1

Republic of the Philippines

Tarlac State University
College of Arts and Social Sciences
Smith Hall, Romulo Boulevard, San Vicente, Tarlac City, Philippines 2300
 045.982.3781  045.982.0110
 tsu.cass@gmail.com  http://www.tsucass.multiply.com
Awarded Level 2 (Re- Accredited Status) by the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP),
Inc.
____________________________________________________________________________________________________

Research Title: BULLYING AMONG SCHOOLCHILDREN : WHAT SCHOOL AUTHORITIES AND

PARENTS CAN DO

Researcher: DR. CECILIA LIWANAG CALUB

Institution: College of Arts and Social Sciences

Tarlac State University
___________________________________________________________________________________________

INTRODUCTION

In the face of the international mandate for safe learning environments, the reality for many schoolchildren is
quite different. Many experience bullying and many other forms of violence on a day-to-day basis within school, and
bullying, aggression and other forms of violence in schools can blight children’s experiences of formal education and their
abilities to make the best of the opportunities they have (Commission on Children and Violence, 1995; Department for
Children, Schools and Families, 2007; United Nations, 2005).

Violence against pupils/students may result in higher levels of absenteeism (Rigby and Slee, 1993), greater
truancy (Cullingford and Morrison, 1996; Green, 2006) and increased likelihood of dropouts (Leach and Mitchell, 2006)
which is described by Lewin (2007) as forms of silent exclusion from school, all of which contribute to less effective
learning. Levels of absenteeism have been shown to increase with the severity of victimization which in turn has been related
to depression, anxiety, sadness, loneliness and general low self-esteem (Bond, et al., 2001; Rigby, 2003).

So many of our youngsters are victims of bullies at schools and on the streets. Many youth go to bed scared at
night and wake up terrified each morning if they sleep at all, as the result of bullying. Victims live in constant fear for their
safety and well – being, and the impact of bullying in childhood can be long term. Some adult victims of childhood bullying
report experiencing depression, poor self-esteem and interpersonal difficulties in adulthood (Hugh-Jones and Smith, 1999;
Klomek et al, 2007). They may also be more prone to suicidal thoughts, attempt suicide (Klomek et al, 2007; Kim et al,
2009), or carry out acts of retribution (Carney and Merrell, 2001).

Bullying is prevalent in many schools. Its global extent has been explicitly acknowledged in the international
declarations and treaties directed at protecting children (and also adults) from all forms of violence. These include the United
Nations Convention on the Rights of the Child (1989); World Health Organization (1999) Violence Prevention: An Important
Element of a Health Promoting School; United Nations Declaration on the Elimination of Violence against Women (1994);
UNICEF Child Friendly Schools.

In addition to physical abuse, victims can suffer emotional and mental problems as a result. Bullies are prone to
violence and over time the level of violence is likely to become more and more intense (Craig 1998). Dan Olweus, a
researcher in Norway, conducted groundbreaking research in the 1970s exposing the widespread nature and harm of school
bullying. Bullying is well documented in Europe, Canada, Japan, Australia, and New Zealand, providing an extensive body
of information on the problem. Research from some countries has shown that, without intervention, bullies are much more
likely to develop a criminal record than their peers, and bullying victims suffer psychological harm long after the bullying
stops. Olweus classified the following as bullying behaviors: 1). Saying hurtful and unpleasant things; 2). Making fun of
others; 3). Using mean and hurtful nicknames; 4). Completely overlooking someone; 5). Deliberately excluding someone
from a group of friends; 6). Hitting, kicking, pulling hair, pushing or shutting a person inside; 7). Telling lies; 8).
Spreading false rumors; 9). Sending mean notes; and 10). Trying to get other students to dislike another person.

There is great variation in the prevalence rates reported in studies of bullying, and although factors at the individual
and social levels appear to be important, it is still unclear what causes it. Nevertheless, most children will experience
bullying at some point, either as bullies, victims or witnesses. Children who bully others, children who are victimized and
children who both bully and are bullied, share a number of common characteristics and all are likely to suffer negative long
term consequences. Typically, victims are those kids that don't seem to "fit in" or appear to be "different". For example they
may be overweight, have developmental or learning problems, or are very passive and unlikely to stand up for themselves
and mount any type of self- defense.
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According to Salmivali (2010), nearly 6 million kids in America are involved in bullying. Males and females
report involvement, though males are much more likely to take part in physical bullying such as punching, hitting, slapping,
striking, or pushing. Females are more likely to start rumors, make comments about sex, gossip or try to convince others to
exclude another female. The survey explored two forms of bullying: direct, such as threatening physical harm, and indirect,
such as excluding someone or spreading rumors.

The researchers say the five-minute questionnaire is the first simple, reliable way for teachers and physicians to
identify kids at risk and to measure the success of interventions aimed at reducing bullying in schools. Conger reported that
both bullies and victims tend to suffer higher levels of depression and other mental health problems throughout their lives.
She stressed that there is a need to change the perception that bullying at school is a part of life and that victims just need to
toughen up. Bullying at school is an age-old problem and until recently, many took the "children will be children" attitude
toward the problem. However, school violence cases - including the Columbine school shooting tragedy and the high
schooler who committed suicide because of cyberbullyng- highlight the serious and sometime deadly consequences of
bullying behavior.

In the Philippines, Inquirer.net (2012) reported that Senator Miriam Defensor-Santiago asked the Senate to
conduct an investigation into the reported bullying in schools and come up with necessary legislation to address the problem.
In Senate Resolution 879, Santiago cited the case of Jamie Garcia, a student of Colegio de San Agustin, who has been
allegedly a victim of bullying by another student identified as JB Bantiles. According to reports, Garcia’s butt and genitals
were often poked by Bantiles and another classmate. But when Garcia could no longer take the bullying, he reportedly
stabbed one of his tormentors with a ball pen and punched JB in the face.

The resolution said:

“Although legal remedies are available to victims of bullying, such do not effectively curtail the rise of incidents of
bullying in schools… Congress should then create preventive measures to address bullying inside campuses,
“taking into account that the victims and the bullies are usually minors.” Schools should create a policy to address
the existence of bullying in their respective institutions; such a policy should implement a process for addressing
incidents of bullying in school and provide remedies that will allow parents or guardians of students to file written
reports of suspected bullying… In addition, school administrators should be mandated to act immediately on
anonymous reports of bullying to ascertain the truth of such reports and take steps to stop such acts of bullying…”

Bullying in our society is at epidemic proportions and perhaps the most underreported safety problem on school
campuses. Contrary to popular belief, bullying occurs more often at school than on the way to and from there. Once thought
of as simply a rite of passage or relatively harmless behavior that helps build young people’s character, bullying is now
known to have long-lasting harmful effects, for both the victim and the bully. Bullying is often mistakenly viewed as a
narrow range of antisocial behavior confined to elementary school recess yards. School bullying has been a topic of both
public concern and academic research only since the 1970s (Craig and Pepler 1997).

Media attention to the tragic deaths of youth who were victims of bullying has raised public awareness in countries
around the world and our rapidly growing capacity for global communication has given rise to an unprecedented
international exchange of information, as well as cross-national studies of the issue. Given such worldwide collaboration and
attention, our understanding of the complexity and significance of the problem of school bullying has increased dramatically
over the past two decades. Although questions still outnumber answers, we are beginning to unravel the many facets of
bullying and victimization that our children are facing. With this knowledge, we are also beginning to find effective ways to
reduce bullying. However, we still have much work to do to translate research knowledge into effective practice.

In, the news headlines featured some cases of girl and boy gangs’ violence in secondary and high schools, where
their actions were deliberately filmed while they were fighting. In 2007, for example, the story of an 18 - year old high
school student forced to leave school due to repeated episodes of violence including kicking and hitting, briefly made
headlines. Another case to grab the spotlight in 2007 was a 19 - year old who died from a severe beating carried out
repeatedly under the euphemism of hazing. Again, in 2012, the most shocking stories that have come into the spotlight
were the cases of students from Ateneo de Manila ( one was even a Tarlaqueno) and in other well-known colleges who
were severely injured and worst, died, after being beaten repeatedly under the euphemism of “hazing” during their
initiation rites.

Although many researches about bullying have been done internationally, there is a dearth of research conducted
locally. Such local researches (Paredes, 1982; Lopez, 1980, in Bayhon, 2001) are generally exploratory in nature, focusing
only on the meaning and characteristics of aggression among males and females. Bullying within the school context is still
an expanding field of study and much remains to be established in terms of the causes, the characteristics of those involved
and what makes an effective anti-bullying intervention

Alarmed by the controversies on bullying and the harm it can do in the lives of every affected individual, this
exploratory research was conducted, and the target participants were children studying in public elementary schools in
Tarlac City. Identified in this study were the individual pupil’s perceptions and/or experience on bullying: the manner it is
done, places where it often occurs, frequency of occurrence, the bully/bullies, reasons , impact on the child, response of
school authorities and parents to bullying and their suggestions to stop bullying incidence in the school or elsewhere.
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STATEMENT OF THE PROBLEM

This study was conducted to design intervention plan against bullying. It sought answers to the following
specific problems:

1. How is bullying described by the bullied children in terms of:

1.1. manner and forms ;
1.2. frequency of occurrence;
1.3. place of occurrence;
1.4. who bully them;
1.5. reasons;
1.6. impact;
1.7. dealing with bullying; and
1.8. school authorities’ response to school bullying?

