International Journal of English Literature and Social Sciences, 5(6)

Nov-Dec 2020 | Available online: https://ijels.com/

Anti – Bullying Programs in Review

Irene M. Daguasi
Department of Social Science, Kalinga State University, Philippines

Received: 13 Oct 2020; Received in revised form: 08 Dec 2020; Accepted: 15 Dec 2020; Available online: 31 Dec 2020
©2020 The Author(s). Published by Infogain Publication. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/).

Abstract— Bullying was undoubtedly one of the challenging problems faced by schools and even communities
worldwide because of its adverse effect to the victim and also to the bully. This study assessed the compliance of
the stakeholders of elementary schools of Tabuk City to their roles and responsibilities stipulated in the
Implementing Rules and Regulations of the Anti – Bullying Act of 2013. Also, it presented the anti – bullying
programs adopted and crafted by schools and their effectiveness in diminishing bullying incidents in schools. A
structured survey questionnaire was utilized to solicit responses to the problems. The recommendations made
encourage the collaborative efforts of the Department of Education and stakeholders to prevent and stop bullying
in schools.
The administrators, principals, or school heads of the elementary schools in the city have complied with
the 11 main responsibilities mandated in implementing the RA 1062. In addressing bullying in schools
approaches are classified as preventive and responsive. The schools practiced the inclusion of topics on bullying
in the different subject areas. Home visitation is also one of the roles of the school. Therefore, it recommended
that there should be establishment of monitoring and evaluation tools to closely monitor the stakeholders on their
roles. There should also be formulation of student alliances to empower anti-bullying program. Allocation of
budget is also needed and schools may consider going over the mechanics of Olweus Bullying Prevention
Program (OBBP).
Keywords— Anti-bullying Programs, review, Tabuk City, Kalinga.

I. INTRODUCTION programs in order to successfully prevent and address

Children have the right to enjoy life to the fullest and bullying among children.
a right to live and learn in a happy and peaceful society. The programs or policies set by the school are
However, how can a society address this right if it is the venue influenced by how they understand bullying (Safe and
of violence and harm? How could children enjoy living and Supportive School Communities Working Group 2015). The
learning if they are bombarded with fear from being teased, Implementing Rules and Regulation of the RA 10627 (Anti –
being maltreated, and being out casted? The provision of Bullying Act of 2013) defined bullying as:
quality education would be worthless if children experience any severe, or repeated use by one or more students of a
bullying at school or in his/ her community. written, verbal or electronic expression, or a physical act or
Because of its effect, bullying became one of the gesture, or any combination thereof, directed at another
most significant challenge faced by schools nowadays (Centre student that has the effect of actually causing or placing the
for Education Statistics and Evaluation). Bullying causes latter in reasonable fear of physical or emotional harm or
dramatic changes to the victims as well as to the bully. A child damage to his property; creating a hostile environment at
who is confident and active could adversely act after suffering school for the other student; infringing on the rights of
from any form of bullying. It is indeed very important for another student at school; or materially and substantially
schools to craft anti – bullying policies and for all stakeholders disrupting the education process or the orderly operation of a
to be well- oriented on the preventive and intervention school; such as, but not limited to, the following: 1. Any
unwanted physical contact between the bully and the victim
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International Journal of English Literature and Social Sciences, 5(6)
Nov-Dec 2020 | Available online: https://ijels.com/

