Differentiating Perceived Forms, Sources and Awareness on School-Based Bullying in San Ramon Elementary School: A Descriptive Research Design

Abstract

The aim of this study is to determine the perceived forms and sources of bullying, as well as the level of awareness of school-based bullying among intermediate pupils in San Ramon Elementary School. Utilizing a descriptive research design, data were gathered from Grades 4 to 6 pupils through a researcher-made survey questionnaire, with respondents selected via purposive sampling. Data were analyzed using frequency, percentage, and weighted mean.

Findings revealed that verbal bullying, particularly name-calling, was the most prevalent form, reported by 48.33% of respondents. In contrast, social and cyberbullying were less frequently reported, which may be attributed to under recognition rather than actual absence. Peer influence and pressure emerged as the most significant sources of bullying (weighted mean = 3.59), suggesting that students often engage in bullying to gain social acceptance or avoid exclusion. Other contributing factors included school culture, media exposure, and broader social dynamics, while family and community influences were perceived as less impactful. Although most pupils demonstrated a clear understanding of what constitutes bullying, many remained unaware of the school's anti-bullying policies, indicating a gap in policy communication and student engagement.

These findings led to three key conclusions: (1) the high reporting of verbal bullying indicating the urgent need for targeted interventions to address this issue. In contrast, the low reporting of social and cyberbullying likely reflects limited awareness rather than low prevalence; (2) peer influence play a central role in bullying behavior, necessitating targeted social interventions; and (3) the lack of awareness about the school's anti-bullying initiatives reveals a communication gap, emphasizing the need to enhance the visibility, promotion, and accessibility of these programs to ensure all stakeholders are informed and engaged.

In a nutshell, the study recommends the implementation of comprehensive anti-bullying programs that feature awareness campaigns and anonymous reporting tools, specifically addressing underreported forms such as social-relational bullying. The school may promote positive peer interactions by integrating social emotional learning programs, establishing peer mentoring systems, and organizing inclusive group activities to counteract the negative effects of peer dynamics on bullying behaviour.Increase the visibility and accessibility of anti-bullying initiatives by consistently promoting them through student assemblies, classroom discussions, posters, and digital platforms to ensure all students are well-informed and actively engaged in prevention efforts. Finally, future researchers are encouraged to investigate the long-term effects of anti-bullying interventions on student behavior, peer relationships, and the overall school climate.