Introduction

Bullying is a frequent type of youth violence, especially in educational

environments. It is characterized by persistent, over time, purposeful, and mean-

spirited aggressive conduct that takes place in a setting of power inequality. Bullying

can result in anxiety, a low sense of self-worth, hopelessness, and loneliness. Children

either skip lessons or avoid going to school out of fear. When they do attend, they

become disoriented. Until they are adults, some consequences linger long after the

bullying has stopped. Because power imbalances and peer pressure are so prevalent in

teen relationships and social groups, bullying affects the majority of school-age

children in some way. According to research, incidents of bullying and harassment in

schools rise in late childhood and peak in the first few years of adolescence,

particularly in middle school. These incidents generally occur in unstructured

locations like the canteen, hallways, and playground during recess.

Bullying is a widespread and intricate problem that has gained a lot of

attention lately because of the harm it causes to people, communities, and society as a

whole. As scientists investigate these complex phenomena more thoroughly, they find

that a wide range of factors contribute to its occurrence and endurance. Bullying's

many forms—from the classic schoolyard bully to cyberbullying in the digital era—

present additional difficulties and complications for academics, decision-makers in

government, educators, and practitioners.

Fundamentally, bullying comprises a variety of actions marked by hostility,

coercion, and the use of authority over others. These practices, which can be

relational, physical, verbal, or cyber-based, cause pain and suffering to their victims

and leave them with long-lasting emotional, psychological, and occasionally physical

scars.

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Students want a welcoming environment at school where they feel secure. They can

concentrate on the learning required for them to succeed in their life because this

lessens their own stress and potential for aggressiveness.

Fortunately, there are steps that both students and school personnel can take to

stop bullying and harassment in schools and develop a better learning environment.

Working with bullies and victims alone won't change the culture of school violence.

Everyone, including students, teachers, administrators, and parents, must take

persistent, coordinated action.

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Theoretical Framework

Figure 1. shows the ecological theory

This theory examines a child's growth within the framework of the network of

relationships that make up his or her environment. According to Bronfenbrenner's

theory, there are many "layers" of the environment that have an impact on a child.

Development. Recently, the name of this theory was changed to "bio ecological

systems theory" to stress that a child's primary environment for growth is biology. the

interaction of variables that affect a child's development. His development is

supported and guided by biology, his immediate family and community, and the

social environment. Conflict or changes in one layer will have an impact on all the

others. In order to research a child's development, we must consider the interaction of

the external environment as well as the child and her immediate surroundings.

along with.

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 Specifically relevant to individuals and small groups, we offer a formal,

testable theory of problem-solving behavior in this study. The theory includes

components of cognitive psychology while also being consistent with the fundamental

ideas of operant psychology and social exchange theories. Problem resolution is

characterized as a non-routine action focused on modifying an unwanted situation.

Problem solving differs from coping, which is geared toward reducing stress, by

putting more emphasis on change.

Figure 2. shows the social-identity theory

Social identity theory was conceived and developed as a theory of interactions,

conflict, and cooperation between groups, claimed Hogg (M.A., 2016). With time, it

evolved into a far more comprehensive social psychology theory of the function of

self and identity in group and intergroup phenomena. Intergroup relations, however,

have consistently been a key component of the theory for the straightforward reason

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that what occurs within groups is inseparably related to and fundamentally influenced

by what occurs between groups, and vice versa.

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Conceptual Framework

FACTORS ADDRESSING BULLYING STUDENTS IN ST. ISIDORE

SCHOOL

Independent Variable Dependent Variable

 Bullying  Affects the mental health of the

bullied student
 Low self-esteem
 Emotional instability

Figure 3. Shows the independent and dependent variables of the study.

The study's independent factors include the gender, physical appearance,

economic status, and family history or background of the students. These elements are

being investigated to see if they have an impact on how pupils perceive and react to

bullying.

The psychological well-being, self-esteem, and emotional stability of bullied pupils

serve as the dependent variables. Researchers want to assess and comprehend these

factors in relation to how bullying impacts children at St. Isidore School.

Statement of the Problem

This study aims to determine the Factors addressing the bullying in St. Isidore School.

Specifically, it seeks answers to the following questions:

1. To what extent do you think the school's anti-bullying policies are effective in

preventing bullying at St. Isidore School?

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2. How frequently have you witnessed or experienced bullying within the school

environment?

3. Which of the following factors do you believe contributes most to bullying

incidents in St. Isidore School?

4. Do you feel comfortable reporting bullying incidents to school staff or

administrators?

5. In your opinion, how does bullying affect the overall school environment and the

well-being of students at St. Isidore School?

