Distinguishment of Sources and Forms of Bullying and Application of Teacher-Initiated Interventions

Abstract

Bullying continues to affect elementary pupils’ well-being and academic performance. This study aimed to measure grade school pupils' awareness of the different kinds and sources of bullying. Likewise, it sought to delve into the different interventions and practices teachers employ to alleviate and avoid cases of bullying.

This study targets to identify the common sources and forms of bullying, as well as the effectiveness of corrective interventions, among Grade 5 and Grade 6 pupils during S.Y. 2024–2025 at Bagalay Elementary School, Bumagcat Elementary School, and Tayum Central School.

Using a mixed-method descriptive design, data were collected through surveys and interviews involving Grades 4–6 pupils and teachers of Tayum District. Results revealed moderate awareness of physical, social, verbal, and cyberbullying, with classmates, friends, and social influences as the main sources. Teachers primarily used positive reinforcement, classroom rules, and communication to address bullying, while strategies like counseling and restorative justice were underutilized.

In conclusion, the study recommends expanding intervention methods through enhanced teacher training, parent engagement, SEL integration, and community involvement to foster a safer and more inclusive learning environment.