The two sides of bullying: A basis for intervention among intermediate pupils

This action research investigated the two sides of bullying—experiences of being bullied and of being a bully—among intermediate pupils of Panagas-Devera Elementary School, Lutayan District II. A total of 288 pupils, selected through Slovin’s formula and random sampling using the fishbowl technique, served as respondents. Data were gathered using a researcher-made survey questionnaire validated by master teachers and analyzed through mean, standard deviation, and the Pearson Product-Moment Correlation Coefficient. Findings revealed that the majority of respondents were 10 years old, with nearly equal distribution of males and females, and most came from families with modest socio-economic backgrounds, with fathers working primarily as fishermen or farmers and mothers as housekeepers. Results further showed that verbal bullying was the most frequently experienced and enacted form, with pupils reporting moderate experiences of being teased, cursed, or subjected to malicious gossip. Physical and social bullying occurred to a lesser extent, while cyberbullying was the least experienced due to limited access to digital devices. The overall results suggest that while bullying is present, it does not occur with high frequency. However, the impact on pupils’ well-being underscores the need for intervention. The study concludes that bullying among intermediate pupils is a real but manageable concern, highlighting the importance of school-level, classroom-level, and individual-level interventions. By fostering inclusivity, respect, and empathy, schools can reduce bullying behaviors and create a safer and more supportive environment for learners. The results serve as a basis for developing targeted anti-bullying strategies that engage pupils, parents, and educators in promoting a culture of kindness and accountability.