case study about bullying in school in the philippines

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1 in 3 Filipino students bullied in school – Pisa study

Sen. Sherwin Gatchalian (File photo from the Senate Public Relations and Information Bureau)

MANILA, Philippines — The Department of Education (DepEd) assured the public on Saturday that it was implementing programs to address bullying in schools after the 2022 Programme for International Student Assessment (Pisa) study revealed that one in every three Filipino students had experienced being bullied at least once a week.

According to the Pisa study published on Dec. 5, the incidence of bullying in Philippine schools went down between 2018 and 2022. The country first took part in the large-scale international assessment of the academic performance of 15-year-old students in mathematics, science, and reading in 2018.

But Education Undersecretary Gina Gonong said in a forum on the Pisa results organized by DepEd last week that bullying “remained a pervasive problem, more so among boys and those in public schools.” It also affected their academic performance as the study said that those who were bullied at least a few times a month scored 11 to 44 points lower in mathematics.

According to the 2022 Pisa results, 28 percent of the 7,193 Filipino students from 188 schools who took part in the assessment reported that others had “made fun” of them while 19 percent said they were threatened by other students.

Some reported being the subject of “nasty rumors” while others got hit or pushed by other students. There were also those who complained that their things were taken away or destroyed while some said they were “left out of things on purpose.”

To address the problem, DepEd said that antibullying programs were being implemented by its Learner Rights Protection Office (LRPO), which operates the “telesafe” hotline and child protection desks, and the Bureau of Learners Support Services (BLSS), which has various mental health initiatives and counseling projects.

“The BLSS primarily gears more toward bullying prevention and creating a climate of safety in schools [through mental health and counseling on top of capacity building for teaching and nonteaching staff]. On the other hand, the LRPO mainly comes in to address abuse and bullying cases directly [through legal means],” it told reporters through a Viber message.

Other DepEd programs include the creation of a mental health unit in the department that is expected to become operational next year and the ongoing hiring of “mental health coordinators” for every region.

Other programs, measures

A DepEd order specifically tackling mental health will also be released early next year after undergoing vetting as the agency works on creating mental health and anti-bullying content with the National Council for Children’s Television, in collaboration with independent directors.

In partnership with Natasha Goulbourn Foundation, DepEd has likewise launched a capacity-building program for teachers and nonteaching staff to help them “spot red flags” among students who might be being bullied.

In addition, the department has been at the forefront of pushing for the passage of Sen. Sherwin Gatchalian’s Senate Bill No. 2200, or the proposed Education Mental Health and Well-Being Promotion Act, by serving as the primary technical working group for the measure.

“We pushed for the increase in the Salary Grade (SG) of guidance counselors (SG 11 to SG 16) and the creation of a new plantilla position category called mental health associates (nurses, social workers, and psychometricians) to fill the personnel gap,” DepEd said.

Under SB 2200, all guidance counselors and psychologists I to III will be converted to mental health specialists with their monthly pay adjusted to SG 16 (P39,672), SG 18 (46,725), and SG 20 (P57,347).

Gatchalian, the chair of the Senate committee on basic education, said DepEd should work for “stronger interventions” to ensure the safety and welfare of students as “bullying contributes to the victims’ low self-esteem, lack of confidence and difficulty in focusing on their studies.”

“Bullying can also affect [their] emotional state that could result in a lower interest in studying,” he added, citing the Pisa study which showed the Philippines ranked sixth to last in reading and mathematics, and third to last in science among 81 countries.

‘Cyberviolence’

While Gatchalian expressed optimism about the passage of his bill, he said the effective enforcement of Republic Act No. 10627 or the Anti-Bullying Act of 2013 could help protect learners in the meantime.

RA 10627 was enacted on Sept. 2, 2013, to protect students from bullying and other forms of violence but Gatchalian said the law requires a comprehensive analysis and gap review.

Pwersa ng Bayanihang Atleta party-list Rep. Margarita Nograles also filed a similar bill in 2022—House Bill No. 2886 which penalizes people of legal age proven to have been bullying others in school, at work or even on the internet.

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“According to the Unicef, the latest data in the country shows that cyberviolence affects almost half of children aged 13 to 17. This violence experienced by Filipino children are in the form of verbal abuse and most of these are in the form of sexual messages … that can create long-lasting emotional and psychological scars in every child,” Nograles said in her explanatory note.

