges faced by children including violence within schools – a top public health concern as recognized by the Center for disease Control and Prevention (CDC) (Humanium, 2021).
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated or has the potential to be repeated overtime. Both kids who are bullied and who bully others may have serious, lasting problems (ASPA, 2023).
Those who persistently bully often do so to dominate and improve their own social status. Bullying often comes from a belief that it is okay to act that way. Sometimes they do not even know that what they are doing is bullying behavior, or they do not understand how much hurt and anxiety they cause. (New Zealand Ministry of Education, n.d. 2023).
The same reference mentions that Bullying behavior impacts the whole-school community. Bullying has detrimental effects on students’ health, wellbeing and learning. It can make students feel lonely, unhappy and frightened. It is not just the students being bullied who are affected. Most students say they do not like seeing bullying in their school – it makes them feel worried and uncomfortable. Being bullied can affect everything about a child how they see themselves, their friends, school and their future. Which they may experience discrimination. Students who are bullied often experience depression, low self-esteem that may last a lifetime, shyness, loneliness and physical illnesses.
Bullying is also a common concern for parents. A 2022 survey of parents with children under 18 found that about a third (35%) of U.S. parents with children under 18 were very worried that their children might be bullied, with another 39% somewhat worried about it (Schaeffer, 2023). This is also true for Texas parents – a 2023 report by the Charles Butt Foundation found that Texas parents identified bullying as the greatest risk to inclusion, with parents of color especially concerned about the risk of racial bullying and discrimination in their schools (Charles 2023). Sixty-nine percent of Black parents and 59% of Latino parents reported feeling their students face a moderate or large risk of discrimination based on their race or ethnicity (Charles Butt Foundation, 2023). A survey of U.S. parents also cited their children being bullied as a particular concern for Black parents (32%) and Latino parents (48%) (Minkin & Menasce Horowitz, 2023).
The systematic literature review illuminated a pervasive and multifaceted landscape of bullying within Philippine schools. Numerous studies consistently documented the prevalence of bullying across diverse regions, revealing its manifestations in various forms, including physical, verbal, and relational aggression (Ramos, 2020). This widespread prevalence underscores the urgent need for a nuanced understanding of the distinct manifestations of bullying in different cultural and socio-economic contexts. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying cases in schools have increased since the implementation of the anti-bullying law in 2013, with 11,637 cases reported in 2019-2020. Around 63.2% of Grade 5 students in the Philippines experience bullying at least once a month in schools, according to the SEA-PLM 2019 data. This figure is consistent with the National Baseline Survey on Violence Against Children in 2016 and PISA data from 2018.
Bullying in elementary school is a significant issue that affects the emotional, social and academic development of young children. At this formative stage of life, children are learning to build relationships, social skills and develop their self-esteem and identity. Unfortunately, the presence of bullying can disrupt these milestones and processes, leading into harmful consequences for both victims and perpetrators. Studies indicate bullying incidents peak during the elementary school years due to developing social skills and limited conflict resolution abilities. Research shows: Approximately 20–30% of children experience bullying during elementary school. Victims often face anxiety, depression, and academic challenges. According to the PISA 2019, 65% of Filipino students reported being victims of any type of bullying at least a few times in a month, with 40% being bullied frequently (once a week or more). On the other hand, the PISA 2022 reports that one out three Filipino students are being bullied in schools. This is about 43% of girls and 53% of boys in the Philippines encounter bullying incidents multiple times a month. This is much higher than the OECD average of 20% of girls, and 21% of boys. (Second Congressional Commission on Education, EDCOM 2).
A study titled "When Kids Hurt Other Kids: Bullying in Philippine Schools " investigated the prevalence of both bullying victimization and perpetration among sixth graders in Western Visayas. The research also examined teachers' responses to bullying incidents, providing insights into the dynamics of bullying and the effectiveness of interventions within the Philippine educational context. A study focusing on Manobo students revealed that victims of bullying, including those who also bully others, experience reduced life satisfaction and support from peers and teachers. These students are at an increased risk of poor health, depression, and suicidal ideation (Bullying: An Exploration of the Manobo’s Experiences (Caῆete,et al 2021)to address the alarming prevalence of bullying in the country’s school, Senator Win Gatchalian has submitted a resolution asking the Senate to conduct an investigation into the Anti-Bullying Act of 2013 or Republic Act No. 10627. Gatchaian introduced Proposed Senate Resolution No. 454 in response to a series of incidents involving bullying in schools, including the fatal stabbing of two students in Quezon City’s Culiat High School and the physical altercation between two Ateneo de Davao University. According to Manila (PIA), Senator Win Gatchalian reportedly has a file. He emphasized how bullying has a detrimental effect on pupils’ academic success. Bullying affects 65% of 15-year-old Filipino students at least a few times per month, making them the most exposed among the 79 participating countries, according to the 2018 Program for International Student Assessment data. The test results also showed that children who reported feeling intimidated scored 56 points worse on reading than those who experienced threats less frequently or never. The head of the Senate committee on Basic Education said that Republic Act No 10627 needs to be carefully investigated. He highlighted that the anti-bullying law’s processes, which include prompt responses, reporting, fact-finding and documentation, intervention and harsh sanctions, must be followed by all schools. (Pia News, 2023).
In his research, Alpha 2019, discovered that whereas girls tend to target the same gender, boys tend to target both genders. Because it has been noted that “children who have not learned to achieve their social goals other than through coercive behavioral strategies by around 8 years of age (end of grade 3), will likely continue displaying some degree of anti-social behavior throughout their lives,” he indicated those who tend to bully.