like punching, pushing, shoving, kicking, slapping, tickling, In the Philippines, DepEd reported that in school
headlocks, inflicting school pranks, teasing, fighting and the year 2012 – 2013, 80% of the 1, 456 child abuse cases
use of available objects as weapons; 2. Any act that causes involved bullying (Malipot, 2013). This is despite the passing
damage to a victim’s psyche and/or emotional well-being; of the RA 10627 and the creation of DepEd’s Child Protection
3. Any slanderous statement or accusation that causes the Policy. Citing a DepEd report, Cebu Representative Gerald
victim undue emotional distress like directing foul language Anthony Gullas Jr. said that a total of 6, 363 bullying cases in
or profanity at the target, name-calling, tormenting and public and private elementary and secondary schools were
commenting negatively on victim’s looks, clothes and body; recorded. With the total number of class days (201), this
4. “Cyber- bullying” or any bullying done through the use of number of recorded cases transpires to 31 incidents of
technology or any electronic means. The term shall also bullying every day (PhilStar.com).
include any conduct resulting to harassment, intimidation, or Researches made in 1970s conducted by Dan
humiliation, through the use of other forms of technology, Olweus, a researcher from Norway, emphasized the
such as, but not limited to texting, email, instant messaging, characteristics and harmful effects of school bullying. School
chatting, internet, social media, online games, or other bullying, when not addressed immediately and carefully,
platforms or formats as defined in DepED Order No. 40, s. could lead to more serious harm to both bully and victim. The
2012; and 5. Any other form of bullying as may be provided bully are more likely to develop more aggressive actions
in the school’s child protection or anti-bullying policy, leading to criminal records while the victim could be
consistent with the Act and this IRR. traumatized when interventions are not made (Sampson,
As it was defined by the above – cited law, bullying Rana, 2002).
also encompasses ‘social bullying’ which refers to any In this regard, bullying is becoming a barrier to the
deliberate, repetitive and aggressive social behaviour intended fulfilment of the roles of the school as an avenue for a child-
to hurt others or to belittle another individual or group and friendly learning environment and provider of education that
‘gender – based bullying’ which refers to any act that caters not only to mental aspect of the students but also to their
humiliates or excludes a person on the basis of perceived or physical, social, and emotional well – beings.
actual sexual orientation and gender identity. With the extensive body of researches of the
In North Carolina, USA, a study showed that the different countries on the nature and effects of bullying, each
occurrence of bullying differs according to the type of country have tried to exert efforts to prevent and intervene
bullying: 20.8% of students surveyed were involved in through the development of anti – bullying programs. Anti –
physical bullying, 53.6% in verbal bullying, 51.4% in bullying refers to any effort from the government, schools,
relational bullying, and 13.6% in cyber bullying (Paul R. organizations and/ or individuals aimed at preventing or
Smokowski et al, 2013). stopping the act of bullying. This could be in the form of laws,
In a survey conducted in 2012 at Virginia, USA, 9 % policies, movements, programs and / or projects (Cheprasov,
of the 3, 387 grades 6 – 8 students reported that they Artem).
experienced being bullied at least once a week with verbal The literature review conducted by the Centre for
bullying as the most usually committed type of bullying (Safe Education Statistics and Evaluation classified the anti –
Schools/Healthy Students Albermale/ Charlottesville bullying programs into preventive and responsive approaches.
Project). The American Institute for Research reported that Preventive approaches include actions that try to avoid
about 28% of students between the ages of 12 – 18 in 2011 bullying from happening while responsive approaches are
have been bullied at school during the said school year and taken to solve bullying incidents which have occurred in the
9% reported having been cyber – bullied. It is showed in the school.
Stop A Bully School Reports from 2011 – 2012 that 41% of The purpose of this research is threefold as it tried to
the students reported having bullied for months while 11% find out the extent of compliance of the elementary schools in
said that they are being bullied for years. the provisions of the Implementing Rules and Regulations of
According to the Kandersteg Declaration Against the Anti- Bullying Act (RA 10627) regarding the intervention
Bullying in Children and Youth, at around 200 million programs in addressing bullying in schools and community.
children and youth in the world are being bullied by their peers Once compliance to these provisions was proven, this
(Kidspot.com.au, n.d.). research identified the intervention programs set in these