2. How do the bullies describe their bullying behavior in terms of :

2.1. manner;
2.2. reasons; and
2.3. effects of bullying on them?

3. How do school authorities and parents respond to incidence on bullying?

4. To stop bullying in the school what do schoolchildren, school authorities, and parents may suggest?

Significance of the Study

This survey is an important tool for database decision-making. It is very valuable to school teachers, administrators,
parents and other family members, police authorities, and government leaders for the following specific reasons:

1. The study provides an intensive examination of the nature and extent of bullying and victimization in individual
schools.
2. It can help people raise awareness of bullying that happens in a school, the forms it takes, its effects on
vulnerable pupils, how other children feel about their peers repeatedly being bullied, and what they to help them.
Without such awareness in school and the community, a whole - school approach of prevention and solutions to
bullying cannot take place.
3. This can help schools identify groups, for whom the problem is most severe, for example, according to years, gender
and ethnicity. Information on this may enable schools to prioritize targets for intervention program
4. This may provide policies, measures, and means of monitoring in response to anti-bullying programs.
5. Results from the survey may help school personnel and family members become mediators and understand the
characteristics of bullying behaviors that could be taking place in their schools, at home, and in the neighborhood.
Results are then used to make database intervention strategies and choices.
6. The information exposed in this study may provide school authorities and parents with useful ideas or insights on
how to design an intervention program to combat bullying in elementary schools.

Scope and Delimitation

The focus of this study was on bullying incidence in selected elementary schools in Tarlac City. It sought data
pertaining to the school children’s perceptions and/or experiences related to how bullying was done, where it usually
occurred, how often it occurred, who usually bullied and why, how the bullied felt when bullied, how they dealt with it ,
how teachers and parents responded to bullying incidence, and what suggestions can they provide to reduce bullying
incidence in the school.

The respondents were delimited to 160 Grade Six pupils coming from four big elementary schools located in
Tarlac City, namely: Tarlac West Central Elementary School (40), San Miguel Central Elementary School (40), San Nicolas
Elementary School (40), and Central Azucarera Elementary School (40). Eighty (80) school authorities participated in the
survey and these included the school teachers, guidance counselors, and school principals. With the permission and
assistance of the school authorities, eighty-eight (88) parents participated too in the survey to get data on their response to
bullying incidence as well as on their suggestions to reduce the occurrence of the act.

METHODOLOGY

Research Design

The research was exploratory and descriptive in nature. A survey questionnaire on bullying adopted from Olweus (
1978) and Rigby’s (2008) survey questionnaires was used as the chief instrument in gathering the needed information.

Research Locale
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The survey was conducted at the four (4) big public elementary schools in Tarlac City: Tarlac West Central
Elementary School (TWCES), San Miguel Central Elementary School (SMCES), San Nicolas Elementary School (SNES),
and Central Azucarera de Tarlac Elementary School (C.A.T. ES). Forty (40) Grade Six pupils , 15 school authorities, and 20
parents from each school participated in the survey.

Samples and Sampling Techniques

Four (4) sections in each school were chosen to get the desired number of respondents who participated in the survey.
In each section, 10 pupils were picked out. Thus, a total of forty (40) Grade Six pupils from each of the four participating
schools were randomly chosen as respondents. The total number of pupil - respondents was 160. Fifteen (15) schools
authorities ( 13 teachers,1 school principal, 1 guidance counselor) and 20 parents ( 5 from each section) were requested to
participate in the survey which asked them to reveal how they respond to bullying and what they suggest to reduce the
frequency of its occurrence. Thus, putting together the 4 schools, there were 60 school authorities and 80 parents who
participated in the survey.

In this study, it was assumed that the pupils were “bullied-bullies”, “bullies-bullied”, or had not been involved in any
bullying incidence, but even then, they were all encouraged to answer the questionnaire honestly and unhesitantly.

Research Instrument

The survey questionnaires designed by Olweus (1978, 1996, 2006) and Rigby (2008) which were published online
by the Hazelden Foundation (2007) and the University of South Australia, respectively, were adopted to facilitate
inclusion of necessary data to be collected. However, some modifications were made in terms of the specification of
respondents in the questionnaire.

Dr. Dan Olweus of Norway was recognized as a pioneer and "founding father" of research on bullying and
victimization. His research has led to the development of the Olweus Bullying Prevention Program, a comprehensive,
multilevel, school-wide program designed to reduce and prevent bullying among students in elementary, middle, and junior
high schools. As part of a governmental initiative, the program is offered to all of Norway's public schools. (American
Psychological Association. Posted on October 29, 2004 @ http://www.apa.org/research/action/bullying.aspx). His survey
questionnaires had been validated and until today they are being used as instruments to survey bullying incidence by
many schools worldwide. The authors noted in their paper that teachers and other interested individuals are free to
download the bullying questionnaire to identify if there is a general consensus or differences of opinion about cases of
bullying and how they should be handled.
.
The questionnaire was in a checklist form and it consisted of three parts/sections: Part 1: Questionnaire for the
Bullied Child ; Part 2: Questionnaire for the Bully; Part 3: Questionnaire for the School Authorities; and Part 4:
Questionnaire for the Parents . The respondents were required to put a check mark before the item that most corresponded
to their perception and/or experience.

The questionnaire for the bullied asked information about their perception of and or experience with bullying in
terms of : 1) manner ; 3) frequency within the school year; 4) the person who often bullied ; 5) place of occurrence; 6)
reasons; 7) impact on the bullied; 8) how they dealt with bullying; 9) how their school authorities respond to bullying .
Questions asked from the bullies looked into their: 1) manner of bullying; 2) reasons for bullying; and 3) effects of
bullying on their behavior. Questions asked from the school authorities and parents were about their suggestions to stop or
reduce bullying.

The questions were written in English and translated into or explained in Filipino. Moreover, to attain
confidentiality the respondents were reminded that they may not write their names in the questionnaire.

Data-Gathering Procedure

Request to conduct a survey on bullying in each of the four (4) school participants was prepared and submitted to the
school principal for approval. The researcher requested her graduate students who were teachers in the said schools to assist
her to their school principal, likewise in administering the questionnaires once the request was approved.

In each participating school, four (4) Grade Six homeroom advisers randomly selected 10 pupils from their
classes and asked them to go to a separate unoccupied classroom during their recess period for the survey. However, the
teachers were reminded not to tell the pupils the purpose of the assembly. Likewise, they were requested to leave once the
pupils were in. In the classroom, the objectives of the survey was explained in both English and Filipino. Each pupil was
given a copy of the questionnaire and every item was orally translated in Filipino. They were given 3 – 5 minutes to go
over the items. Queries were entertained. One (1) hour was allotted for this activity. Incidental remarks regarding their
experiences on bullying were noted that served as qualitative data.

While the pupils were answering the questionnaire, 15 school authorities ( 1 school principal, 1 guidance counselor,
and 13 teachers from Grades 1 – 6 ) were also requested to answer the questionnaires intended for them. The school
principal and the guidance counselor, who after having met the parents prior the survey, invited twenty (20) parents to the
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school on the same day to participate in the survey intended for them. Incidental comments or remarks given by the parents
were noted and recorded that served as supplement to the data gathered via the questionnaire.

Statistical Treatment

Responses to the questions were tallied, calculated, and tabulated. Frequency of responses were counted, converted
into percentage, then ranked. The mean of the scores was computed to determine average of scores or frequencies.

DISCUSSION OF FINDINGS

A. THE BULLIED

Bullying at school is an age-old problem and until recently, many took the "children will be children" attitude toward
the problem. However, school violence cases highlight the serious and sometimes deadly consequences of bullying behavior.

Most kids in the school have been teased by a friend or a classmate at some point. And it's not usually harmful when
done in a playful, friendly, and mutual way, and both kids find it funny. But when teasing becomes hurtful, unkind, and
constant, it crosses the line into bullying and needs to stop.

Bullying is intentional tormenting in physical, verbal, or psychological ways. It can range from hitting, shoving,
name-calling, threats, and mocking to extorting money and possessions. Some kids bully by shunning others and spreading
rumors about them. Others use social media or electronic messaging to taunt others or hurt their feelings. Unless the child
tells somebody about bullying — or has visible bruises or injuries — it can be difficult to figure out if it's happening.

The following tables show the results of the research.

1. Description of Bullying Incidence by the Bullied Children

1.1. Manner and Forms of Bullying

Bullying is the use of force, threat, or coercion to abuse, intimidate, or aggressively dominate others. The behavior is
often repeated and habitual. One essential prerequisite is the perception, by the bully or by others, of an imbalance of social
or physical power. Scholars (e.g., Olweus, 1991; Dombeck , 2007) argued that behaviors used to assert such domination
can include verbal harassment or threat, physical assault or coercion, and such acts may be directed repeatedly towards
particular targets . Rationalizations for such behavior sometimes include differences of social class, race, religion, gender,
sexual orientation, appearance, behavior, body language, personality, reputation, lineage, strength, size or ability. If bullying
is done by a group, it is called mobbing. "Targets" of bullying are also sometimes referred to as "victims" of bullying.

