Understanding the Perception of Bullying: A Study of High School Students' Discourse on Peer Aggression

Osias Kit Kilag; Felix Diano, Jr.; Darwin Bravante; Glydel Mae Blanco; Cara Frances Abendan; Paul Marie Gepitulan

Authors

Osias Kit T. Kilag School Principal, PAU Excellencia Global Academy Foundation, Inc. Author https://orcid.org/0000-0003-0845-3373
Felix M. Diano, Jr. Dean, College of Education, University of the Visayas, Cebu City, Philippines Author https://orcid.org/0000-0002-7015-7877
Darwin L. Bravante Guidance Counselor II, Department of Education, Schools Division of Toledo City, Philippines Author https://orcid.org/0009-0002-2926-4205
Glydel Mae M. Blanco Guidance Counselor, PAU Excellencia Global Academy Foundation Inc., Toledo City, Philippines Author https://orcid.org/0000-0001-9356-5235
Cara Frances K. Abendan Administrative Assistant, ECT Excellencia Global Academy Foundation, Inc., Balamban, Cebu, Philippines Author https://orcid.org/0000-0002-6363-7792
Paul Marie L. Gepitulan Teacher/Student Transformation and Support System Coordinator, PAU Excellencia Global Academy Foundation, Inc., Toledo City, Cebu, Philippines Author https://orcid.org/0000-0003-3232-2971

Keywords:

Bullying, Anti-bullying programs, High school students, Qualitative research

Abstract

This qualitative study aimed to explore the experiences of bullying among high school students in the Philippines and inform the development of an effective anti-bullying program. Three focus groups were conducted with students in grades 11 and 12, with a total of 23 participants. The data collected were transcribed and analyzed using thematic analysis. The results showed that verbal bullying was the most prevalent type of bullying experienced by the participants, followed by social and physical bullying. The students reported feeling anxious, helpless, and ashamed when they were bullied. They also shared that bullying occurs both inside and outside of the school, and it can happen in person and online. Students suggested several strategies to prevent bullying, including educating students on the effects of bullying, implementing consequences for bullies, and promoting kindness and respect in the school environment. The findings of this study have important implications for the development of effective anti-bullying programs in schools. By understanding the experiences and perspectives of the students, schools can design programs that are tailored to their needs and address the specific types of bullying they experience. Educating students on the effects of bullying and promoting kindness and respect can create a positive school climate and help prevent bullying from occurring. Implementing consequences for bullies can also serve as a deterrent and send a message that bullying is not acceptable. Future research could explore the effectiveness of different anti-bullying programs and interventions and examine the long-term effects of bullying on students' mental health and well-being.

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