—WITH REPORTS FROM MELVIN GASCON AND INQUIRER RESEARCH

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Home » Blog » Bullying and Violence in School

Bullying and Violence in School

March 30, 2023

Writers: Christopher Jan R. Dumaguin, Rafael Reyes, Richardson dR Mojica Researcher: Christopher Jan R. Dumaguin, Rafael Reyes Editor:  K Ballesteros Graphics: Jacklyn Moral

“Normalized” Culture of Bullying and Violence in the Philippines 

While no one can deny the importance of parenting, school, counseling, and other efforts to take action against bullying, sometimes the government must step in. Where power and class struggle become major factors in instances of bullying, the government is charged with the protection of vulnerable individuals and communities [1]. 

The Civil Society Network for Education Reforms (E-Net Philippines), in a statement, expressed concern about the alleged culture of bullying, emotional abuse, sexual abuse, and violence happening at the Philippine High School for the Arts (PHSA). E-Net also noted a letter addressed to PHSA administrators signed by 89 current students and 79 alumni in January 2022. The said letter demanded school leadership to investigate the alleged abuses and ensure “safe spaces” at the resumption of physical classes post-lockdown in August [2].

The United Nations Children’s Fund (UNICEF) reported that one in three young people in 30 countries said they had been a victim of online bullying, with one in five saying they skipped school due to cyberbullying and violence. Social media is a huge influence on children’s lives and being constantly connected to the Internet also comes with many risks, including online sexual exploitation of children and adolescents [3].

In the Philippines, recent national data has shown that cyberviolence affects almost half of the children aged 13-17. One-third of cyberviolence experienced by Filipino children is in the form of verbal abuse over the internet or mobile phone, while a fourth is through receiving sexual messages. Young girls receive messages of sexual nature or content more than their male peers. However, twice as many males than females reported having their nude body or sexual activities, whether real or falsified, shown on the internet or mobile phone [3].

Violence against children, in all forms including online bullying or cyberbullying, has devastating effects on the physical and emotional wellbeing of young people. This can create lasting emotional and psychological scars, even physical harm. It is particularly challenging to address since children are vulnerable and have easy access to the internet, making them easy targets of online violence [3].

A Sociocultural Perspective of Bullying 

When bullying comes to mind, the most-often model imagined is between two people: the bully and the bullied. In reality, factors like other community members and culture also enable bullying.  [4].

To get to the root causes of bullying, it is best to examine what risk factors become causes for concern [4]:

• At the individual level, one’s biological and personal history can increase the likelihood of being bullies or victims of bullying.
• At the interpersonal level, one’s relationship among families, peers, and what are socially accepted behaviors—such as normalized aggression within one’s circles—can predispose one to becoming part of bullying.
• At the community level, the members of the school and neighborhood can influence the likelihood of bullying in the environment. In schools, the organization’s core values, the presence of gangs, and the rate of unemployment are some risk factors to keep in mind.
• At the larger, societal level, social and cultural norms take center stage. For example, when aggression is normalized instead of compassion, bullying becomes more prevalent.

To effectively reduce bullying, the systems in place require change, especially at the larger social and school levels [4]. When the environment we belong in fosters compassion and care, it’s easier and “feels right” to choose peace.

What Works in Anti-Bullying Programs? 

If change is necessary at the societal and school levels, then it makes sense to see what have been deemed effective programs and policies for preventing bullying at those levels.

There are two expected outcomes when it comes to anti-bullying programs: reducing perpetration (or becoming bullies) and victimization (or becoming the bullied). A meta-analysis of effective intervention components shows that some components work better in reducing bullies than bullied, and only two components have a significant effect in reducing both instances: Informal peer involvement and information for parents [5].

Informal peer involvement refers to interventions that involve interactions with peers and discussing bullying experiences and attitudes without calling out the bullies or victims [5]. By not isolating the bullies and victims and allowing them to participate in the group discussions, there can be room for them—and bystanders—to do the right thing and uphold the values which promote harmonious relationships.

Parents and guardians may play a role in preventing bullying in both bullies and victims. They should be involved by the school faculty and administration in collaborative dialogue rather than only information meetings [5]. Communicating key information through letters and leaflets directly provided is one way to allow parents and guardians to be well-informed and involved in anti-bullying programs [5].

