ANTI-BULLYING DISCIPLINARY MEASURES AMONG THE SENIOR

STUDENTS IN BANSARVIL NATIONAL HIGH SCHOOL

A Research Paper

Presented to the Faculty of

Bansarvil National High School

Bansarvil 1, Kapatagan Lanao del Norte

In Partial Fulfillment

For Subject

Practical Research I

By

Jhon Regie Gomez Malana

September 2022
 Chapter I

THE PROBLEM AND ITS SCOPE

THE PROBLEM AND ITS SCOPE

Bullying is a form of violence characterized as an aggressive

behavior that is intended to cause harm. Several studies revealed that

bullying has various negative outcomes to the victims. Bullying mostly

occurred in school since most of the pupils/ students were coming from

different tribes and cultures. The common denominator of all types of

bullying is a lack, or erosion, of empathy. Nurturing empathy, a potential

that is present in almost all children, is therefore at the heart of

interventions to reduce bullying (Barish 2013).

Bullying does not happen just in schools. In fact, bullying is a

problem that happens in lots of different settings, including within the

home. If your child is being bullied at school, the bully may live near you

and this could cause the bullying to continue outside of the school gates.

It is important to remember that bullying does not have to happen

face to face, but can happen through other mediums as well. If you are

concerned about bullying for your child, it is important to ensure that they

understand that bullying does not just have to happen at school and if it
does happen to them, regardless of where they are, they should always

remember to tell someone about it.

Also, according to Bandura, (1977) bullying is a society problem, not

just a school problem. The strongest influence on children’s behavior is not

the school or what they watch on television, it is the behavior they observe

within their home and their relationship with their parents.

In addition, according to Fuentes (2003) bullying occurs most

frequently from sixth to eighth grades, with little variation between urban,

suburban, town and rural areas. Males are more likely to be physically

bullied, while females are more likely to be verbally or psychologically

bullied. Bullies and victims of bullying have difficulty adjusting to their

environments, both socially and psychologically. Victims of bullying have

greater difficulty making friends and are lonelier. Bullies are more likely to

smoke and drink alcohol, and to be poorer students. Bully-victims–students

who are both bullies and recipients of bullying–tend to experience social

isolation, to do poorly in school and to engage in problem behaviors such

as smoking and drinking.

Further, according to Geiger (2000) children who regularly bully their

peers tend to be impulsive, easily frustrated, dominant in personality, have

difficulty conforming to rules, view violence positively and are more likely to

have friends who are also bullies. Boys who bully are usually physically

stronger than their peers.

 Moreover, several risk factors have been associated with bullying,

including individual, family, peer, school, and community factors. With

respect to family factors, children are more likely to bully if there is a lack of

warmth and parent involvement, lack of parental supervision, and harsh

corporal discipline. Some researchers suggest a link between bullying

behavior and child maltreatment. Also, schools that lack adequate adult

supervision tend to have more instances of bullying

Section 19 of the Anti-Bullying Act of 2013 stipulates that the school

principal shall supervise the implementation of the bullying policy and see

to it that all advisers have recorded all bullying complaints they received.

The need to conduct this study to the school whether they have

policies and disciplinary measures implemented in response to bullying act

usually committed among pupils in elementary schools.

In the Senior High of Bansarvil, Lanao del Norte, the teacher and

principal usually make an anecdotal record of reported incidents of

bullying. This phenomenon prompted the researchers to determine

whether bullying in the school of Bansarvil has been addressed properly in

accordance to the mandates of the law.

Theoretical Framework

This study anchored on the legal framework of R.A. 10627,

otherwise known as Anti-Bullying Act of 2013, which requires all

elementary and secondary schools in the Philippines to adopt policies to

prevent and address the acts of bullying in school. The said provision

define bullying and enumerate the different forms of bullying including the

manner of its execution such as but not limited to; any unwanted physical

contact between the bully and the victim like punching, pushing, shoving,

kicking, slapping, tickling, headlocks, inflicting school pranks, teasing,

fighting and the use of available objects as weapons, any act that causes

damage to a victim’s psyche and/or emotional well-being, any slanderous

statement or accusation that causes the victim undue emotional distress

like directing foul language or profanity at the target, name-calling,

tormenting and commenting negatively on victim’s looks, clothes and body,

and cyber-bullying or any bullying done through the use of technology or

any electronic means.

