Paper Contents
Abstract
AbstractThis quantitative study investigates the prevalence and behavioral patterns of bullying among elementary school students. Utilizing a descriptive survey design, the study involved the collection of data through a structured questionnaire that assessed various forms of bullyingverbal, physical, social, and cyberalong with the frequency, context, and participant roles (perpetrator, victim, bystander). The study aimed to provide empirical insights into how widespread bullying is in the elementary level and to identify trends across grade levels, gender, and school environments. The findings revealed that bullying remains a significant issue in elementary schools, with verbal and social bullying being the most frequently reported types. Physical bullying was found to occur more often among lower grade levels, while relational aggression increased with age. A notable gender difference was also observed, with boys more likely to engage in physical bullying and girls more likely to experience or participate in social exclusion. The results also indicated that most incidents occur during unstructured school activities such as recess or lunch breaks, highlighting supervision gaps in these areas. The study underscores the need for early intervention and comprehensive anti-bullying programs tailored to the developmental and social context of young learners. Recommendations include targeted behavior management training for teachers, increased peer awareness campaigns, and the inclusion of socio-emotional learning in the curriculum to reduce bullying incidence and improve school climate.Keywords: bullying behavior, prevalence, elementary students, school violence, peer aggression, quantitative analysis
Copyright
Copyright © 2025 Maritess D. Camporedondo. This is an open access article distributed under the Creative Commons Attribution License.