While there are many other components to anti-bullying programs, there is no significant difference between programs varying in the number of involved components [5]. Thus, even a simple anti-bullying program in place has proven to reduce around 19% to 20% of bullying perpetrations [6]. In an ideal world, most institutions would have comprehensive programs laid out to effectively address a wide range of situations. In practice, it is costly to develop and implement such comprehensive programs. It is reassuring resource-strapped schools to know that anti-bullying initiatives can be as simple as educating their communities of the problem and what the right thing to do is.

Precautionary Measures on Bullying and Violence in School: If not now, then when? 

Critical to alleviating the immediate consequences of bullying and violence are comprehensive and effective approaches that address its social determinants, such as social change, rapid demographic, and low levels of social protection. Educating students to be empathic paves the way towards accommodating political differences and empowering students, faculty, diverse communities, and the Philippine nation altogether.

To emphasize the urgent need is to make everyone aware of the apt strategies and commitment for supporting and protecting students in rules and practices that can yield a sustainable, safe and positive school climate. Campaigns must communicate that bullying, sexual harassment, and violence should never be tolerated, and any person who engages in these unlawful behaviors will be held accountable. By implementing enabling laws such as R.A. No. 11313, otherwise known as The Safe Spaces Act which covers all forms of gender-based sexual harassment (GBSH) committed in public spaces, educational or training institutions, workplaces, and online spaces, we can live in a judgement-free zone where we can safely let our guard down, just be truly ourselves, and maintain our good mental health.

Session Questions

1. How may we encourage bullied individuals to speak out?  

2. What anti-bullying programs do you know? What makes them effective?  

3. What is your message to bullies to help them take accountability?

• Haider, A et al. (2023). Violence and Bullying in Educational Institutions. Retrieved at https://academiamag.com/save/2023/01/violence-and-bullying-in-educational-institutions/
• Hernando-Malipot, M. (2022). Normalization of Bullying , Abuse in PHSA condemned; authorities urged to act. Retrieved at https://mb.com.ph/2022/7/8/normalization-of-bullying-abuse-in-phsa-condemned-authorities-urged-to-act
• Gimeno, J. (2019). Online Bullying remains Prevalent in the Philippines. Retrieved at https://www.unicef.org/philippines/press-releases/online-bullying-remains-prevalent-philippines-other-countries
• Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38 , 13–20. https://doi.org/10.1016/j.avb.2017.10.010
• Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85 , 37–56. https://doi.org/10.1016/j.jsp.2020.12.002
• Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45 , 111–133. https://doi.org/10.1016/j.avb.2018.07.001

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The Department of Education (DepEd) reported that bullying cases have increased in the last seven years, except during the pandemic.

DepEd Asst. Sec. Dexter Galban, during a to Senate hearing on anti-bullying, said 1,309 bullying cases were reported since RA 10627 or Anti-Bullying Act of 2013 was passed into law,

Galban also told the Senate Committee on Basic Education chaired by Sen. Sherwin Gatchalian that the number of cases has been rising until it reached 15,866 during the school year 2017 to 2018. The number of cases rose to 21,521 during the school year 2018 to 2019 which was the highest.

However, this went down to 11,637 during the school year 2019 to 2020.

Galban said it is likely that the reported cases of bullying increased since there was a reporting system following the passage of a law to address this crime.

There was also a decline in the number of bullying cases due to the pandemic as classes were held online. Based on the reported bullying cases the past seven years, he said 56.79% were physical, 25.43% were social, 5.92% were gender-based,6.03% were cyber bullying and 5.83% was retaliation or revenge.

Galban said the number of cyberbullying and gender-based bullying increased. He also said there were several cases of unreported bullying incidents due to the lack of guidance counselors.

Gatchalian earlier express alarm over the supposed unreported bullying cases in schools. He also  noted the discrepancies between data from the DepEd and several studies and reports.

He also has misgivings on the education department’s figures as he pointed out by study from the Southeast Asia Primary Learning Metrics (SEA-PLM) showed that 63% of Grade 5 students experienced bullying, the highest in the region.

He also mentioned the study of the Programme for International Student Assessment (PISA) which reported that 40% of Filipino students are frequently bullied.

He emphasized these figures are consistent with the World Health Organization (WHO) report, which showed that 40.6% of children aged 13 to 17 experience some form of bullying.

“This is quite worrisome and concerning because the percentage showed that six out of ten students have experienced some form of bullying,” Gatchalian said.