Section 3 of the said provision stipulates the adoption of anti-bullying

policies in all elementary and secondary schools to adopt policies to

address the existence of bullying in their respective institutions. Such

policies shall be regularly updated and, at a minimum, shall include

provisions which:

a. Prohibit the following acts:

1. Bullying on school grounds; property immediately adjacent to school

grounds; at school-sponsored or school-related activities, functions or

programs whether on or off school grounds; at school bus stops; on school

buses or other vehicles owned, leased or used by a school; or through the

use of technology or an electronic device owned, leased or used by a

school;

2. Bullying at a location, activity, function or program that is not school-

related and through the use of technology or an electronic device that is

not owned, leased or used by a school if the act or acts in question create

a hostile environment at school for the victim, infringe on the rights of the

victim at school, or materially and substantially disrupt the education

process or the orderly operation of a school; and

3. Retaliation against a person who reports bullying, who provides

information during an investigation of bullying, or who is a witness to or has

reliable information about bullying;

b. Identify the range of disciplinary administrative actions that

may be taken against a perpetrator for bullying or retaliation which shall be

commensurate with the nature and gravity of the offense: Provided, That,

in addition to the disciplinary sanctions imposed upon a perpetrator of

bullying or retaliation, he/she shall also be required to undergo a

rehabilitation program which shall be administered by the institution

concerned. The parents of the said perpetrator shall be encouraged by the

said institution to join the rehabilitation program;

c. Establish clear procedures and strategies for:

1. Reporting acts of bullying or retaliation;

2. Responding promptly to and investigating reports of bullying or

retaliation;

3. Restoring a sense of safety for a victim and assessing the student’s

need for protection;

4. Protecting from bullying or retaliation of a person who reports acts of

bullying, provides information during an investigation of bullying, or is

witness to or has reliable information about an act of bullying; and

5. Providing counseling or referral to appropriate services for perpetrators,

victims and appropriate family members of said students;

d. Enable students to anonymously report bullying or

retaliation: Provided, however, that no disciplinary administrative action

shall be taken against a perpetrator solely on the basis of an anonymous

report;

e. Subject a student who knowingly makes a false accusation

of bullying to disciplinary administrative action;

f. Educate students on the dynamics of bullying, the anti-

bullying policies of the school as well as the mechanisms of such school

for the anonymous reporting of acts of bullying or retaliation;

g. Educate parents and guardians about the dynamics of

bullying, the anti-bullying policies of the school and how parents and

guardians can provide support and reinforce such policies at home; and
 h. Maintain a public record of relevant information and

statistics on acts of bullying or retaliation in school: Provided, That the

names of students who committed acts of bullying or retaliation shall be

strictly confidential and only made available to the school administration,

teachers directly responsible for the said students and parents or

guardians of students who are or have been victims of acts of bullying or

retaliation.

All elementary and secondary schools shall provide students and

their parents or guardians a copy of the anti-bullying policies being

adopted by the school. Such policies shall likewise be included in the

school’s student and/or employee handbook and shall be conspicuously

posted on the school walls and website, if there is any.

The Department of Education (DepEd) shall include in its

training programs, courses or activities which shall provide opportunities

for school administrators, teachers and other employees to develop their

knowledge and skills in preventing or responding to any bullying act.

While section 4 of the aforementioned provision requires the school

principal or any person who holds a comparable role shall be responsible

for the implementation and oversight of policies intended to address

bullying.

Any member of the school administration, student, parent or

volunteer shall immediately report any instance of bullying or act of

retaliation witnessed, or that has come to one’s attention, to the school

principal or school officer or person so designated by the principal to

handle such issues, or both. Upon receipt of such a report, the school

principal or the designated school officer or person shall promptly

investigate. If it is determined that bullying or retaliation has occurred, the

school principal or the designated school officer or person shall:

a. Notify the law enforcement agency if the school principal or

designee believes that criminal charges under the Revised Penal Code

may be pursued against the perpetrator;

b. Take appropriate disciplinary administrative action;

c. Notify the parents or guardians of the perpetrator; and

d. Notify the parents or guardians of the victim regarding the

action taken to prevent any further acts of bullying or retaliation.

If an incident of bullying or retaliation involves students from more

than one school, the school first informed of the bullying or retaliation shall

promptly notify the appropriate administrator of the other school so that

both may take appropriate action.

This study will be anchored on the social learning theory by Dr.