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International Journal of English Literature and Social Sciences, 5(6)
Nov-Dec 2020 | Available online: https://ijels.com/

schools and further tested their effectiveness in reducing rural and urban barangays of Tabuk City. In the absence of a
bullying incidents in schools. guidance counsellor, the Child Protection Coordinator of the
This study was focused on the intervention programs schools served as respondents of the study.
of the elementary schools in Tabuk City in addressing A survey questionnaire was used to gather necessary
bullying. Specifically, it determined the extent of compliance data for the completion of the study. The instrument was lifted
of the elementary schools in Tabuk City; and identified the from the provisions of the IRR of RA 10627. Moreover, the
prevention and intervention program(s) formulated by the researcher conducted an informal interview to teachers to
elementary schools of the city to combat bullying. verify the collected data especially on the prevention and
intervention programs established by the school to address the
II. METHODOLOGY problem on bullying.
To attain the objectives set in this study, needed data
The study used mixture of quantitative and
were collected through a survey questionnaire backed up an
qualitative approaches. Among the different descriptive
interview. The data collected were tallied for proper
design methods, case study was considered to be the most
presentation. No statistical tool was used to treat the collected
appropriate to extract reliable results. In research studies, it is
data.
a most widely used method to investigate a contemporary
phenomena within its real life context especially when the
boundaries between phenomenon and context are not clearly III. RESULTS AND DISCUSSION
evident (Yin, 1994). Hence, it is the most appropriate method A. COMPLIANCE OF SCHOOLS TO THE
to use in determining the extent of compliance of the PROVISIONS OF THE IMPLEMENTING RULES AND
elementary schools of the city to the IRR of RA 10627. REGULATIONS OF THE ANTI – BULLYING ACT
Qualitative approach was used with regards to the Figure 1 shows the compliance of the administrators,
identification of the prevention and intervention programs of principals, and school heads of elementary schools in Tabuk
the school. The respondents of the study were the guidance City to the mandates stipulated in the IRR of RA 10627.
counsellor of the eight selected elementary schools situated in

ADMINISTRATORS/PRINCIPALS/SC
HOOL HEADS
Complied Not Complied

8 8 8
7 7 7 7
6
5 5 5
3 3 3
2
1 1 1 1
0 0 0

Fig.1: Compliance of Administrators/ principals/ school heads to the mandate of the IRR of RA 10627

As a general perception of the respondents, the responsibilities and the possible consequences of non –
administrators, principals, or school heads of the elementary compliance.
schools in the city have complied with the 11 main Among the provisions, the adoption of school bullying
responsibilities mandated in the Implementing Rules and programs, educating the children and their parents about the
Regulations of RA 10627 in combatting bullying in schools. dynamics of these programs, and ensuring to uphold the rights
This implies that school leaders are aware of these of all parties involved in the act of bullying during

ISSN: 2456-7620
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International Journal of English Literature and Social Sciences, 5(6)
Nov-Dec 2020 | Available online: https://ijels.com/

investigation were highly complied by the school heads. This were not being practiced by some of the school heads in the
means that school heads give importance to making the school city. According to the respondents, cases of bullying in the
environment truly a child – friendly zone. school were recorded individually by their respective
In contrary, the accomplishment of the Intake Sheet advisers. When cases of bullying occurs, the school heads
prescribed in Annex “B”, whenever there is an incident of together with the teachers and the parents could settle the
bullying, maintain a record of all proceedings related to situation that’s they don’t seek help from other agencies
bullying, and submit reports prescribed in “Annex A,” of concerned. To some schools, when bullying occurs in the
DepED Order No. 40, s. 2012, to the Division Office; school and it was being settled, the case was not recorded
maintenance of a public record or statistics of incidents of anymore.
bullying and retaliation; and, coordination with appropriate Figure 2 shows the compliance of the teachers and other
offices and other agencies or instrumentalities for appropriate personnel in the elementary schools of Tabuk City with the
assistance and intervention, as required by the circumstances mandates of the IRR of RA 10627.