Bullying can be defined in many different ways. Bullying is divided into four basic types of abuse – emotional
(sometimes called relational), verbal, physical, prejudicial, and cyber. It typically involves subtle methods of coercion, such
as intimidation. It is impossible to produce a comprehensive agreed list of all types of bullying. New forms of bullying may
develop because of new technology. In other cases there may be no agreement about whether or not a particular type of
behavior (for example racism or homophobic harassment) is a type of bullying or a completely separate category of behavior
http:/ /www.antibullying.net/ knowledge questiononeb.htm.).

Nevertheless, majority of research have this list of bullying types/forms: 1) Physical: Physical bullying involves
harmful actions against another person’s body. Examples include: biting, kicking, pushing, pinching, hitting, tripping,
pulling hair, any form of violence or intimidation. Physical bullying also involves the interference with another person’s
property. Examples include: damaging or stealing; 2) Verbal: Verbal bullying involves speaking to a person or about a
person in an unkind or hurtful way. Examples include: sarcasm, teasing, put-downs, name calling, phone calls, spreading
rumors or hurtful gossip; 3) Emotional: Emotional bullying involves behaviors that upset, exclude, or embarrass a person.
Examples include: nasty notes, saying mean things using technology (e.g. cyber bullying using emails, instant messaging),
chat rooms, tormenting, threatening, humiliation or social embarrassment; 4) Sexual: Sexual bullying singles out a person
because of gender and demonstrates unwarranted or unwelcome sexual behavior. Examples include: sexual comments,
abusive comments, unwanted physical contact; 5) Prejudicial: Prejudicial bullying involves rejection or isolation of a
person because of ethnicity, religion, and race. Examples include: gestures, racial slurs or taunts, name calling, making fun
of customs/skin color/accent/food choices; and 6) Cyberbullying: Cyber bullying is bullying through email, instant
messaging (IMing), chat room exchanges, Web site posts, or digital messages or images send to a cellular phone or personal
digital assistant (PDA) (Kowalski et al. 2008).
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Table 1.1
Manner and Forms of Bullying Behavior

Bullying Behavior Form f % R

1. I was teased and called names. Verbal 131 81.87 1

2. They said something bad about my family. Emotional 73 45.62 2
3. I was hit, kicked, and pushed. Physical 66 41.25 3.5
4. They said that they would hurt me. Emotional 66 41.25 3.5
5. They shouted at me and cursed me. Verbal 64 40 5
6. They pulled my hair. Physical 60 37.5 6
7. They insulted me and laughed at my appearance (clothes, hair, Social
legs) 59 36.88 7.5
8. They gave me mean or bad look. Physical 59 36.88 7.5
9. They didn’t talk to me or sit by me Social 57 35.63 9
10. They took my belongings/things. Physical 56 35 10
11. They made other children not talk to me. Social 54 33.75 11
12. They crashed into me on purpose as they walked by Physical 31 19.38 12.5
13. They tried to hurt me on my way to school and from home Physical 31 19.38 12.5
14. They broke and destroyed my things. Physical 31 19.38 14
15. They got the food that I was eating. Physical 29 18.13 15
16. They forced me to give them money. Physical 28 17.5 16

The table shows that majority ( 131 or 81.87%) were verbally bullied, that is, they were teased and called names
(e.g. tabatsoy, baboy, payatot, kulagat, galisan, palatot, mayabang). Seventy-three (73) or 45.62% admitted that the
bullies said something about their families (e.g. I wali mung pilantod; Ima mung masungit), whereas 66 (41.25%) said that
they were hit, kicked, and pushed; likewise, were told that the bullies would hurt them. Sixty-four (64) or 40% said that the
bullies shouted at them and cursed them ( e.g., maaparalis ka sana, mibagsak ka sana, fucker); 60 (40%) said that their hair
was pulled. This incident suggests that these victims were female, since it is only the girls who have long hair. Fifty- nine
(59) or 36.88% confessed that the bullies laughed at her appearance and gave them mean or bad look. Twenty-eight (28) or
17.5% confessed that the bullies forced them to give money. The findings concurred with those of National Center for
Educational Statistics and Bureau of Justice Statistics (2009) and the U.S. Department of Health and Human Services (2009)
which found that about 20% of children and teens had been made fun of by a bully, 18% had rumors or gossip spread about
them, 11% were physically bullied, such as being shoved, tripped, or spit on, 6 % were threatened, 5% were excluded from
activities they wanted to participate in, 4% were coerced into something they did not want to do, also 4 % had their personal
belongings destroyed by bullies. In their latest school surveys, it was found out that 77% of bullying, the most common form
was verbal in nature. In the elementary level of the U.P. Integrated School (UPIS), students often go to the guidance office
to report unresolved conflicts with a classmate or other students. Such conflicts emanate from name calling, playing
offensive jokes, hiding or getting someone’s personal belongings, and inflicting physical injury (Espero and Espinosa,
2012). These data are in concurrence with the findings of the researcher.

The data suggest that the manner used by bullies varies which are either or a combination of verbal, physical,
relational, and emotional forms which behavior experts consider as detrimental to the life of the bullied person.

Table 1.2
Summary of Forms of Bullying

Forms f M R
1. Physical 391 12.22 1
2. Verbal 195 9.75 2
3. Emotional 136 6.95 3
4. Social 111 5.55 4

The statistics clearly show that there were more schoolchildren who were victims of physical bullying, having a
frequency of 391 and this ranked 1st; 249 were victims of verbal bullying which ranked 2 nd; 149 were victims of emotional
bullying, which ranked 3rd; and 116 were targets of prejudicial bullying which ranked 4 th. The data suggest that most of the
targets or victims are physically harassed , intimidated, assaulted however I n a less serious manner . This behavior though
if left unchecked would lead to a more serious crime. Though the forms of bullying differ in their manner and
characteristics, the act itself, including the intentions of the bullies, could be very emotionally tormenting to the victims.
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1.2. Frequency of Bullying

Table 2
Frequency of Bullying

Frequency f % R

1. One or two times a week 61 38.13 1

2. One or two times a month 60 37.5 2
3. Everyday 59 36.88 3
4. Never 10 6.25 4

Table 2 shows that 38.13% of the children experienced bullying once or twice a week, 37.5% were bullied once or
twice a month, 36.88% everyday, while only 6.25% had never experienced being bullied. Such findings seemingly concur
with the findings of Craig and Pepler (1997), Casella (2003), and Morrison et al (2006). Their data revealed that when
young people, aged 11, 13 and 15 were asked to report on their experiences with bullying and victimization within the
preceding two months, prevalence rates ranged from 1% to 50% across 25 countries in Europe and North America (9).
Overall, about 35% of students reported bullying others at least once over the previous two months while about 34% of
respondents reported being victimized at least once (21). For 11%, peer victimization occurred 2 or 3 times or more in the
preceding two months. (http://www.education.com/reference/article/bullying-about-power-and-abuse-of-power/) .

The most alarming of the data presented in the table was the revelation of the 59 children that they were bullied
every day. A daily dose of torment and humiliation from the bullies could be very devastating to the victims. School
authorities and parents should consider talking to the victims and those bullying them to avoid further damage to their
relationship.

1.3. Identification of the Bully

Table 3
The Bully/Bullies

The Bully/Bullies f % R

1. My classmate (a boy) 77 48.12 1

2. My classmate (a girl) 70 43.75 2
3. A schoolmate 65 40.63 3
4. My friend 29 18.13 4
5. My playmate 26 16.25 5
6. Others: My parents 5 3.13 6

The table reveals that 48.12% of the children surveyed said that those who bullied them were their male classmates,
43.75% admitted that the bullies were their female classmates, 40.63% answered that their schoolmates were the ones who
bullied them, 18.13% were their friends, and 16.25% were their playmates. It is interesting to note that 5 pupils confessed
that even their parents bullied them.

The data suggest that most of the school children’s bullies were their peers. This is similar to the findings of the
2007 Kandersteg Declaration Against Bullying in Children and Youth which found out that an estimated 200 million
children and youth around the world are being bullied by their peers (http://www.kidspot.com.au/schoolzone/Bullying-Facts-
and-figures-about-bullying). According to Kumpulainen et al (1998), cited by Goodman (2014), although bullying is more
common among boys, both girls and boys can be bullies or victims. This concurred with the present study, since that data
suggest that those who bullied the respondents were boys, while some said that they were girls.

1.4. Place of Occurrence

Table 4
Place of Occurrence

Place f % R

1. In the classroom while the teacher is not around 65 40.63 1

2. n the play area 58 36.25 2.5
3. While walking to or from the school 57 35.63 2.5
4. Anywhere outside the classroom 53 33.13 4.5
5. In the hallway 53 33.13 4.5
6. In the classroom while the teacher is present 30 18.75 6
7. Others: At home 5 3.13 7
Anywhere
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It could be seen in Table 4 that majority (40.63%) experienced bullying inside the classroom while their teacher
was not around, 36.25% were being bullied on the way to or from the school, 35.635 in their canteen; 33.13 % anywhere
outside the classroom or in the hallway, and 18.75% inside the classroom even if the teacher was around. Five (5) said that
they were also bullied at home or anywhere.