Albert Bandura. It posits that people learn through observing others’

behavior, attitudes, and outcomes of those behaviors. “Most human

behavior is learned observationally through modeling: from observing

others, one forms an idea of how new behaviors are performed, and on
later occasions this coded information serves as a guide for action.” Social

learning theory explains human behavior in terms of continuous reciprocal

interaction between cognitive, behavioral, and environmental influences.

Social learning theory explains that children learn to be violent chiefly

through imitation of violent role models. The parent who uses corporal

punishment or verbal abuse to control the kids is unwittingly acting as a

model for bullying behavior (Bandura, 1971). These students, when they

are in school would likely commit the same to their classmates or even

playmates based on what they experienced.

Conceptual Framework

The conceptual framework of the study is composed of three frames.

The first frame contains the demographic profile in terms of age and sex,

and the anti-bullying policies in Bansarvil National High School, Lanao del

Norte. The second frame contains the disciplinary measures implemented

in the school under the respective district of the school under study.

Finally, the third frame contains the recommendations.

Independent Variable Dependent Variable

Demographic Profile

in terms of:

a. age, and

b. sex Disciplinary
Recommendations
measures
a. sex
Anti-bullying policies implemented
b. b. sex
among the students

in Bansarvil

National High

School

Figure 1. The Schematic Diagram

Statement of the Problem

This study determined the anti-bullying policies and disciplinary

measures implemented in Donggo-an Elementary School. Specifically, it

sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age, and

1.2 sex?

2. What is the frequency of incidents of bullying in the Donggo-an

Elementary School categorized as:

2.1 physical bullying; and

2.2 verbal bullying?

3. What is the anti-bullying disciplinary measures implemented by the

Bansarvil National High School?

Scope and Limitation

 Content Limitation. This study was limited to Anti-bullying

policies and disciplinary measures implemented in Bansarvil National High

School. This included demographic profile in terms of age and sex.

Subject Limitation. The main respondents of this study were the

Grade 12 students of Bansarvil National High School

Place Limitation. This study will be conducted in Bansarvil National

High School, Lanao del Norte only.

Time Limitation. This study covered from academic year 2022 to

2023.

Significance

This study is significant for it may benefit the following:

Teacher. The result of this study would guide and give the teachers

ideas on planning anti-bullying activities, programs and measures where

pupils’ social emotional, civic, moral and historical thinking competencies

grow. Furthermore, it would reinforce the teachers’ ability and enrich their

skills in dealing with conflicts among pupils. Finally, the outcome of this

study would broaden the teachers’ knowledge about issues that can

interfere with safety and learning of the pupils the school caters.

Parents. The output of this study would serve as information to

parents as to where, how and what to put attention to in taking care of their

children in and out of school.

 Principal. The result of this study would enhance the awareness of

the principal about bullying when it takes place in and out of the

classrooms. In which case, he may adopt and implement anti-bullying

policies, programs and activities to ensure a school environment which is

safer, child- friendly, and conducive to learning.

Students. The result of this study would serve as guide for every

student seeking for a friendly environment where bullying is given tough

priority by the school authorities.

Definition of Terms

In order to have clearer and better understanding of the terms used

in this study the following are operationally defined.

Bullying. It refers to any severe or repeated use by one or more

students of a written, verbal or electronic expression, or a physical act or

gesture, or any combination thereof, directed at another pupil that has the

effect of actually causing or placing the latter in reasonable fear of physical

or emotional harm or damage to his property; creating a hostile

environment at school for the other pupil; infringing on the rights of the

other pupil at school; or materially and substantially disrupting the

education process or the orderly operation of a school.

Disciplinary measures. It covers disciplinary measures that schools

can apply when pupils breach the behavior expectations established by the
school community and communicated through the pupil engagement

policy.

Non-verbal bullying. It includes directing threatening gesture

towards a person or invading personal space after being asked to move or

step away.

Physical bullying. It includes pushing, shoving, kicking, poking, and

or tipping another, assaulting or threatening a physical assault, damaging

a person’s work area or personal property and or damaging or destroying a

person’s work product.

Punishment. It is the authoritative imposition of an undesirable or

unpleasant outcome upon a group or individual, in response to a particular

action or behavior that is deemed unacceptable or threatening to some

norms.

Verbal and written bullying. This term includes ridiculing, insulting

or maligning a person, either verbally or in writing, address abusive,

threatening, derogatory or offensive remarks to a person, and or

attempting to exploit an individual’s known intellectual or physical

vulnerabilities.