Gatchalian said this means that there are a lot of unreported bullying cases.

In large-scale examinations, he said students “tell the truth” because they know that the evaluation will be processed by people who are not connected to their schools.

“So my analysis is there is a huge issue of cases being unreported, and that is a problem because if it is unreported, then how do we solve the problem? How do we help them?” asked Gatchalian.

Galban said they will confer with their research team as well as the planning services of DepEd to reconcile the data.

• Anti-Bullying Act of 2013
• Department of Education
• Dexter Galban
• Sherwin Gatchalian

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Bullying in schools underreported, says chair of Senate education panel

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

IN-PERSON CLASSES. Grade school students of the Rafael Palma elementary school in Manila attend the start of the 5-day full face-to-face classes on November 2, 2022.

MANILA, Philippines – Senator Sherwin Gatchalian, chairperson of the committee on basic education, flagged the alleged underreporting of bullying cases in the Philippines during a hearing on Monday morning, February 13. The committee convened to review how the government is implementing the Anti-Bullying Act of 2013 (Republic Act No. 10627) amid the record-high instances of bullying reported across the Philippines.  Department of Education Assistant Secretary Dexter Galban reported their data on the official bullying cases to the committee since the law was implemented :

• 2013 to 2014: 1,309 cases
• 2014 to 2015: 5,624 cases 
• 2015 to 2016: 7,221 cases
• 2016 to 2017: 8,750 cases 
• 2017 to 2018: 15,866 cases
• 2018 to 2019: 21,521 cases 
• 2019 to 2020: 11,637 cases

Gatchalian said the 11,000 cases (reported in 2019 to 2020) are not anywhere near the 40 to 60% of the student population. “So there is underreporting,” the committee chairperson said. 

“If you’re converting that to the student population, we’re talking about 10 million to 12 million students as opposed to 11,000,” he added. As of 2023, there are 28 million students enrolled in Philippine public schools. The types of bullying from 2013 to 2020, with their corresponding percentages, are the following.

• Physical bullying: 56.79%
• Social bullying: 25.43%
• Gender-based/biased: 5.92%
• Cyberbullying: 6.03%
• Retaliation: 5.83%

Senator Robin Padilla highlighted a possible reason why students would be discouraged from reporting bullying to their schools. 

“ ‘Pag nagre-report, magiging eskandalo. Magpapatawag ng magulang [ng biktima], mga magulang ng bully (When they report, it becomes a scandal. The parents of the victim, the parents of the bully, get called),” Padilla said. He added that there should be a more discreet process to reporting bullying.

“Dapat magkaroon ng proseso na lihim din . ‘Wag ‘yung normal ‘yung proseso . Ipapatawag, paghaharapin doon . Eh hindi po nakakatulong yon. Sa akin pong palagay, dapat baguhin ‘yong ganoong klaseng proseso ,” Padilla added. 

(There should be a more discreet process too. Don’t do the normal process. They’ll call you to face each other there. That’s not helpful. I think they should change that kind of process.) Gatchalian said another reason he believes there is underreporting is because students would be more likely to tell the truth to a survey than report it to their school. 

“ There is fear na baka malaman ng nabu-bully kung sino sila (There is a fear that the bullies will find out who reported them). So my analysis is [that] there is a huge issue of cases being unreported, and that is a problem because if it is unreported, then how do we solve the problem? How do we help them?” Gatchalian said.

Filipino students most exposed to bullying

Part of what prompted the review of the decade-old law was the Philippines’ placement in bullying surveys. A Program for International Student Assessment (PISA) 2019 study showed that Filipino students are most exposed to bullying compared to 79 other countries. 

The poll showed that 65% of Filipino high school students experience bullying at least a few times a month. This was way above the 23% average among the 79 countries that were surveyed. Another study by the Trends in International Mathematics and Science Study showed direct correlation between bullying and academic performance.

Gatchalian shows data correlating bullying and performance in math and science scores. pic.twitter.com/PSHNsSAQk3 — Ryan Macasero (@ryanmacasero) February 13, 2023

“For cyberbullying and gender bullying, we have online and phone and chat reporting systems,” Galban said of the department’s effort to improve the reporting of bullying cases. The digital reporting systems began last November 2022.  