The data concurred with those of Mellor (1997, 2013) and Moore (20140 who found out in their investigation that
school children from primary and post-primary schools when asked about bullying, 73.7% of those who had been bullied
said that the most common place was the playground, 56.5% thought the classroom was the most common place especially
when the teacher was not around, 37.8% in the corridors or hallways, and 15.4% in other places inside and outside school.
It was also found out that a few children admitted being bullied also at home - often by their siblings due to rivalry
(Goldberg 2013). Across all these settings, bullying tends to happen most often in and around schools, specifically in those
areas where there is little or no adult supervision (e.g., playground, hallways, cafeteria, classroom before the lesson begins).

1.5. Reasons for Bullying as Perceived by the Bullied

Table 5
Reasons for Bullying

Reasons f % R

1. I don’t know why others bully me. Perhaps they think it’s fun 113 70.63 1
2. They say I’m smaller, I’m weaker. 53 33.13 2
3. I always do well in class. 39 24.38 3
4. I am fat (That’s what they say). 36 22.5 4.5
5. I am ugly (That’s what they say). 36 22.5 4.5
6. I have talents. 35 21.88 6
7. I did them wrong. 14 8.75 7
8. Others: My skin is black. 2 1.25 8

Clearly the table shows that 70.63% showed lack of awareness why others bullied them. They may have felt the
effect of bullying on them, but they thought there were no reasons for the bullies to bully them. On the other hand, 33.13%
knew that they were bullied because they were smaller, hence weaker; 24.38% said that they do well in class; 22.5% said that
they were bullied as fat, as ugly; while 21.88 answered they had talents and because of that they were always the target of
bullies. Moreover, 8.75% thought that they had done the bullies wrong and as way to retaliate they bullied them. Two (2)
children said others bullied them because of their black skin.

The above findings concurred with an online article titled “Teaching kids not to bully” and this stated :

“…a lot of times kids will be bullied because they get a lot of positive attention for something. This could be
everything from excelling in sports, making the cheerleading squad or getting the editor’s position on the school
newspaper. Bullies target these students because they either feel inferior or they worry that their abilities are being
overshadowed by the target’s abilities. At school, they may be the students that go that extra mile on schoolwork.
Or, they learn very quickly and seem to be moving quicker through projects and assignments than other students.
Gifted students typically fall into this category and are often targeted for being smart. Targets may have personal
vulnerabilities. Whether a target is short or tall, fat or thin bullies can target them. Almost any type of physical
characteristic that is different or unique can attract the attention of bullies including wearing glasses, having acne,
having a large nose or having ears that stick out (http:/ /kidshealth.org/ parent/ emotions/ behavior/
no_bullying.html, 2014)

1.7. Dealing with the Bully

1.7.1. What the Children Do When Being Bullied

Many say that it is normal for children to be frightened or angry when other children bully them. But they can
discourage attacks by showing confidence and not overreacting. Advice given suggest that children should not fight with a
bullying child or make verbal or written insults for this could lead to more aggression and possibly serious injury. Based on
the researcher’s experience, whenever someone bullied her, she would call out for help or find an adult or peer right away if
he or she felt unsafe. Sometimes she would just ignore the bully There are many things that a child can do if she/he is
being bullied. Different strategies can work in different situations. The table below reveals what the children did whenever
they were bullied.
 9

Table 6
Dealing with the Bully

Strategies f P R

1.I walked away from the bully. 88 55 1

2. I told the bully to stop. 84 52.5 2.5
3. I told my teacher. 84 52.5 2.5
4. I told my father and mother about it. 71 44.38 4
5. I did not mind the bully/bullies. 69 43.13 5.5
6. I went with a crowd (e.g., with some children I may not know) 69 43.13 5.5
7. I told my friend. 50 31.25 7.5
8. I took a different route to avoid him/her/them 50 31.25 7.5
9. I told my brother/sister. 36 22.5 9
10. I stayed home 15 9.38 10
11. Others: Sinuntok ko yung batang nang-aaway sa akin (I beat the child who is bullying me)
Sinabi ko sa teacher ko at nag-usap-usap kami. (I told my teacher and we talked.) 8 5 11

7 4.38 12

Table 1.7.1 clearly shows that of the 160 pupils who were surveyed 88 (55%) said admitted that they walked away
from the bullies; 84 (52.5 %) said that they told the bully to stop and with the same number said that they told their teacher
about the matter; 71 (44.38%) told their father and mother about it; 69 (43.13%) did not mind the bully or went with a
crowd, most probably to shield themselves or escape from the bully/bullies. Noteworthy was that 8 of them added that they
beat the bully and 7 said that they told their teacher and talked about the matter, the main purpose of which was, perhaps, to
settle the conflict.

1.7.2. What Other Children Do When They Witness Bullying

When Howe (2013) videotaped elementary students 29 times in different schools, he discovered that peers were
present as witnesses to bullying 85% of the time, and the peers seldom intervened on behalf of the victim. Children tend to
adopt very different roles in bullying. In addition to the bully and bullied, it was observed that some children even serve as
assistants or reinforcers for the bully, others remain outsiders who just walk away or passively watch, and a small but
important group of students will act to defend the child being bullied. As demonstrated in many articles, it is the complex
nature of bullying that has captured the attention of many researchers..

Relative to what peers do when they are present as witnesses to bullying are the statistical data shown in the
following table.

Table 7
Witnesses’ Response to Bullying in the School

Witnesses’ Response to Bullying f P R

1. I told my teacher about it. 83 51.88 1

2. I told my parents about it. 63 39.38 2
3. At that time, I help my classmate who is being bullied. 57 35.63 3
4. I ask someone to help and stop it. 56 35 4
5. I don’t mind it. 46 28.75 5
6. I want to help, but I don’t know how. 40 25 6
7. I tell an old person in the school (e.g., janitor, vendor, a parent) about it 42 26.25 7
8. I tell a schoolmate about it. 37 23.13 8
9. I side with the child who is being bullied 28 17.5 9
10. I reported it to the school principal. 20 12.5 10
11. I just watch them. 16 10 11
12. I laugh and joke. 15 9.38 12
13. I join in the bullying (e.g. bullying the bully) 11 6.88 13

The table reveals that of the 160 pupils who joined the survey, 83 (51.88%) said that they told their teacher about the
incidence; 63 (39.38%) told the matter to their parents; 57 (35.63%) helped the child being bullied; 56 (35%) asked someone
to help and stop the bullying; and 46 (28.75%) admitted that they did not mind it at all. Eleven (11) pupils confessed that
they joined in the bullying.

Once confronted with a peer conflict , most kids do the right thing ( Ryan and Cappadocia, 2013) but are unsure of
what they can do that might help instead of making the situation worse. The findings concurred with Ryan and Cappadocia
(2013) who stated that most bullies stop bullying within 10 seconds, when someone tells the bully to stop. A child or youth
who witnesses bullying is very likely to make a positive difference simply by saying something like, “What you’re doing is
 10

bullying and it isn’t fair!” or “If you don’t stop I am going to report you!” Research indicates that bullies need an audience,
and that passively watching, which may seem harmless, actually encourages the bullying to continue. If the witness feels
uncomfortable intervening in a bullying episode, then they can help by just walking away
.
1.8. Effects/Impact of Bullying on the Bullied

The experience of being bullied can end up causing lasting damage to victims. This is both self-evident, and also
supported by an increasing body of research. It is not necessary to be physically harmed in order to suffer lasting harm.
Words and gestures are quite enough. In fact, the old saying, "Sticks and stones may break my bones but names will never
harm me" is more or less exactly backwards. For the most part, physical damage sustained in a fist fight heals readily,
especially damage that is sustained during the resilient childhood years. What is far more difficult to mend is the primary
wound that bullying victims suffer which is damage to their self-concepts; to their identities. Bullying is an attempt to instill
fear and self-loathing. Behaviorists observed that being the repetitive target of bullying damages a child’s ability to view
himself as a desirable, capable and effective individual.

Kids who are bullied can experience negative physical, school, and mental health issues. Kids who are bullied are
more likely to experience depression, anxiety, sadness, health complaints, or decreased academic achievement, i.e., they are
more likely to miss, skip, or drop out of school (http://www.stopbullying.gov/at-risk/effects/index.html). In answering
questionnaires they confide they are very lonely. They typically develop a negative view of school and hate going. They
suffer headaches, stomachaches, and other somatic complaints. "We ask them how they feel in school," Ladd reports. "It's
clear they're pretty unhappy. They want to get away from that environment." Eventually, achievement suffers. Regardless of
their grades, a disproportionate number of rejected kids drop out of school. These children internalize the very negative views
of themselves others hold of them (Olweus, 1992)

Tabulated below are the effects or impact of bullying on the child who is bullied.

