Bullying remains a pervasive challenge in schools affecting learners’ emotional and academic development. This mixed-methods study examined effects of bullying on academic achievement and psychological well-being of elementary learners in Quezon Province. The quantitative component used a correlational-predictive design assessing physical, verbal, gender-based, social, and cyberbullying and explored school strategies addressing bullying. A total of 86 learners from 22 public elementary schools participated, completing questionnaires, adapted Ryff Psychological Well-Being Scale, and interviews with guidance counselors. Findings showed verbal and social bullying were most frequent, followed by physical, cyber, and gender-based. Victims showed low academic performance and psychological well-being, with reduced autonomy, personal growth, relations, and self-acceptance, and moderate environmental mastery and purpose in life. Regression analysis indicated verbal and cyberbullying significantly reduced academic achievement and psychological well-being while other forms showed no significant effects. Schools implemented anti-bullying measures such as awareness programs, counseling, classroom integration, and stakeholder collaboration. Study concludes emotionally distressing forms of bullying have strongest negative impact, highlighting need for targeted interventions. In response, Project SEL: A Socio-Emotional Learning Program is proposed to enhance resilience, well-being, academic performance, and school safety.
Banal et al. (Thu,) studied this question.
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