A study like Calub 2020 “Bullying among School Children: What School Authorities, Children and Parents Can Do” The study was carried out to develop a bullying intervention. The study’s focus on the prevalence bullying in a few primary schools in Tarlac City. It sought information on school children’s perceptions and/or experience of bullying, including where it typically occurred, frequently it occurred, who typically bullied and why, how the bullied handled it, how teachers and parents responded to incidents of bullying and any recommendations they may have for reducing bullying in the school.
Similar research can be found in Tipay’s 2019 “Bullying among Grade10 Students in Tarlac National High School.” This study helped those involved understand how to address the issue of bullying and its clear effect on school children. Understanding bullying better enable you to recognize children who require assistance, whether they are the targets of bullying of the perpetrators of bullying. You can avert negative results in the short and long term by acting.
The information above sought to quantify bullying’s prevalence among elementary school learners. This was done to provide ideas for reducing bullying on school grounds. Bullying has grown to be a significant problem in the educational system and isa severe issue that is hurting many schools all around the world. The disruption of the learning environment in the classroom, when kids are unable to concentrate on their studies, is another grade result of bullying. Students frequently criticize other students for their behavior
The classroom and playground are often the primary settings where bullying occurs, making schools an essential environment for addressing this issue. Teachers, parents and administrators play a crucial role in identifying and responding to bullying incidents to create a safe atmosphere for all learners. It is impact on learners’ development and effective strategies for prevention and interventions to ensure they reach their full potential in a supportive and nurturing environment. Despite the growing awareness, research on bullying in Philippine schools is limited. There is a need for more localized studies to address the gaps in understanding the unique socio-cultural factors influencing bullying (Orozco, et al., 2023). This literature review synthesizes existing research, highlighting the cultural dimensions, mental health implications, and policy initiatives related to bullying in the Philippine context.
More kids feel unsafe and unhappy, the DOE survey found, with 20% of kids disagreeing with the statement: “most days I have felt safe when at school,” a 3% increase from 2023. And 26% of kids rejected the phrase: “most days I have felt happy when at school,” up from 24% a year earlier. (Georgia Worrell 2024).
In the Philippines, with the passing of Republic Act (RA) 10627, otherwise known as the Anti-bullying Law of 2013, schools are required to establish their own anti-bullying programs which includes the formation of a committee who would ensure the protection of children against abuses from their peers as well as adults, formulation of awareness programs to increase students’ knowledge of bullying, and provision of counseling programs for both bullies and victims. Educators, school personnel, and students are also encouraged to report school bullying they have witnessed to proper channels.
The Philippine Senate Committee on Basic Education cited the SEA-PLM 2019 evidence as a crucial resource in shedding light on the prevalence of bullying in schools and its impact on learning outcomes during the public hearing to review the implementation of the Anti-Bullying Act of 2013 on 13 February 2023.
Led by Senator Sherwin Gatchalian, the Committee underscored during the hearing the use of data such as those provided by SEA-PLM 2019 and called for an improvement in reporting mechanisms to encourage students to report bullying incidents.
The SEA-PLM 2019 data revealed that 63.2% of Grade 5 students in the Philippines experience bullying at least once a month in schools. This figure is consistent with the National Baseline Survey on Violence Against Children conducted by the Council for the Welfare of Children in 2016, which found that 65% of students in the Philippines have experienced bullying. The same level of prevalence is also affirmed by the data from the Program for International Student Assessment (PISA), which the Philippines participated in 2018.
The Philippine Senate hearing emphasized the need to address bullying in schools in the country and to prioritize the well-being of students. The data from SEA-PLM 2019 highlights the significance of the issue and the need for effective measures to address it, including improving reporting mechanisms and implementing policies that protect students from bullying and creating a safe school environment. Project Manager Alejandro Ibanez represented SEA-PLM Secretariat and SEAMEO Secretariat in the said hearing. (Anieluz Pastolero, 2023).
During the School Year 2024-2025 about five incidents of bullying are identified in school classified as physical and verbal bullying in which learners, teacher and parents were jeopardized about the bullying incidents from the different grade levels. Learners with their same grade level bullied their classmates physically (punching, pushing and kicking), Verbally (calling name, shouting their father and mothers’ name, occupation of their parents) that make them feel ashamed and eventually cried. There were also instances that the parents of the bullies and bullied fought and condemned each other because of their kids’ fight. Both parents of the bullies and bullied went to the principal’s office to address the incident.
There is a bullying incident report in E.V.A Abelling Primary School last School Year 2022-2023, parents confronted each other in the principal’s office shouting with one another and because of that incident the parents of the learners are not in good terms until now. Same scenario during the School Year 2024-2025. The teachers and school are affected by the situation especially because the school is part of the community. By building on these insights, this study aimed to contribute to the development of effective interventions that foster safer and more nurturing learning environments for learners and examine the nature and causes of bullying in E.V.A Abelling Primary School.
The purpose of this study was to examine the nature, prevalence, and impact of bullying incidents in various educational settings, with a particular focus on understanding the experiences of both victims and perpetrators.
Statement of Objectives
This study aimed to explore and discover the emotions and feelings of the bullies and bullied of an IPED school through the following objectives:
1. To discover the emotions of bullies
2. To uncover and understand the feelings of the bullied
3. To explore the bullying incidents in IPED school
4. To propose a bullying preventive model to address bullying incidence
https://doi.org/10.65494/pinagpalapublishing.47