Table 8
Effects of Bullying on the Bullied

Effects/Impact f P R

1. I always feel sad. 65 40.63 1

2. I couldn’t concentrate on my studies. I always think of what he/she/they did to me. 64 40 2
3. I am angry at them. 63 39.38 3
4. I don’t want to go to school anymore . 53 33.13 4
5. I hate the bully/ bullies. 51 31.88 5
6. I always feel that people don’t like me. 47 29.38 6
7. I am not happy in the school. I only want to sat at home. 43 26.88 7
8. I don’t want to join school activities anymore. 36 22.5 8
9. I don’t want to go home alone. 29 18.13 9
10. I always feel sick ( My head aches. My stomach aches) 27 16.88 10
11. I can’t sleep well. 21 13.13 11
12. I want to die. 7 4.38 12
13. Others: I feel hurt. 6 3.75 13

Clearly the data suggest that bullying has a negative effect on the victims of bullying. They experience school,
mental, physical, social, emotional, and health issues.

Of the 160 pupils surveyed, 65 (40.63%) admitted they felt sad after the incidence; 64 (40%) couldn’t concentrate on
their studies; 63 (39.38% were angry at the bullies’ 53 (33.13%) did not want to go school anymore; 51 (31.88%) hated the
bullies; and 47 (29.38%) always felt that people did not like them. All the responses given by the children indicate signs of
anxiety, depression, frustration, anger, sleep disturbances, poor academic performance, helplessness, and suicidal attempt.
Other effects of bullying that are bothersome, though given by a few, were “I couldn’t sleep well. “ and “I want to die.”

These negative mental and emotional problems may even stay with bullying victims into adulthood. Unfortunately,
they may also lead to behavioral problems that destroy the lives of the victims and those around them. Suicidal thoughts are
common among bullying victims. Even into adulthood, bullying victims are three times more susceptible to suicidal thoughts.
It is currently unclear whether bullying makes victims more likely to commit suicide, but "...there's a likely association,"
according to Dr. Young-Shin Kim (http:// www.ehow.com/ info_8528141_effects-being-bullied.html). However, there is a
clear link between bullying and homicide. Of all the perpetrators of school shootings in the 1990s, 12 out of 15 of them were
victims of bullies (Cook, 2013)

B. THE BULLY/BULLIES

According to Dr. Mark Dombeck, the Director of Mental Help Net from 1999 to 2011, “bullying is a form of abuse,
narcissistic sort of act.” In his article, he stressed that both bullying and traditional forms of abuse are selfish and/or sadistic,
destructive, and often violent acts perpetrated upon victims who do not in any way, shape or form deserve to be treated in that
manner. He also suggested that ring-leader bullies (those who organize bullying) are behaving as though the emotional and
 11

physical health of their victims is not important or is at least less important than their own desire for the thrill of aggression
and dominance. Narcissists, the author said, treat other people as though they were objects either to be used, or discarded,
and the bully both uses his victim (for purposes of self-gratification and aggrandizement) and then discards him.

David Perry, Ph.D., professor of psychology at Florida Atlantic University in Boca Raton claims that half of all bullies
are hotheads. Any way the bully pie is sliced, these highly reactive aggressors are the worst off. They engage in the highest
levels of conflict—they give it and they get it. And they place great value on controlling their adversaries. But their emotional
make-up is distinct: They are easily emotionally aroused and can't handle conflict. "Peers are good at describing their
characteristics," Perry reports. "They get emotionally upset, they show distress easily, they are quick to become oppositional
and defiant. They are quick to cry. And they are named most likely to lose fights amid exaggerated cries of frustration and
distress." And they are the least liked. Of all children, they are the most rejected in the peer group—which puts them at risk
of developing the kinds of externalizing, antisocial problems bullies develop, as well as the internalizing problems, like
anxiety and depression, that are common to victims. Whether these bullies have the most trouble in life isn't clear, but they do
have the fewest friends ( Marano 1995)

Given that all bullies have both a need for domination and a need for popularity to at least some extent, the "perfect
victim" combines both attributes: someone who is vulnerable and socially rejected. That said, though, not all victims fit this
picture, and not all bullies bully for the exact same reasons.

The following data bring to view issues on the bullies: their manner of bullying, reasons of bullying, and effects of
bullying on themselves as bullies

2. Forms of Bullying Behavior

Understanding why bullies bully can help us understand how bullies pick their victims. For instance, bullies who
primarily desire popularity seek out victims who have been rejected by their peers. If the bully instead picked a victim who
was socially well-connected, it is unlikely that the bully would become popular by attacking that person. Bullies who
primarily desire domination look for victims who are vulnerable and unable to defend themselves. In other words, they seek
out victims who can be dominated easily and who, ideally, won't tell anyone.

2.1. Have you ever disliked another child in your school/class?

When the pupils were asked if they have ever disliked another child/children in their class/school, 118 (73.75%)
answered “Yes”, while 41 (25.63%) answered “No.” Most research revealed that majority of bullies in the school don’t like
their classmates, that they don’t like someone in particular. Moreover, it was found that some of the reasons for disliking
them were : 1) they don’t know them well enough; 2) they are different from them; or 3) they remind them of someone they
had bad experience with before. There could be more reasons, and if children do not like a classmate at all, for one reason or
another, they use bullying to work things out.

2.2. What do you do to show that you don’t like a classmate or another person?

Looking into how a child behaves when he/she does not like someone may suggest signs that he/she could be a bully.
Dr. Joel Haber, bullying expert and author of Bullyproof Your Child for Life, says that a child could be a bully if he/she
refuses to include certain kids in play or study, persists in certain inappropriate or unpleasant behavior even after you have
told him/her to stop, is very concerned with being and staying popular, seems intolerant of and/or shows contempt for
children who are "different" or "weird", frequently teases or taunts other children, excludes, gossips about, or otherwise hurt
others. When the pupil-respondents were asked what they do when they do not like a classmate or another person, they gave
the following answers:

Table 9
Children’s Behavior When They Do Not Like their Classmates

Behavior f P R
1. I don’t sit beside/him/her. 83 51.88 1
2. I call her names and tease her. 72 45 2.5
3. I tell my friends not to be their friend. 72 45 2.5
4. I don’t want play with him/her. 50 31.25 4.5
5. I roll my eyes and make face when she/he passes by. 50 31.25 4.5
6. I make him/her cry. 43 26.88 6
7. I pull her hair. 37 23.13 7
8. I tease her and laugh at her, together with my friends. 32 20 8
9. I kick him/her. 30 18.75 9.5
10. I write bad words about him/her on her table, chair or on a wall. 30 18.75 9.5
11. I get his/her things. 28 17.5 11
12. Others: I always blame her every time I do wrong. 1 .63 12
I cry. 1 .63 12
I do things that she does not like. 1 .63 12
 12

Table 9 discloses that children who dislike other children in their class/school do things that are really detrimental to
their relationship. Among the noteworthy data are: 83 (51.88%) did not sit beside the ones they did dislike; 72 (45%) called
them names or told their friends not to befriend them; 50 (31.25%) did not want to play with them or rolled their eyes and
made faces whenever they saw them passed by. Some direct assaults like pulling their hair (23.13%) kicking them (18.75%)
, and intentionally getting their things without permission (17.5%) were done to show how they dislike other children in their
class.

2.3. Reasons for Bullying

Bullying is when someone hurts or scares another person repeatedly. The behavior is never appropriate and is
intentional. This repeated and hurtful act includes: name calling, inflicting physical pain, exclusion, public humiliation,
hurtful pranks and defacing one's property. Bullying involves an imbalance of power. The innocent one being bullied feels
alone, depressed and scared and feels they have nowhere to turn

There are variety of reasons why bullies target some people including everything from personality characteristics to
being in the wrong place at the wrong time. Experts say that targets may be good at what they do. A lot of times kids will be
bullied because they get a lot of positive attention for something. This could be everything from excelling in sports, making
the cheerleading squad or getting the editor’s position on the school newspaper. Bullies target these students because they
either feel inferior or they worry that their abilities are being overshadowed by the target’s abilities. The targets may have
personal vulnerabilities; few or no friends; popular or well liked; physical features that attract attention; an illness or
disability; a different sexual orientation; different religious or cultural beliefs; or they may belong to a different racial
group. Whatever the reasons are, bullying is still not good, however such behavior shows that the bullies dislike their
targets.

Below are data on why a child does not like another child in their class, or could be anywhere, even at home (like
his/her sibling) .

Table 10
Reasons for Bullying

Reasons f P R
1. I just don’t like her/him. 74 46.25 1
2. He/She is lazy and does not help in the school. 62 38.75 2
3. I don’t like noisy girl/boy. 56 35 3
4. He/She is big. He/She is small. 52 32.5 4
5. Fat girls/boys look funny. 37 23.13 6.5
6. He/She won’t lend me her things. 37 23.13 6.5
7. He/She is dull, boring, and knows nothing in the school. 37 23.13 6.5
8. I don’t like the way she/he speaks. 37 23.13 6.5
9. He/She is my teacher’s favorite. 35 21.88 9
10. He/She is bright and talented. 33 20.63 10
11. Others: Mayabang sya. (He is braggart.) 1 .63 11
Wise sya. 1 .63

Table 10 brought in view some reasons why some children bully. Majority (74) or 46.25% admitted that they bullied
a classmate because they did not like him/her. As simple as that. Sixty-two (62) or 38.75% bullied a classmate because
he/she was lazy and did not help in the school; 56 (35%) did not like noisy girls/boys; 52 (32.5%) and 37 (23.13%)
revealed that they bullied a classmate because he/she was big or he/she was small. Suspects to be the teacher’s favorite (35
– 21.88%) and those who are bright and talented (33 – 20.63%) were victims of bullying. These findings concurred with
those of other researchers like Craig (1998) and Chapell (2006) who discovered that if bullies target those whom they do not
like because of physical looks, popularity, mental ability, or behavior. Studies have shown that envy and resentment may be
motives for bullying.[16] Research on the self-esteem of bullies has produced equivocal results. While some bullies are
arrogant and narcissistic, bullies can also use bullying as a tool to conceal shame or anxiety or to boost self-esteem: by
demeaning others, the abuser feels empowered. Bullies may bully out of jealousy or because they themselves are bullied.

