• The bullying statistics 2010 reveals that there are about 160,000

children that miss school every day out of fear of being bullied.

• Reported that there is an increase in cyber bullying activities.

• There are about 2.7 million students being bullied each year by

about 2.1 students taking on the role of the bully.

• 56% of all students have witnesses a bullying crime take place while

at school.

• 15% of all students who don’t show up for school report it to being

out of fear of being bullied while at school.

• 71% of all students report bullying as an on-going problem.

• 1 out of 10 students drops out or changes schools because of

repeated bullying.

• 1 out of every 20 students has seen a student with a gun at school.

• Suicide continues to be one of the leading causes of death among

children under the age of 14, the new bullying statistics 2010

reported that there is a strong connection between bullying, being

bullied and suicide.

•Bullying is a serious problem in our schools

today.

•School bullying affects not only the safety and

social well-being of the school community but

most importantly it creates unhealthy children

jeopardizing their holistic development.

•Bullying is a form of violence that hurts the

victims, the bystanders and the entire school

community.

Know your knowledge in Bullying

Test your knowledge about

bullying. Try to answer the test.

Check the column that

corresponds to your answer.

10 minutes allotted time

*1. FALSE. Only boys bully.

*Physical bullying by boys is the

most common and obvious

bullying behavior among

students. However, physical,

verbal and relational bullying

occurs among both boys and girls.

*2. TRUE. Spreading rumors is a form of bullying.

*Spreading rumors, name calling, isolating or

ostracizing other and causing embarrassment are

all forms of bullying that can cause serious long-

term consequences. These relational forms of

bullying may occur in both girls and boys. Some

studies have found a higher incidence of

relational aggression in girls.

*3. FALSE. Bullies are insecure and have low self- esteem.

*Many children who bully are popular, powerful, have

high social status, socially skillful and they have

average or better than average self- esteem; taking

particular pride in their aggressive behavior and

sense of control over less powerful peers whom they

victimize. Bullies may be members of a group where

bullying behavior is held in high regard. On the other

hand, some children who bully may have poor social

skills, experience feelings of being socially anxious or

depressed and bullying is a form of bravado or

“emotional toughness”.

*4. FALSE. Bullying usually occurs in the absence of peers.

*Peers are present in approximately 85% of bullying

episodes in school settings. Over 90% of students

report having witnessed instances of bullying in

their schools. Bystanders are always present,

whereas adults rarely witness bullying.

Approximately 75% of the time that peers are

witnessing bullying, they are reinforcing the child

who is bullying with positive attention or by

joining in.

*5. TRUE. Bullies have more power than their victims.

*Bullies usually choose victims who are physically

weaker or different or who have lower social

status. However some students both bully

themselves and are bullied by others. The

children who are both bullies and victims are at

highest risk for problems: they are more likely

to experience depression and anxiety and more

likely to become involved in delinquent

behavior.

*6. FALSE. Victims should ignore bullying behaviors and

learn to fight back.

*Bullying is a reflection of a power imbalance that

becomes consolidated through repeated

interactions in which children who are victimized

are unable to stop the bullying on their own and

are in need of the assistance of an adult to

protect them. Ignoring bullies by victims, peers

and teachers sends the wrong message to bullies

that they can continue to act as they have.

*7. FALSE. Children will outgrow bullying.

*Although aggression and bullying decreases as

children mature, unless adults or influential peers

intervene, bullying is likely to continue and, in some

instances, escalates into violence and delinquency.

Children considered chronic bullies are likely to

persist in such aggressive behavior into adulthood.

*8. FALSE. Telling on a bully will make the situation worse.

*Teachers need to teach students the difference

between tattling and reporting: Tattling is to get

someone into trouble; telling is to get someone out

of trouble. A major goal is to establish the school

climate and social conditions whereby both victims

and bystanders trust teachers enough to report

incidents of bullying. Research indicates that

children who report being victimized to an adult is

less likely to continue being victimized compared to

those who do not tell.

*9. FALSE. Teachers intervene often to stop bullying.

*Bullying is an “underground” activity that adults

often missed. Teachers intervene is only 14% of

classroom bullying episodes and only 4% of

playground episodes of bullying. School staff is

generally unaware of the episodes of bullying and

victimization.

*10. FALSE. Nothing can be done at schools to reduce bullying.

*Various school-based interventions reported worldwide

have reduced bullying by 15% to 50%. The most

successful interventions are ecological involving the

entire school staff, parents and community members.

*11. FALSE. Parents are usually aware that their children are

bullying others.

*Parents are often unaware of the extent of bullying

and victimization of their children. Moreover,

parents do not usually discuss bullying with their

children. Parents need to be active partners in

promoting their children’s healthy relationships and

preventing bullying.

*12. TRUE. The principal of the school is the most critical

person in implementing and evaluating a school bullying

prevention program.