TEACHERS & OTHER PERSONNEL

Complied Not Complied

8 8 8

0 0 0

Participate and cooperate in all Report to school authorities any Perform the duties as specified
prevention, intervention and incident of bullying in the Implementing Rules and
other measures related to Regulations of Anti- Bullying Act
bullying implemented by the
school

Fig.2: Compliance of the teachers and other personnel to the mandate stipulated in the IRR of RA 10627

It is note – worthy that the teachers and other personnel hence, everything which concerns the welfare of the children
of the selected elementary schools of the city have fully also concerns them.
complied and/ or are religiously complying with their Figure 3 shows the compliance of the students of the
mandated responsibilities as specified in the IRR of the Anti elementary schools in Tabuk City to the mandates stipulated
– bullying Act. This could be rooted from the fact that in the IRR of RA 10627.
teachers imbibed their role as second parents to the children

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International Journal of English Literature and Social Sciences, 5(6)
Nov-Dec 2020 | Available online: https://ijels.com/

STUDENTS
Complied Not Complied

8 8 8
7

1
0 0 0

Participate and cooperate Avoid or refrain from any Intervene to protect the Report to school
in all prevention, act of bullying victim, unless it will authorities any incident of
intervention and other jeopardize his safety and bullying
measures related to security
bullying implemented by
the school

Fig.3: Compliance of the students to the mandate stipulated in the IRR of RA 10627

The study revealed that students as observed by the indicator is not true to all the students since one of the
respondents have complied with the provisions of the Anti – interviewed students said that he chose not to intervene when
bulling Act. This observation however, is contrary to the fact he saw a group bullying someone because of his fear of getting
that students still bully others even when they know about that bullied too. Other students as testified, only watched when
bullying is not good. This is supported by a statement of one there is bullying incident in the school.
of the students being interviewed informally that her male It is also found out that some students who have
classmate always bully her even after being reprimanded by witnessed bullying did not report to the authorities. This is due
the teacher and being taught that what he’s doing could affect to their fear of being a victim of the act.
the children he is bullying. Figure 4 shows the compliance of the child protection
Also, the observation of the counsellor/ Child protection coordinator of the elementary schools in Tabuk City to the
coordinator on the compliance of the students to the third mandates stipulated in the IRR of RA 10627.

CHILD PROTECTION COMMITTEE

Complied Not complied
8
7 7 7

1 1 1
0

Conduct awareness-raising Ensure that the anti-bullying Monitor all cases or incidents Make the necessary referrals
programs with school policy adopted by the school related to bullying reported or to appropriate agencies,
stakeholders in preventing is implemented referred by the teacher, offices or persons, as may be
and addressing bullying guidance counsellor or required by the circumstances
coordinator
Fig.4: Compliance of the Child Protection Coordinators to the mandate stipulated in the IRR of RA 10627
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International Journal of English Literature and Social Sciences, 5(6)
Nov-Dec 2020 | Available online: https://ijels.com/