2.4. Effects of Bullying on the Bully

Bullies seem to turn up everywhere and bullying is on the rise, fueled by technology and often times by a culture that
permits or ignores it altogether. Smokowski, Paul, Kopasz, and Holland (2005) argued that being a bully in childhood
increases the risk of many negative outcomes. According to them people who are or were bullies are more likely to drop out
of school than their peers; are at increased risk of experiencing depression and psychological distress, especially if they face
up to the seriousness of their bullying behavior.

In the survey, the pupils were asked how their bullying behavior affect them, what do they feel when they tease,
push or bully other children. The answers are disclosed in Table 11.
 13

Table 11
Effects of Bullying on the Bully

Effects f P R
1. I am also hurt. 82 51.25 1
2. My parents scold me. 62 38.75 2.50
3. I feel sad. 62 38.75 2.50
4. My grades became very low. 58 36.25 4
5. I get into more fights. 54 33.75 5
6. My teacher scolds me. 52 32.5 6
7. I feel that my classmates don’t like me anymore. 44 27.5 7
8. I feel I became popular. 37 23.13 8.5
9. I feel happy when I fight with a classmate I don’t like . 37 23.13 8.5
10. I think that my teachers don’t like me anymore. 33 20.63 10
11. I want to transfer to another school. 26 16.25 11
12. I don’t like myself. 25 15.63 12
13. I enjoy it 23 14.38 13
14. I think I am brave. 13 8.75 14

It could be seen in the table that 82 ( 51.25%) said that he/she was also hurt when he was bullying. This suggest that
if the bullying was physical in nature, his/her target may have retaliated and fought back leading to the two hurting each
other. Another possibility was that, their classmates or friends may have joined in the bullying. Others, 62 (38.75%) were
scolded by their parents; the same number felt sad due ,perhaps, to its negative consequences ; 58 (36.25%) had their
grades decreased as aftermath of the incidence; 54 (33.75%) got into more fights; and 52 (32.5%) were scolded by their
teacher/s . Thirty-seven (37) or 23.13% felt the opposite, i.e., instead of losing friends bullying, they thought that they had
become popular , 37 ( 23.13%) felt happy when they fought with classmates that they didn’t like at all, 23 (14.38%)
enjoyed bullying their classmates , and 13 (8.75%) had boosted their ego and thought that they were brave.

In the article written by Marano (1995), she mentioned a number of research findings on the effects of bullying on the
bullies themselves. She asserted that a bully aims to inflict pain. But eventually, the one most hurt by bullying is the bully
himself.

2.5. What School Authorities Do to Stop or Reduce Bullying in the School

School bullying, increasingly a topic of both public concern and research efforts, has a serious impact on children –
both mentally and physically. It is a complex issue, and no one yet knows a perfect way to make it go away. That being said,
one thing that definitely makes things worse is when those in positions of authority in the school do nothing to stop the
bullying, or worse, blame the bullying on you.

Preventing and stopping bullying involves a commitment to creating a safe environment where children can thrive,
socially and academically, without being afraid. Different programs have been implemented to combat the problem but have
rarely been evaluated.

The following table show what school authorities did at school when they saw bullying, or when kids told them that
they were being bullied. The data were taken from the schoolchildren.

Table 12
What School Authorities Do to Respond to Bullying

Response to Bullying f P R

1. They call the parents of the bully. 79 49.38 1

2. Our teacher tells us to stop and leave. 78 48.75 2
3. They tell us (together with bully) to solve our problem. 56 35 3
4. They send us to the principal’s office. 48 30 4
5. They get angry when I tell them that my classmate bullies me. 45 28.13 5
6. They say that I should not mind the bully. 38 23.75 6
7. They scold the bully. 32 20 7
8. When I report they tell me to keep quiet. 29 18.13 8
9. They don’t mind bullying at all. They think it’s just for fun. 25 15.63 9
10. They say there’s nothing wrong with bullying. 17 10.63 10
11. They don’t know that I have classmates who bully. 15 9.38 11
12. Nothing. Out teacher does nothing. 12 7.5 12

The table shows that 79 (49.38%) of their teachers called the parents of the bullies; 78 (48.75%) are told by their
teachers to stop and leave (the classroom, perhaps); 56 (35%) told the children to solve their problem (i.e., the bully and the
 14

bullied); 48 (30%) are sent to the principal’s office; 45 (28.23%) were scolded when they told the teachers that someone
bullies them; 38 (23.75%) were told not to mind the bully at all. It is interesting to know that there are still teachers who
consider bullying as fun, that there is nothing wrong with it, not even aware that they have pupils who bully, and worst,
some teachers do nothing. The data suggest that some teachers never check the behavior of their pupils, or perhaps they do
not consider behaviors like teasing, pushing and pulling one another, shouting at someone, and the like as bullying. But the
pupils’ answers imply that they know that they are being bullied: insulted, tormented, humiliated, or hurt by their classmates
right in their own classrooms where the teacher is supposed to manage it as a safe place for them.

2.6. Suggestions of Schoolchildren to Help Stop Bullying

Schoolchildren are aware that bullying is not cool, not good for them. Being greatly affected by this practice of some
“serial” bullies who repeatedly offend them, thus making their stay in the school unhappy, it is necessary to get their
suggestions to better help stop bullying in their second home, the school.

The following table reveals some suggestions of the schoolchildren.

Table 13
Suggestions of Schoolchildren to Stop Bullying

Suggestions f P R

1. The school should advise, discipline, or punish the bullies. 110 68.75 1
2. The school should make strict policies and rules about anti-bullying campaign. 92 57.5 2
3. Teachers should teach about bullying and its bad effects to the bullied and the bully. 78 48.75 3
4. They should teach us to love and respect one another. 77 48.13 4
5. They should talk to the bully and to her/his parents. 70 43.75 5
6. They should help us in our problems, not only give tests. 68 42.5 6
7. They should listen and give attention to us when we report about bullying going on. 58 36.25 7
8 They should manage our school better and look after our behavior 53 33.13 8

The table discloses that of the 160 children asked, 110 (68.75%) wanted their school to advise, discipline, or
punish the bullies; 92 (57.5%) suggested that their school should make strict policies and rules about anti-bullying campaign;
and 78 (48.75%) said that teachers should teach about bullying and its bad effects to them. Interestingly, many children also
suggested that teachers should also listen to their problem, not only give tests and that they should listen and give attention to
them when they report about bullying that is going on ( maybe in the classroom or could be anywhere). Suggestions given
by the schoolchildren may serve as eye-openers to school authorities with respect to their roles in making their zone bully-
free. Children know well what their school lacks in terms of safeguarding their life. For them, it is not enough that they are
taught how to speak, read, write, and count. What matters to them too is their harmonious, peaceful, and happy relationship
with their peers.

C. SCHOOL AUTHORITIES: WHAT CAN THEY DO TO STOP SCHOOL BULLYING

Research shows that school administrators, such as principals, can play a powerful role in bullying prevention. They
can inspire others and maintain a climate of respect and inclusion.

Schools play a critical role in stopping bullying, because most aggression happens on school grounds during recess,
in lunch rooms, or in bathrooms. Schools should have and enforce zero-tolerance programs that make it clear that bullying
will not be tolerated. In the classroom, teachers should make it clear that bullying will not be tolerated. Teachers must be
prepared to follow through with consequences if bullying occurs. Doing so sends the message that adults are serious about
the problem. It also encourages children who are not involved in bullying to report any incidents they see.

The following table brings out the data on what school authorities ( e.g., school principals, guidance counselors,
classroom teachers) may suggest to stop or reduce bullying and make children’s learning experience more positive and
productive.