Hypothesis

H0:

Bullying occurs and has an impact at St. Isidore School regardless of the

established parameters, such as student gender, physical characteristics,

socioeconomic level, and family background.

(H1):

Bullying occurs and has an effect at St. Isidore School when at least one of the

identified criteria (such as student gender, physical characteristics, socioeconomic

level, and family history) is present.

Scope and Delimitations

Bullying still poses a serious threat to students' development and well-being in

educational settings. The study "Factors Addressing Bullying in St. Isidore School" is

intended to conduct a thorough analysis of this pervasive issue at St. Isidore School,

which is no exception. This study aims to gain a deeper understanding of what

motivates bullying in schools and how it can be effectively addressed by focusing on

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a variety of factors. The investigation into the elements influencing bullying at St.

Isidore School employs a multifaceted strategy.

Delimitation

The student's demographic information is one of the primary constraints in

addressing bullying at St. Isidore School. Bullying dynamics can be significantly

influenced by the student's environment, student body size, and cultural diversity.

When compared to larger institutions, a smaller school may face different challenges.

Furthermore, the cultural and socioeconomic diversity of students can have an impact

on the types of bullying behavior observed. To address bullying effectively, school

administrators must consider how these demographic factors shape the problem.

Significance of the Study

The student’s well-being. Bullying can have a profound negative impact on students'

mental and emotional well-being; understanding the factors that contribute to or

address bullying is critical for creating a safer and more supportive environment for

students; and the study can help identify strategies to improve students' overall well-

being.

The Teachers. The study may highlight the importance of teacher and staff training

and professional development in dealing with and preventing bullying. This may

include education on recognizing and responding to bullying, conflict resolution, and

creating an environment of empathy and respect.

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The Future Researchers. The research can help the future researchers to understand

the nature, causes, and effects of bullying in the environment of St. Isidore School.

This can lead to more effective anti-bullying interventions and strategies.

Definition of Terms

Aggressiveness- hostile or violent behavior

Anxiety- a feeling of anxiety, nervousness, or discomfort, typically about an

imminent event or something with an uncertain outcome.

Inter group phenomena- the various social and psychological processes that occur

when individuals or people from one group interact with or perceive individuals or

people from another group.

Multifaceted strategy- employs multiple, diverse approaches and interventions to

effectively prevent and respond to bullying in a variety of settings, such as schools,

workplaces, or communities.

Persistent- continuing to exist or endure over a prolonged period.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

According to S. No. 2677, as stated by Senator Miriam Defensor Santiago;

students must learn and achieve in a safe and civil school environment. However,

when there are incidents of violence, harassment, and fear among students,

particularly in cases of bullying, student development is hampered. Bullying harms

students physically, psychologically, and emotionally, interfering with their ability to

learn and participate in school activities. It has also been linked to vandalism,

shoplifting, skipping and dropping out of school, fighting, drug and alcohol use,

sexual harassment, and sexual violence. The increase in awareness and concern

among school administrators about bullying incidents, as well as the positive action of

providing venues for parents, faculty, and school officials to report such incidents to

authorities, has a direct correlation with the reduction of bullying incidents. The quest

for equality among persons and the advancement of human rights begins with basic

education, where children learn from their teachers the values of cura personalis and

being men and women for others, and then apply what they've learned to their

classmates and friends.

According to a University of Virginia study, children who attend a school with

a severe bullying climate often have lower standardized test results. Bullying has an

influence on students who see it. Bullied children frequently experience difficulties in

school as well. Children who are bullied find it difficult to concentrate on their

academics. One of the earliest indicators that a child is being harassed is actually

declining grades.4 Children may become so engrossed in bullying that they neglect

their schoolwork or find it difficult to pay attention in class. Children that are bullied

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may also miss school or classes to avoid the bullying. A further effect of this

technique may be declining grades. Additionally, the stress levels already experienced

by the bullied youngster are increased when their grades start to decline. For example,

children in schools with a high level of bullying performed worse on standardized

examinations than children in schools with successful anti-bullying initiatives. One

possible explanation for poorer scores in schools where bullying is prevalent is that

kids are often less engaged in the learning process because they are too distracted or

concerned about the bullying. Furthermore, teachers may be less effective because

they must devote so much time to classroom management and punishment rather than

teaching.5 The good news is that with sufficient assistance and intervention, most

bullied children will overcome bullying and things will return to normal. However, if

left unchecked, bullying can cost the victim dearly in the long run.