“In public, ‘cancel culture,’ bullying, can be easily seen online,” Galban told the Senate committee. “It’s 24/7 sometimes outside of the time of classrooms. There needs to be way for the learners to report them directly on our platforms,” he added. 

A related – and worrying – statistic showed that suicides are on the rise in public schools with 404 cases reported, while 2,147 other learners attempted to take their lives during the 2021 to 2022 school year.

“We do not have specifics as to the reasons as to the cases of suicide as these can be multifactorial in nature,” he said. “They can be a combination of stress, bullying, socioeconomic,” Galban added. 

Bullying a mental health issue

The Philippines’ top mental health experts joined the panel to discuss bullying prevention, inside and outside of the classroom. All of the experts agreed that bullying was a mental health issue. Addressing bullying, they said, includes educating parents as well. The speakers include psychologists Honey Carandang, Bernadette Madrid of the Child Rights network, Lolina Bajin, Shake Gueverra Hocson, and psychiatrist Cornelio Banaag, among others. “Bullying and social exclusion is already linked to depression, suicidal ideation,” Carandang said.  Gatchalian agreed with the expert panel. “Bullying is a part of mental health,” he said. The senator also said it was also important to improve parent engagement through the law via Republic Act No. (RA 11908) or the Parent Effectiveness Service Program, which aims to strengthen parent engagement in child development. When it comes to encouraging students to report bullying, “make sure hotline avenues to government are pronounced,” Gatchalian said. – Rappler.com

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Philippine Issues on School / Classroom Bullying

This paper discussed bullying and its effects on the children who have been bullied, who is bully and children who witness bullying situations. It also discussed how the school, parents and guardians deal if their children are caught are up in different bullying situations. The paper highlighted the issues of school bullying in the Philippines and its serious psychological consequences for victims that includes low psychological well-being, poor social adjustment, psychological distress and physical illness.

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Arvi Cabungcal

Randwick International of Education and Linguistics Science Journal

Rodalyn Lapada

This study was conducted to determine students’ experiences, reactions and opinions on bullying. It used a descriptive research design wherein students’ experiences, reactions and opinions were gathered through survey questionnaires. Purposive sampling technique was employed using snowball sampling technique. Online survey questionnaire was sent to the selected students via messenger. These students forwarded the online survey questionnaire to those students who they thought potential respondents of the study via messenger too. Finding revealed that Esperanza National High School has maintained a healthy school environment suited to the different types of learners since the bullying was less evident in the school. Occasional occurrence of bullying in the school prompted the students to rarely report the incidence to the concerned people. Students very seldom experienced the bullying from the people they frequently engaged and communicated. They normally responded to the minor incide...

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Bullying affects 50 percent of the Filipino school children. However, there is still the lack of literature that discusses this problem in a Philippine setting. This paper employed descriptive research technique to determine the profile of school bullying, peer aggression, and victimization among junior high school students of the UP High School in Cebu. Results of the survey revealed that bullying exists in the school with classmates as the perpetrators; direct verbal and relational are the most common forms of bullying; gender is not a factor in bullying and victimization, both sexes are involved in bullying and peer victimization, and, there is a significant relationship between bullying and victimization. Results underscore the need to implement a bullying prevention program focusing on awareness of the problem and their long-term impact to students is highly recommended. There is a need for the school to organize a peer counseling group to address the high rate of bullying cases reported only to their peers instead of school officials.

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The main purpose of the study was to assess the bullying management approaches in selected secondary schools in Zone III, Schools Division of Zambales, Philippines during the school year 2015-2016 from the perspective of the teachers. The study made used of descriptive research design with questionnaire as the main instrument in gathering data from sixty-one (61) teacher-respondents. Based on the summary of the investigations conducted, the researcher had concluded that the teacher-respondents are predominantly females in their early adulthood, married with a family income below poverty level and who have been in the teaching profession for 10 years. The type or nature of bullying perceived strongly agreed by the teachers was forcing someone to do something against one's will, the bullying occurred among bossy students do violence to meek and shy students and effects of bulling strongly agreed were emotional and psychological disturbance. The teachers perceived that the character building as bullying management approach was very effective. The teachers perceived strongly agreed on the coping mechanisms of bullying mainly counseling. The analysis of variance result revealed a no significant differences on the teachers' perceptions towards type or nature of bullying, occurrence of bullying and bullying management approaches. However, the teachers have perceived differences on age towards coping mechanisms.