Table 14
School Authorities’ Suggestions to Stop Bullying
N = 60

Suggestions f P R
1. Hold regular parents- teachers meeting 60 100 1.5
2. Provide trainings on how to prevent school bullying 60 100 1.5
3. At the PTA conference parents may be enlisted to work with them in stopping bullying. 56 93.33 3.5
4. Conduct schoolwide assemblies/ forums on anti-bullying campaign 56 93.33 3.5
5. Refer bullies and their targets/victims to the school guidance counselor for counseling 53 88.33 5
6. Hold regular homeroom discussions on good manners and right conduct 51 85 7.5
7. Document every misbehavior observed in and out the school where schoolchildren are involved. 51 85 7.5
 15

8. Identify bullies and their targets/victims to address their individual problems and needs. 51 85 7.5
9. Monitor children proved to be bullies to ensure that they can’t have the opportunities to victimize 51 85 7.5
other children
10. Monitor ongoing anti-bullying campaign to see if it has reduced the incidence of school 49 81.67 10
bullying.
11. Reward children for good social behavior/attitude 47 78.33 11
12. Ask parents and school pupil-leaders to volunteer to help in supervising hot spots where bullying 47 78.33 12
occurs.
13. Drop by unexpectedly to observe your class in less –structured situations in the cafeteria, 40 66.67 13
playground, hallways, comfort rooms, or gym and note some patterns of bullying done by
individuals or groups.
14. Have a contact directory of parents, barangay officials, and police authorities. 36 60 14.5
15. Increase supervision of children at school 36 60 14.5
16. Secure active collaboration with the barangay officials, Philippine National Police, or 34 56.67 16
Department of Social Welfare and Development via seminars or series of forums on anti-bullying

Out of 60 teachers who participated in this survey, 100% suggested holding of regular parents-teachers meeting
and provision of trainings on how to prevent school bullying; 93.33% considered enlisting parents to work with them in
stopping bullying, including conduct of schoolwide assemblies or forums on anti-bullying campaign. Many also suggested
that the bullies and their victims be sent to the guidance counselor for, counseling, holding homeroom discussions on good
manners and right conduct, identifying bullies (esp. the serial bullies) and their targets, monitoring the bullies , and
rewarding children for good social behavior. There were more suggestions given that require the cooperation of everyone:
the school authorities, the parents, the pupils, barangay officials, police authorities, and other social agencies in the
community. Schools can set the stage for meaningful parent and youth involvement, but it doesn’t happen overnight. Parents
and youth need to feel valued and be given opportunities to contribute their expertise. To sustain parent and youth
involvement, schools need to provide meaningful roles for them.

D. PARENTS: WHAT CAN THEY DO TO STOP BULLYING

Dirty names. Repeated harassment. Extreme embarrassment. Every adult knows the signs of bullying when they see
it, but today's parent must be especially vigilant to know when and if their child is involved in an incident of bullying.

School staff can do a great deal to prevent bullying and protect students, but they can’t do it alone. Parents and youth
also have a role to play in preventing bullying at school. One mechanism for engaging parents and youth, a school safety
committee, can bring the community together to keep bullying prevention at school active and focused.

Tabulated in the following are information on what parents should do when their child is being bullied (Table 15)
and what they can do to stop their child from bullying (Table 16).

Table 15
What Parents Should Do When Their Child is Being Bullied
N = 80

Suggestions f P R

1. Talk to my child’s teacher about it instead of confronting the bully’s parents 75 93.75 3
2. Teach my child non-violent ways of dealing with bullies, like, walking away from them, playing 75 93.75 3
with friends
3. Not encourage my child to fight. He/She may get hurt or get into trouble. 75 93.75 3
4. Help my child walk and talk with confidence. 67 83.75 4.5
5. Tell my child to ignore or avoid the bully. 67 83.75 4.5
6. Talk to the parents of the bully in a nice, tactful way. 54 67.5 6
7. Involve my child in social and/or religious activities outside the school. 53 66.25 7
8. If the teacher doesn’t act to stop bullying, I talk to the school principal or to the guidance counselor 45 56.25 8.5
9. Follow-up my child’s behavior or performance in the school. 45 56.25 8.5
10. Others: Teach my child not to bully too. 10 12.5 10

The statistical data clearly illustrates that majority or 93.75% of the parents suggested that talking to their
children’s teachers about the problem could be helpful rather than confronting the bully’s parents. The same number of
parents said that they should teach their children non-violent ways of dealing with the bullies and not encourage their
children not to fight. Many ( 67 or 83.75%) would prefer helping their children walk and talk with confidence and just
ignore the bully. Involving their children in social or religious activities outside the school was chosen by 53 parents. Ten
(10) parents suggested that they should teach also their children not to bully.
 16

Table 16
What Parents Should Do if Their Child is the Bully

Suggestions f P R

1. Serve as good example of kindness and leadership. 68 85 2.5

2. Talk to my child and find out why he /she bullies. 68 85 2.5
3. Talk with and listen to my child everyday 67 83.75 3.5
4. Teach my child to solve problems without using violence and praise them when they do. 67 83.75 3.5
5. Give my child positive feedback when they behave well to boost their self-esteem 64 80 5
6. Actively support school bully prevention programs 62 77.5 6
7. Establish strict household rules about bullying 61 76.25 7
8. Make the home bully-free 54 67.5 8
9. Always remind and educate my child that bullying should not be a normal part of childhood. 52 65 10
10. Dine, pray, play, or travel together with family members 52 65 10
11. Stop bullying right away, even if my child is the one bullying 52 65 10
12. Suggest an intervention program for anti-bullying in the school 44 55 12
13. Coach my child how to become good witness of bullying. 32 40 13
14. Don’t bully my child or others in front of other people. 32 40 14

It is noteworthy that majority ( 68 0r 85%) of the parents suggested that they should serve as good examples of
kindness and leadership. The same number of parents said that they have to talk to their child and find out why he bullies.
Sixty-seven (67) or 83.75% said that they have to talk to their child everyday, or help their child solve problems without
violence. Praising for not resorting to violence may help. Other suggestions which many chose were: support bully
prevention program (77.5%), establish strict household rules on bullying (76.25 %) make home bully-free (67.5%), and
remind and educate children that bullying is not a normal part of childhood. Forty-four or 55% said that they shoud suggest
an intervention program for anti-bullying in the school.

The suggestions chosen or given by the parents concurred with those of behavior experts, researchers, and even the
First Lady Michelle Obama when the latter touched on the issue of adults’ responsibility to model respect. Oftentimes,
children repeat what they see being done at home by their parents, or by adults in the community. Many often think that
bullying happens between children only. However, it also happens among adults, and this is usually where the breeding
ground for bullying exists. When children see adults in their community demeaning, degrading or hurting another adult, they
may begin to think that sort of behavior is acceptable. Bullying starts in the community and at home. Usually, the foundation
is set at a young age when children grow up in a home environment where this negative behavior is reinforced among the
adults and when there is social or physical aggression in the home and community. Perhaps they see an adult verbally assault
a store clerk or service professional. This is how bullying begins and breeds.

Parents and adults are the role models for the future generation. They should remember that anything they say will
impact children on how they will deal with certain situations. It is important that adults and parents engage in positive
behavior so that they can be someone their children can truly emulate.

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

1. Many of the schoolchildren were victims of bullying by their classmates/schoolmates. Majority were teased and
called names; bad words were said against their family; threatened to be hurt ; given mean looks; hit, kicked or
pushed; shouted at; and insulted or laughed at for their appearance. The bullies also took their belongings; pulled
their hair; and made other children not talk to them . Thus, the form of bullying that was prevalent in the
participating public elementary schools was physical in nature. This is followed by verbal, emotional, and social.

Most experienced bullying one or two times a month , while some were regularly bullied at least once or
two times a week. The bullies were mostly their schoolmates and male, and some, female. A few said that their
parents bullied them too.

Bullying most often happened inside the classroom while the teacher was not around, in the play area,
while walking to or from the school , anywhere outside the classroom , in the classroom while the teacher was
inside, even at home. Most of them did not know any reason why they were being bullied, while others said that
they were bullied because they were smaller or weaker; not good in class; fat; ugly; good in class; poor; and were
different from them.

Schoolchildren tried to deal with the bullies by walking away from them, telling their teacher about the
problem, asking the bullies to stop, relating to their parents about the bullying done to them, and some said that
they tried not to mind the bullies. For the witnesses of the incidence, they said that they told their teachers and
parents about the incidence, while others helped the targets of the bullies, asked someone to help and stop the
conflict. Many also said that they just did not mind the bullies at all.
 17

2. Most of the bullies disliked other children in their school, and to show this, majority would not sit or talk with
them, called them names, would not play with them, made them cry, or physically hurt them. Most of them
bullied other children because they simply did not like them, did not like their attitude, their physical appearance, or
the way they talked. Others said that they also bullied the bright ones and those whom they thought were their
teacher’s pets.

These young bullies oftentimes suffered the consequences of their act. Majority confessed that they were
also hurt in a fight, scolded by their parents and teachers, felt sad, school grades decreased, disliked themselves,
thought that their classmates did not like them anymore, and wished to transfer to another school. On the contrary
many said that they felt happy bullying the child they did not like, felt they were brave and had become popular.

3. As observed by the children, most teachers caledl the parents of the bullies after the incident happened. Some
would tell the children to stop and leave or solve the problems themselves, sent them to the principal’s office,
scolded them, or not minded the bullies at all.

4.Most of the children said that for school authorities to stop bullying they have to discipline, scold, or advise the
bullies; others said that the school should make rules against bullying and teach about bullying ( its meaning, effects,
and prevention) in the class.