*While it takes an entire “village” to reduce school

violence, a principal who can inspire, demonstrate

leadership, and establish a school climate of student

and staff responsibility and respect, as compared to

a school climate of fear and obedience, has been

found to be most effective in reducing bullying. The

principal is a key person in setting the toe for

discipline in the school.

refer to any severe or repeated use by one or morestudents of a written, verbal or electronicexpression, or a physical act or gesture, or anycombination thereof, directed at another studentthat has the effect of actually causing or placing thelatter in reasonable fear of physical or emotionalharm or damage to his property; creating a hostileenvironment at school for the other student;infringing on the rights of the other student atschool; or materially and substantially disrupting theeducation process of the orderly operation of aschool.

Source: R.A. 10627 also known as Anti-bullying actof 2013

Bullying is a form of emotional or physicalabuse that has three defining characteristics:

1. Deliberate – a bully’s intention is to hurtsomeone

2. Repeated – a bully targets the samevictim again and again

3. Power imbalanced – a bully choosesvictims that he or she perceives asvulnerable

Direct (Face to Face): directly hurts the victim physically

and psychologically.

*Verbal bullying (name calling, mocking, hurtful teasing,

insults, put downs, humiliating, giving racist or sexist

comments and harassment.

*Physical- bullying (shoving, pushing, hitting, beating

up, stealing or damaging property and physical assault.

*Psychological bullying (giving dirty looks, uttering

threats, forms of intimidating and committing

extortion)

Indirect. Indirectly but intentionally hurts the victims.

*Relational Bullying - telling people not to be friends

with a student who is targeted as a victim, spreading

rumors, damaging friendships, rejecting, excluding,

isolating, ranking or rating, humiliating; manipulating

friends and relationships; writing hurtful, blackmailing,

and proposing dangerous dares.

The use of electronic technology as a means of

bullying and harassing may involve:

*Threatening or harassing emails or instant

messages (SMS)

*Creating a website that belittles or ridicules

another student

*Taking unflattering or inappropriate pictures of

other students without their permission and

sharing them with others or posting them on an

internet site.

*Stealing someone’s password and sending mean

messages to others.

*Using cell phones, facebook or other social

networking sites to send derogatory, threatening

or harassing messages.

Most of the cases of bullying are verbal rather than

physical making it difficult to prove. Verbal bullying as a

form of emotional abuse does not present physical scars,

but is slowly kills the spirit of those continuously

victimized.

Most cases are viewed to be transitory because bullying

episodes are, on average, short-lived. But long term

effects.

For some teachers at school, they rarely observe

bullying directly and some admitted to be afraid to

intervene for fear of retaliation.

School staff are generally unaware of the extent of

bullying and victimization problems.

Parents are often similarly unaware of the extent of

bullying and victimization and they do not discuss

bullying with their children.

*Name calls, teases, threatens, physical hurts other

children or brags about being powerful over another

student.

*Suddenly and without justification acquires new toys,

school materials or objects or seems to have a lot of

extra money without reasonable explanation.

*Bullies is aggressive with siblings and parents at home

*Hot-tempered, impulsive; has a hard time following

rules.

*Effects on the BULLY.

*Lower grades

*Anti-social behaviors including:

*Use of drugs, alcohol and tobacco

*Engaging in vandalism, absenteeism,

oppositional behavior and defiance

directed at adults.

*Extensively cautious, sensitive, quiet, withdrawn and

shy, would cry easily, appear fearful, have few

friends and are classified as having emotional and

behavioral maladjustment or disorders.

*Anxious, insecure, unhappy and have very low self-

esteem.

*Victims often do not have a single good friend and

they tend to relate better to adults than to peers.

They often lack interpersonal skills needed to

develop friendships with peers.

*

*They may not fit the “macho” social image since

they perceive themselves to be physically weaker

than their male peers.

*If they are girls they tend to be less physically

attractive than female peers. Girls who develop

early and who are seen as attractive are more likely

to be sexually harassed by boys.

Effects on the VICTIMS.

*Loss of interest in schoolwork.

*Reluctance to attend school.

*Poor attendance

*Low grades and limited social contact with peers.

*Mood swings, esp. toward depression, irritability, unhappiness, outbursts of anger.

*Long-term consequences or repeated victimization may result to low self self-esteem, increase anxiety, depression, and even suicidal behavior (bullycide).

*In order to retaliate, some victims may become bullies in the end.

Effects on the BYSTANDERS.

*Feelings of anger and helplessness for not knowing

what to do during bullying incidences.

*Nightmares or paranoia about being the next

target

*Guilt for not taking action

*Modeling desired attitudes and behaviors and fostering

student-shared responsibility for the classroom’s social

and physical environment

*Applying classroom rules fairly and consistently thus,

establishing and communicating rules and sanctions

regarding bullying

*Setting out clear rules and specifying rewards and

sanctions for breaking the rules

*Teaching students how to ask for help and how to

report cruelty, bullying, and harassment, learning to

respond to requests of help and referring critical

bullying cases to appropriate sources of support

*Aligning instructional topics of courage, reasoning,

fairness, justice, responsibility, citizenship, and

collaboration with appropriate academic/elective

content or extracurricular activities.

*Promote personal and social skills development.

The Republic Act No. 10627 Known as “Anti-Bullying Act

of 2013”

“Requiring all elementary and secondary schools

to adopt policies to prevent and address the acts of

bullying in their institutions.”

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