In response to the alarming bullying statistics recorded Another preventive strategy commonly practiced by
and to ensure that cases of bullying are closely monitored in elementary schools is the conduct of school symposium on
school level, DepEd issued order No. 40, series of 2012 bullying. This is one of the information dissemination
known as the DepEd child Protection Policy which requires techniques of schools to orient students on the “must – know”
all public and private elementary and secondary schools to about bullying. One of the strategy is inviting agencies
create their own child protection committees. The figure concerned like the Philippine National Police to lecture on the
shows that the child protection committee in the schools have topics related to bullying. Also, bullying and the punishment
complied with the provisions mandated in the IRR of the Anti of doing such the act are discussed during orientation
– bullying Act. Among the mandated responsibilities, the programs of some schools.
CPCs of elementary schools in the city have fully complied Responsive Approach of Elementary Schools in Tabuk City
with their role to ensure that the anti – bullying policy adopted As to the intervention/ responsive approach, home
by the school is implemented. The compliance shows that the visitation is the most commonly used strategy when bullying
collaborative effort of the school and community in occurred. The teacher accompanied by the guidance
combatting bullying is evident. counsellor or Child Protection coordinator visit the bully and
B. PREVENTION AND INTERVENTION PROGRAMS victim for an amiable investigation.
OF ELEMENTARY SCHOOLS When bullying occurs in the school, one of the
In addressing bullying in schools, approaches are intervention strategy done by the school authorities is to have
classified as preventative and responsive. The first aims to a meeting with the bully, victim, and sometimes with some
prevent bullying from occurring while the second aims to stop by- standers. In this way, the bully and the victim are given
bullying from re – occurring. counselling and for the case to be settled immediately. A letter
Preventive Approaches of Elementary Schools in Tabuk City reporting the incident and asking for help in giving pieces of
As mandated by the Anti – bullying Act, schools advice to the involved students will then be forwarded to the
involved in the study crafted, if not, adopted an anti – bullying parents of the students.
policy. Said policy commonly consist the dynamics of If after the above – cited intervention strategies were
bullying, the consequences of committing such act, and the done and the bully is still committing such misbehaviour for
different ways of handling bullying cases in the school. This third or more time, the bully will be subjected to suspension/
manifests the seriousness of these schools in combatting any expulsion policy. However, this strategy was practiced by
form of bullying in the school. In the literature review only few elementary schools in the city.
conducted by the Centre for Education Statistics and
Evaluation, the establishment of a school – wide anti – IV. CONCLUSION
bullying policy is one of the four key strategies for a
The determination of the different stakeholders of
successful whole – school approach which is one of the
the schools in addressing bullying in schools is evident
preventative anti- bullying approaches discussed. A meta –
through their efforts of complying with their responsibilities
analysis conducted by Lee, Kim and Kim (2015) found out
as mandated by the Implementing Rules of RA 10627. The
that establishing anti – bullying policies have greater effect to
students, however, are still hesitant to intervene when bullying
the bully victimization than those programs which does not
is taking place and even afraid to report the incident to their
include the establishment of the said policies.
teachers and other school authorities. Hence, not all bullying
Some of the schools involved in the study practice
cases occurring in the school are settled with the teacher and
the inclusion of topics on bullying in the different subject
simply continues.
areas. The purpose of such strategy is to teach students on the
It is also worth – noting that most of the strategies in
adverse effect of bullying not only to the bullied but also to
the anti – bullying programs crafted by schools are more on
the bully. Similarly, majority of schools in England used
intervention than prevention.
classroom – based anti – bullying content to prevent bullying
RECOMMENDATIONS
(Thompsons and Smith’s, 2011) and such strategy was
described helpful in stopping bullying in Australia (Rigby and Establishment of monitoring and evaluation tools to
Johnson, 2016). This is also one of the strategies of the KiVa closely monitor and evaluate the compliance of different
Anti – bullying Program of Finland. stakeholders to their roles and responsibilities as provided in
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International Journal of English Literature and Social Sciences, 5(6)
Nov-Dec 2020 | Available online: https://ijels.com/

the IRR of RA 10627 is needed. The formulation student [16] Smokowski, Paul R. (2013). Demographic, Psychological, and
alliances (may be called KAMI KONTRA PAMBUBULLY) School Environment Correlates of Bullying Victimization and
among schools which shall be led by the Child Protection School Hassles in Rural Youth
[17] Ttofi, M. & Farrington, D. (2011). Effectiveness of School –
Coordinator. This group of students shall be trained and
based Programs to Reduce Bullying: A systematic and meta –
empowered to take part in preventing or stopping bullying in
analytic review
school and shall take the lead to inform and empower their [18] www.kidspot.com.au
fellow students. Allocation of budget for the crafting an anti – [19] www.ncab.org.au
bullying software or computer application where teachers, [20] www.cese.nsw.gov.au
students and other stakeholder could report incidents of
bullying. Schools may consider going over the mechanics of
Olweus Bullying Prevention Program (OBPP) of Norway
from which they could adopt and contextualize preventive
ways in obviate bullying. The higher education institutions
offering criminal justice education courses may include anti –
bullying seminars and trainings to different schools and even
in communities as part of their extension project.

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