To stop bullying in the school or even elsewhere, school authorities suggested that they have to conduct
regular parents-teachers meeting; hold campaigns/ trainings/forums on anti-bullying; make and implement
rules/policies/guidelines about anti-bullying; reward children for good behavior, provide sanctions or punishment for
the bullies (especially, the serial bullies), improve supervision of classes/school; monitor identified bullies; and
involve parents, barangay officials, police authorities, and other social agencies.

When their children were found to have been victims of bullies, parents suggested that they should talk to
their children’s teachers instead of confronting the bullies or the parents. They also considered doing the following:
1) teaching their children nonviolent ways of dealing with the bullies; 2) not encouraging them to fight; 3) helping
them to act with self-confidence; 4) involving them to join other social/religious activities outside the school; 5)
ignoring the bully; and 6) reporting the matter to the parents or to higher authorities (e.g., the school principal).

To help stop or prevent their child from bullying, the parents suggested that they must serve as good
examples of kindness and leadership; talk and listen to their child every day; find out why he/she bullies; teach
their child to solve their problems in a nonviolent ways; praise them when they do good things; support bullying
prevention campaigns/programs; establish household rules against bullying; stop bullying right away when present;
make home bully – free; and coach their children to become good witness to bullying.

Conclusions

1. Many schoolchildren experience all forms of bullying not just once but twice in a week or in a month inside the
classroom whether the teacher is around or not. Bullying happens in the play area and anywhere by their
classmates, even at home by their parents. Majority are victims of physical bullying. Some are bullied verbally,
while the rest, emotionally and socially. Most children do not know why they are bullied but a few know that their
size, weakness, brightness or the lack of it, and their being different from them make them targets of bullying.
Moreover, many children who become targets of bullying deal with the problem by walking away from the bullies,
asking for help from adults who are around, reporting the matter to their teachers and parents, or by just ignoring the
bullies. On the other hand, witnesses to bullying, such as their peers, usually report the incident to their teachers,
others either join the bullying or just ignore it.

2. Most bullies do not like their peers or classmates: their physical appearance, their attitude, the way they talk., even
the bright ones, and those whom they suspect as teachers’ pets. Since they do not like them, they bully them. To the
bullies, they also suffer the consequences of their behavior: scolded, decreased grade, disliked by peers, getting
hurt, and since they feel sad and guilty, they thought of transferring to another school. Some of the bullies, on the
contrary, enjoy what they are doing. They feel popular and brave.

3. Teachers who see bullying usually call the parents of the bully and the bullied, tell them to stop or solve their
conflict, send them to the principal’s office, or just ignore them.

4. Schoolchildren want school authorities to discipline, scold or advise the bullies, make rules or policies about anti-
bullying in the school, and teach them not to bully. School authorities think that regular parents-teachers meeting;
campaigns/ trainings/forums on anti-bullying; full implementation of rules/policies/guidelines about anti-bullying;
rewarding children for good behavior, sanctions or punishment for the bullies (especially, the serial bullies), strict
supervision of classes/school; monitoring identified bullies; and involve parents, barangay officials, police
authorities, and other social agencies can help stop school bullying. Parents have important role too in preventing
school bullying. They think that taking to their children instead of confronting the bullies or their parents would do
better. They consider teaching their children to deal with bulling in a non-violent way, making their home bully –
free, taking to school authorities, involvement of their children in social or religious activities outside the school,
 18

supporting the school anti-bullying campaign, and setting as good examples of good values as equally helpful in
reducing bullying incidents in the school.

Recommendations

Based on the research findings and other data, the following are highly recommended to school authorities, parents
and schoolchildren/students in order to have peaceful and safe school, home, and society for everyone. The paper is also
recommended as reference for school authorities in the formulation or development of intervention programs/plans that aim
to combat bullying in their school and in the community. The survey results may be used to make some necessary changes to
the school environment to create a safer more supportive school environment.

A. For School Authorities

1. If a teacher observes bullying in a classroom, he/she needs to immediately intervene to stop it, record the incident
and inform the appropriate school administrators so the incident can be investigated.
2. Parents, teachers, and school administrators can help the child engage in positive behavior and teach them skills so
that they know how to intervene when bullying occurs. Older children can serve as mentors and inform younger
ones about safe practices on the Internet.
3. Schools and classrooms must offer a safe learning environment. Teachers need to explicitly remind children that
bullying is not accepted in school and such behaviors will have consequences. Creating an anti-bullying document
and having both the student and the parents/guardians sign and return it to the school office helps children
understand the seriousness of bullying.
4. For children who have a hard time adjusting or finding friends, teachers and administrators can facilitate
friendships or provide “jobs” for the children to do during lunch and recess so that they do not feel isolated or in
danger of becoming targets for bullying.
5. Teachers must practice what they teach, especially on values.
6. School authorities should assess the extent of the problem. They should survey children, staff and parents to find
out how much and what type of bullying is going, as well as where and when, to target prevention efforts.
7. Adult supervision must be increased. Schools must make sure school authorities are "visible and vigilant" in
hallways, stairwells, cafeterias , as well as on the way to and from school for students who walk.
8. The school should conduct bullying prevention activities such as all-school assemblies, communications campaigns
or creative arts contests highlighting school values to bring the community together and reinforce the message that
bullying is wrong.
9. Teachers must know their school and district policies on bullying and do their part to implement them effectively.
10. They should treat children and others with warmth and respect and let them know that they are available to listen
and help them.
11. Teachers must conduct classroom activities around bullying and help their class identify bullying in books, TV
shows and movies, and discuss the impact of that bullying and how it was/could be resolved. They should also hold
class meetings in which students can talk about bullying and peer relations.
12. As a group, teachers should monitor the school environment and see if it is bully-free.
13. The school should take immediate action once bullying is witnessed.

B. For Parents

1. Parents should have open-ended conversations with their children so they can learn what is really going on at
school and can take the appropriate steps to rectify about the presence of bullying in the school.
2. Until something can be done on the school level, parents should work with their children to handle bullying
without being crushed or defeated. They may practice scenarios at home where child learns how to ignore a bully
and/or develop assertive strategies for coping with bullying.
3. Parents should report bullying to the school, and follow up with a letter that is copied to the school superintendent if
their initial inquiry receives no response.
4. Parents should report all threatening messages to the police and should document any text messages, emails or posts
on websites.
5. They have to educate their children about bullying and must remind their child that bullying others can have legal
consequences.
6. Parents/caregivers should model positive examples for their child in their relationships with other people and with
them.
7. They have to talk with and listen to their children everyday. They may ask questions about their school day,
including experiences on the way to and from school, lunch, and recess; about their peers.
8. Parents can spend time at school and recess. They may volunteer to coordinate games and activities that encourage
children to interact with peers aside from their best friends.
9. They have to be good examples of good communication and values.
10. Parents should not tell that bullying is “cool”.

C. For Schoolchildren

1. Children should report any bullying to a parent or an adult they trust, every bullying incident until it stops.
 19

2. Children should try not to show anger or tears, and calmly tell the bully to stop bullying or they may simply walk
away.
3. Whenever possible, children should avoid situations or places where there are no other students or teachers.
4. They may walk away from the bullies, or simply ignore them
5. If speaking up seems too hard or not safe, children must walk away and stay away. They should not fight back, but
have to find an adult to stop the bullying on the spot.
6. They have to talk to an adult they trust, and should not keep their threatened feelings inside
7. Children should stay away from places where bullying happens.
8. Children may find out more about where and when bullying happens in their school and think about what could
help. They may share their ideas on how they can make their school a safe learning environment.
9. Children may talk to the principal about getting involved at school programs that aim to stop bullying. They may
create posters for their school about bullying, or be role models for younger kids.

D. For Government Authorities ( e.g., House of Senate, House of Congress, DepEd, DSWD, CHEd) and Non-
Government Agencies

1. The DepEd/ CHEd should strictly implement the Republic Act No. 10627: Anti - Bullying Act of 2013 ( an act
requiring all elementary and secondary schools to adopt policies to prevent and address the acts of bullying in their
institutions) and monitor if it is strictly implemented in all schools.
2. The government may provide comprehensive training for all teachers and school staff, parents, and community
about bullying prevention and intervention.
3. The government and non-government agencies may conduct courses or activities which shall give opportunities for
school administrators, teachers and other employees to develop their knowledge and skills in preventing or
responding to any bullying act.
4. The government may require integration of anti-bullying in the curriculum, course syllabi, textbooks/workbooks,
and dissemination through the social media.
5. In the rules and regulations to be implemented pursuant to the Anti-Bullying Act, the Secretary of the DepED may
prescribe the appropriate administrative sanctions on school administrators who shall fail to comply with the
requirements under this
6. Anti-bullying policies may be included in the school’s student and employee handbook; details of the policies
should be posted in school websites and school walls; schools shall submit their anti-bullying policies to the
Department of Education (DepEd) for the elementary/ high school and Commission on Higher Education ( CHEd)
for the tertiary level.
7. Other agencies may help identify priority actions that can encourage schools to develop anti - bullying policies and
in particular strategies to combat homophobic bullying to support students.
8. The Catholic Church and other religious congregations should be supportive in promoting the anti-bullying act by
sending messages to the people about the detrimental consequences it may give to individuals and how it should be
prevented, also, by conducting campaigns and other activities that promote anti-bullying .

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