The definition of bullying, as stated by Olweus (1973, p. 48), is "aggressive,

intentional acts carried out by a group or an individual repeatedly and over time

against a victim who cannot easily defend him or herself." Research on the subject

began more than 40 years ago (Olweus, Citation1973, 1978). Although there is

disagreement on the precise definition, the majority of researchers concur that

bullying is characterized by recurrent aggression, a power imbalance between the

perpetrator and the victim, and the intention to do harm (Farrington, Citation 1993;

Olweus, Citation 1993). Bullying entails a dynamic exchange of interactions between

the victim and the bully. The victim's power decreases as the bully's gains more.

Consequently, the sufferer finds it challenging to react or manage the issue (Menesini

et al. Citation2012; Swearer & Hymel, Citation2015). Physical prowess, social

standing within the group, or group size (e.g., a group targeting a single person) can

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all contribute to power imbalances. Knowing someone's weaknesses (such as their

appearance, a learning disability, their familial status, or other personal traits) and

taking advantage of them to cause them damage is another way to obtain power.

Bullying encompasses a range of behaviors, including verbal attacks such as

name-calling and threats, physical attacks such as hitting, kicking, and property

damage, and relational/social aggression such as social exclusion and rumor-

mongering (Monks & Smith, Citation2006; Olweus, Citation1993; Smith,

Citation2014). Additionally, bullying can also take the form of attacks via the Internet

and new technologies, which are also known as cyberbullying.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter will discuss the methods used in the study. This part is composed

of methods that are used in the study. It shows the research design, the respondents of

the study, the data collection and the data gathering procedure, and the ethical

considerations used in the study.

Research Design

To get a full understanding of bullying, the study will involve a stratified

random sample of students from grades 7-12 within the schools.

Research Locale

The study will be conducted at St. Isidore School. It will be a complete inquiry

into the impacts of bullying within this school setting to bring awareness of the

complicated relationships affecting kids' well-being."

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 Figure 4. Shows the eye-view of St. Isidore School

Figure 5. Shows the satellite view of St. Isidore School

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Participants of the Study

The participants of this study are the students from grade 7-12.

Sampling Designs

A stratified random sampling strategy will be used for the study on the

consequences of bullying at St. Isidore School to ensure representation across

different grades and classes, encompassing the school's wide student population.

Data Gathering Procedures

The data gathering procedures for the study on the effects of bullying in St.

Isidore School will involve administering surveys to students to comprehensively

capture the various dimensions and impacts of bullying within the school

environment.

Statistical Treatment

The statistical treatment for the study on the effects of bullying in St. Isidore

School will involve employing descriptive statistics to quantify the prevalence and

types of bullying incidents, as well as inferential statistics to analyze the relationships

between various factors and the psychological impact on affected students.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is about reviewing data and arriving at relevant conclusions using

various analytical research methods.

Question no. 1. To what extent do you think the school's anti-bullying policies are

effective in preventing bullying at St. Isidore School?

Choices No. Of respondents Percentage(%)

Highly effective 6 33.33%

Somewhat effective 7 38.88%

Not effective 1 5.55%

I’m not sure 4 22.22%

Total 18 100%

Table 1. This table shows that the respondents find the anti-bullying policy

38.88% effective followed by 33.33%, 22.22% of the respondents are not sure about

its effectiveness and 5.55% of the respondents find the policy was not effective.

Question no. 2. How frequently have you witnessed or experienced bullying within

the school environment?

Choices No. Of respondents Percentage(%)

Never 0 0%

Rarely 5 27.77%

Sometimes 10 55.55%

Often 3 16.66%

Total 18 100%

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 Table 2. This table shows that the respondents 55.55% sometimes experienced

or witnessed bullying, followed by 27.77% rarely bullied and 16.66% often bullied.

Question no. 3. Which of the following factors do you believe contributes most to

bullying incidents in St. Isidore School?

Choices No. Of respondents Percentage(%)

Student’s gender 5 27.77%

Physical appearance 11 61.11%

Economic status 2 11.11%

Family background 0 0%

Total 18 100%

Table 3. The table shows that the 61.11% of the respondents are bullied

because of their physical appearance, 27.77% are because of their gender and 11.11%

was because of their economic status.

Question no. 4. Do you feel comfortable reporting bullying incidents to school staff or

administrators?

Choices No. Of respondents Percentage(%)

Yes, always 4 22.22%

Yes, sometimes 3 16.66%

No, I'm afraid of bullies 7 38.88%

No, I don't think it will make a 4 22.22%

difference

Total 18 100%

Table 4. This table shows that 38.88% of the respondents are afraid of

reporting bullies while 22.22% was both comfortable and they don’t think that

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reporting bullying incidents can make difference at all and 16.66% of the respondents

are sometimes comfortable in reporting bullying situation.