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While bullying in schools has begun to receive great attention with the enactment of the Republic Act 10627 or the Anti-Bullying Act and the DepEd’s Child Policy, little is known about the link between and among classroom discipline techniques, parenting styles and bullying incidences. This descriptive study is aimed to provide insights how bullying behaviors could be integrated in the classroom discipline techniques employed by the teacher and be able to craft an anti-bullying program involving the stakeholders of Binakayan National High School, Kawit, Cavite.

Ma Monique DeLuna

While bullying in schools has begun to receive great attention with the enactment of the Republic Act 10627 or the Anti-Bullying Act and the DepEd's Child Policy, little is known about the link between and among classroom discipline techniques, parenting styles and bullying incidences. This descriptive study is aimed to provide insights how bullying behaviors could be integrated in the classroom discipline techniques employed by the teacher and be able to craft an anti-bullying program involving the stakeholders of Binakayan National High School, Kawit, Cavite.

ACE2019 Official Conference Proceedings

Philippine Education Research Journal

Cynthia CORREO , Ronaldo SP. Elicay

Background: Bullying is a complex social phenomenon influenced by a myriad of factors, including psychological and environmental ones. It is generally perceived as dangerous and life-threatening and, thus, must be urgently addressed. Purpose: Investigate the prevalence and the actual bullying experiences of Filipino junior high school students using Urie Bronfenbrenner's socioecological theory or ecological model of development as a framework. Participants: 1,090 students from nine selected secondary schools in the 4th and 6th District in the province of Batangas, with 30 of them chosen as key informants Research design: Mixed method expansion sequential research design Data collection and analysis: The V-SCAIRD Acts of Bullying Inventory Tool was administered to determine the prevalence of bullying (by bullying role, form of bullying, and effect of bullying) across genders and school types. Independent sample t-tests were used to compare male and female differences in the bullying roles, the forms of bullying, and the effects of bullying across genders. Analysis of variance showed the degree of significant differences in the bullying roles, the forms of bullying, and the effects of bullying across school types. Fisher's least significant difference test was run as post hoc test. All statistical analyses were tested at p < .05. The students who scored high as bullies, victims, and bystanders were interviewed to draw out their actual bullying experiences and the possible psycho-social environmental factors influencing this social phenomenon. Findings: Prevalence rates of 8, 14, and 78 in 100 students translate to one bully, two victims, and seven bystanders in every 10 students, with a victimization ratio of 1:5. Male students exhibited a significantly higher tendency to be bullies and victims. All forms of bullying (covert indirect, cyberbullying, physical, and verbal) were experienced by students regardless of gender. However, it appeared that the male students were more exposed to verbal bullying while the female students were more exposed to cyberbullying. Significant gender differences were found in the students' experiences of the cognitive, affective, and behavioral effects of bullying. Across school types, no significant differences were found in bully tendencies, but a significant difference was found in victim tendencies between public and Catholic schools, with the former having a higher rate than the latter. Students from both Catholic and non-sectarian schools registered a significantly higher tendency to become bystanders than those in public schools. The interview disclosed various forms of bullying experienced by the students, categorized into covert indirect, cyberbullying, physical, and verbal types. Verbal abuse from family members was reported, primarily due to failed expectations such as perceived poor academic performance. Psycho-social factors influencing bullying phenomenon in schools include teachers' attitude in school, peer influence, and school discipline. Recommendation: Provide continuing professional development to teachers on bullying management in schools and create clear structure and school policies that emphasize home and school partnership and certain discipline in school.

Salmi Sudan

This research paper examines the problem of school bullying in a primary school in the state of Selangor, Malaysia. Particularly the paper looks at bullying victimization with the focus on how bullying affects the thinking, feelings and behavior of the bullying victims. The paper also explores how the school regards school bullying, what type of intervention measures that the school has and how these measures are implemented in the school. Data was collected through in depth interviews with the participants of this study who were two victims of school bullying, a school counselor, and a Discipline Head. The results showed that bullying affects negatively the thinking, feelings and behavior of the victims in which they reported among other feelings of fear, anguish, anger, foolish, and hating school as the outcomes of being bullied. It was also found that the school under study does not have a particular or constant intervention programs for both bullies and victims of school bullyin...