Question no. 5. In your opinion, how does bullying affect the overall school

environment and the well-being of students at St. Isidore School?

Choices No. Of respondents Percentage(%)

Unfriendly environment that has a 7 38.88%

bad effect on kids' mental health

Has a minor impact, but it's not a 5 27.77%

significant issue

Doesn't affect the school 2 11.11%

environment or students' well-being

I'm not sure 4 22.22%

Total 18 100%

Table 5. This table shows that the majority of the respondents answer is

38.88% which means that unfriendly environment that has a bad effect on kids'

mental health, followed by 27.77%, 11.11% and 22.22% of the respondents are not

sure.

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 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary

Bullying is a common form of youth violence, particularly in educational

settings, characterized by persistent aggressive behavior in power-disparate

environments. It can lead to anxiety, low self-worth, hopelessness, and loneliness,

causing children to skip lessons or avoid school. Bullying affects most school-age

children, peaking in middle school. To combat bullying and harassment, students and

school personnel must take coordinated action, including working with bullies and

victims, to create a safer learning environment. The theory of Bronfenbrenner's "bio

ecological systems theory" emphasizes the importance of a child's environment in

their development. It identifies various layers of the environment, including biology,

family, community, and social environment. Changes in one layer can impact all

others. This theory also provides a testable theory of problem-solving behavior,

combining cognitive psychology, operant psychology, and social exchange theories.

Social identity theory, initially focusing on interactions and cooperation between

groups, has evolved into a comprehensive social psychology theory that emphasizes

inter-group relations.

Conclusion

In conclusion, the study “Factors addressing the bullying at St. Isidore School”

emphasizes the value of a multimodal strategy in combating this widespread problem.

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By means of an extensive examination of diverse elements impacting bullying

dynamics in the educational setting, we have acquired significant understanding of the

intricate interaction between individual, interpersonal, organizational, and societal

factors that contribute to the occurrence and continuation of bullying conduct.

Our results demonstrate how important it is to create an inclusive, respectful, and

empathetic learning environment where children feel safe, appreciated, and supported.

Schools may build cultures that discourage bullying and give students the confidence

to confront harmful actions by fostering healthy peer connections, encouraging open

communication, and putting proactive intervention tactics into practice.

Recommendation

In order to effectively address bullying at St. Isidore School, This research is

essential research study which examined the multifaceted factors contributing to

bullying within the school community. This research was conducted with the goal of

informing evidence-based strategies and interventions that promote a safe, inclusive,

and supportive environment for all students.

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Reference Cited

Bullying- https://www.tandfonline.com/doi/full/10.1080/13548506.2017.1279740

Bullying- https://www.verywellfamily.com/bullying-impact-4157338

Ecological Theory - http://tinyurl.com/z6a66yn4

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Appendices

DISCLAIMER: This survey and any files transmitted within it are confidential and
intended solely for the use of our research paper. This contains confidential
information and is intended only for our paper. We assure you that all information we
will be able to have or gather will not be disseminated or copied for another purpose
that is not school related.

“FACTORS ADDRESSING THE BULLYING IN ST. ISIDORE SCHOOL”

6. To what extent do you think the school's anti-bullying policies are effective in
preventing bullying at St. Isidore School?
___ Highly Effective
___ Somewhat Effective
___ Not Effective
___ Not Sure

7. How frequently have you witnessed or experienced bullying within the school
environment?
___ Never
___ Rarely
___ Sometimes
___ Often

8. Which of the following factors do you believe contributes most to bullying

incidents in St. Isidore School?
___ Student's Gender
___ Physical Appearance
___ Economic Status
___ Family Background

9. Do you feel comfortable reporting bullying incidents to school staff or

administrators?
___ Yes, always
___ Yes, sometimes
___ No, I'm afraid of bullies
___ No, I don't think it will make a difference

10. In your opinion, how does bullying affect the overall school environment and the
well-being of students at St. Isidore School?
___ Unfriendly environment that has a bad effect on kids' mental health
___ Has a minor impact, but it's not a significant issue
___ Doesn't affect the school environment or students' well-being
___ I'm not sure

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 Cagayan de Oro Network Archdiocesan School
St. Isidore School of Medina, Misamis Oriental Inc.
Medina, Misamis Oriental, 9013

“FACTORS ADDRESSING THE BULLYING IN ST. ISIDORE SCHOOL”

A Research presented to

The Faculty of the Senior High School Department

St. Isidore School

Medina, Misamis Oriental

In Partial Fulfillment of the requirement in Practical Research 2

Researcher

Oyao, Marco

2024

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