Yakup Can Avcı

In all cultures, the "bullying", which is confronted in some way, is an issue that students feel freak, insecure, in severe situations commit suicide. This study is criticized, Roldan S. Cardona, Agnes, S. Reyes and Marlu M. Tangalin’s The Bullying Experiences and Classroom Discipline Techniques in an Urban National High School in the Philippines: A Basis for an Anti-Bullying Program article from Philippine Normal University and Binakayan National High School which is published by American International Journal of Contemporary Research Magazine Vol.5, No. 2; April 2015 with community benefit and implementation, methodology, arguments and recommendations. The article main target audiences are Local public and Academic communities especially teachers and parents. The aim of the study is, researching is there a link between bullying incidences and classroom management skills together with parenting styles? On the other hand, reveal the what capabilities has teacher to recognize bullying incidences and what should they act to decrease bullying behaviors in their classroom. This paper aim criticized and evaluate main arguments of the text. The study use Graham Hewitt criticized methods (Hewitt. G 2017) . The general opinion about the article is insufficient background knowledge and wrong method to link classroom discipline technique and parenting style.

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Online bullying remains prevalent in the philippines, other countries, cyberviolence affects almost half of filipino children aged 13-17.

MANILA, 6 September 2019 ⁠—One in three young people in 30 countries said they have been a victim of online bullying, with one in five saying they skipped school due to cyberbullying and violence, according to a new poll released today by UNICEF, the United Nations organization working for children’s rights.

In the Philippines, latest national data show that cyberviolence affects almost half of children aged 13-17 1 . The prevalence of cyberviolence for males (44 per cent) is almost the same for females (43 per cent).

One-third of cyberviolence experienced by Filipino children are in the form of verbal abuse over the internet or cellphone, while a fourth are through sexual messages. More females received messages of sexual nature or content than males. However, twice as many males than females reported having their nude body or sexual activities, whether real or falsified, shown on the internet or cellphone.

Violence against children, in all forms including online bullying or cyberbullying, has devastating effects on the physical and emotional wellbeing of young people. This can create lasting emotional and psychological scars, even physical harm. It is particularly challenging to address since children are vulnerable and have easy access to the internet, making them easy targets of online violence.

In the UNICEF U-Report poll conducted in June 2019, almost three-quarters of young people from 30 countries said that social networks including Facebook, Instagram, Snapchat and Twitter are the most common platforms for online bullying. Being connected online means that school no longer ends once a student leaves class, and neither does bullying.

The U-Report further revealed that 32 per cent believe that the government is mainly responsible in addressing online bullying, 31 per cent said that young people are responsible, while 29 per cent said internet companies. These show that opinions are equally divided on who should be responsible for ending online bullying – highlighting the need to involve children and young people in the shared responsibility.

UNICEF is calling for urgent action to implement policies that will protect children and young people from bullying – both online and offline. Addressing the problem requires action from all of us.

Establishing and equipping national helplines to support children and young people in reporting violence is a concrete step. Training teachers and parents to respond to and prevent bullying will ensure the safety of children and young people, particularly the most vulnerable ones.

Gathering better data about the online behavior of children and young people, and how criminals are using the internet, will guide policies and action plans.

UNICEF is also urging social media and social networking service companies to improve ethical standards and practices in collecting and managing information of children. 

1  National Baseline Survey on Violence Against Children (NBS-VAC), 2016

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About u-report.

U-Report is a free social messaging tool that allows anyone from anywhere in the world to speak out on the issues they care about. UNICEF and partners developed the platform to capture a range of voices on critical development issues. U-Report encourages citizen-led development, facilitates responses to humanitarian emergencies and magnifies local voices globally to create positive change.             

Adolescent and young people can join the platform by SMS or on social media (Facebook, Whatsapp or Viber) allowing them to respond to polls, report concerns, support child rights and work to improve their communities. Currently, there are more than 7 million U-Reporters are present in over 60 countries.

This poll was made possible by the many thousands of children and young people around the world who actively engaged with UNICEF as U-Reporters and participated in the poll. The poll was conducted in June 2019 and answered by more than 170,000 respondents in 30 countries. The poll results represent the information shared by the poll’s respondents.

For more information, visit www.ureport.in . 

For more information about U-Report in the Philippines, visit  https://philippines.ureport.in .

About UNICEF

UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere.

For more information about UNICEF and its work for children in the Philippines, visit www.unicef.ph .

Follow UNICEF Philippines on Facebook ,  Twitter and Instagram .

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