Monkayo National High School – Senior High School

Humanities and Social Sciences

_________________________

Presented by:

Jerry Queen Mendoza Cabatlao

Jezza Mae Uyangurin Pugna

Bea Denise Bisnar Salcedo

Marien Asotilla Antiquesa

Rhodel Del Pillar Malate

Mikhaila Imba Luntad

Regene Langi Robles

The Impact of Bullying on Mental Health of Senior High School

Students in Monkayo National High School – Senior High

Practical Research Teacher:

Mariecriz Balaba Banaez

January 2023
 INTRODUCTION

BACKGROUND OF THE STUDY

Educators of the 21st century must give an utmost concern on mental

health matters since over the past few decades it has been extensively

increased among students that may affect their academic performance.

However, research findings has shown that the students' mental health has

gradually declined. Yosep (2020)stated that it can take the form of anxiety,

low psychological well-being, low social adjustment, psychological distress,

and a risk of suicide. Some researchers refer to this trend as an" emerging

mental health crisis" in higher education (Evans et al., 2018). It is primarily

believed that mental health issues are expanding in occurrence and severity.

Furthermore, Charlson(2019) stated that it is estimated that almost 10

people have a moderate or severe mental disorder as a result of rising cases

of bullying in school.

Bullying involves hurtful actions between peers where an imbalance of

power exists. Violence among students at school is an ever-growing problem.

In the effort of the researchers to address this prevailing problem, several

studies have been found. Bayer (2018)examined links between bullying at

school and mental health among teenagers in Australia. Those who

experienced bullying more than once a week had poorer mental health than

children who encountered bullying less frequently. Hysing(2021)

investigated the association between the experienced of bullying(as a victim

or perpetrator) and mental health, sleep disorders, and school performance

among 16-19 year's old from Norway. Moreover, Saminathen(2021)

concluded that school is a potentially protective factor against mental health

problems, as it provides a socially supportive context and prepares students

for higher education. Nonetheless, it may also be the primary setting for

protracted bullying and stress. Foody et al. (2018) stated that even though

bullying can be observed almost anywhere, the school setting is the most

commonly studied one, so the responsibility for preventing and tackling

school bullying has been placed on school administrators and other

educational staff.

One recent study conducted in the Philippines are examined the

prevalence of bullying victimization and perpetration in the Philippines as

well as how teachers responded to incidents of bullying. 340 sixth graders

from five different Western Visayas schools made up the study's overall

participant pool. Boys made up slightly more than half (54.1%) of the

sample, while girls made up 45.9%. Data from the survey were analyzed

using descriptive statistics. Children's self-reports showed that the

prevalence rates for victimization and perpetration were 40.6% and 23.8%,

respectively. The most frequent form of bullying that kids experienced as

both a victim and a perpetrator, regardless of gender, was verbal abuse. The

way that teachers dealt with bullying was consistent with the direct

punishments that were placed on those who bullied others, such as verbal

reprimands, temporary expulsion from class, the revocation of privileges,

and suspension. Few teachers and school staff members reported bullying

incidents to their institution's child safety committee, despite the fact that

they were all mandated to do so. These results point to the necessity for a
more effective anti-bullying program as well as a comprehensive review of

the RA 10627, also known as the Anti-Bullying Act of 2013,'s implementing

rules and regulations. In the Municipality of Monkayo, Province of Davao De

Oro, the researcher conclude that students' mental health is one of the

concerns that they encountered, as a result of constant acts of bullying.

In a work environment characterized by increasingly rapid health

issues due to bullying, a higher degree of awareness and encouragement to

prevent or stop bullying will be demanded. To fill in the gap of literature,

which is to determine and understand the interrelated indicators such as

the physical factors, the psychological factors, and the school environment

could lead to a deeper explanation of students' mental health issues.

Therefore, the study of The Impact of Bullying on Mental Health among

Grade 12 Students in Monkayo National High School, Monkayo Davao De

Oro, is indeed necessary, urgent, and deserves special attention since it has

an adverse impact on students' well-being, mental health, and academic

performance.

Objectives of the Study

The purpose of this study is to determine the significant influence of

the bullying on students' mental health in Monkayo National High School -

Senior High School. Specifically, it intends to attain the following objectives:

1. To identify the level of Bullying in terms of:

1.1 Physical factors;

 1.2 Psychological factors; and

1.3 School Environment.

2.To assess the level of Students Mental Health in terms of:

2.1 Self- Esteem

2.2 Person's Background

2.3 Relationship Management

3.To determine the significant relationship between Bullying and Students'

Mental Health.

4. To determine which domain in Bullying that significantly influence the

Students' Mental Health.

Research Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

1. There is no significant relationship between Bullying and Students'

Mental Health.

There is no domain in Bullying that significantly influences the Students'

Mental Health.

Significance of the Study

The stakeholders who benefit from this study are the following:

SCHOOL PRINCIPALS. The results of this study provided sapience and

enough information to conquer the dilemma of the students about bullying
that may affect their mental health concerns. Moreover, this will help them
make strategies to manage their emotional and psychological problems and
avoid physical harm effectively and adequately.
TEACHER. This study is also beneficial to the teachers as they hold a more
significant factor in this problem since bullying has happened in the school.
This study will further help them on how to discipline those who engaged in
bullying and those who experienced bullying and effectively teach the
students the correct core values and virtue to avoid serious illness.

STUDENTS. The result provided them with the possible factors that
influence them to be bullies to improve their characteristics and avoid
conflict. Furthermore, to protect them against bullying from their
classmates, which could lead to mental health issues, awareness and
prevention are provided in this study.

FUTURE RESEARCHER. This study may contribute to the next researcher

similar to their topic. The findings and recommendations will be in
dependable input for the improvement of their research related to this.

Scope And Delimitation of the Study

The coverage of this study were the students in Monkayo National

High School -Senior High School but was delimited only in Grade 12
students who were enrolled in the School Year 2022-2023. Bullying has
been described by many authors, but this study uses only the indicators
identified by Sharp and Theiler (2018) ,which are physical
factors ,psychological factors, and School Environment. Moreover, Students
Mental Health may be understood in different ways, but in this study, it is
delimited to the three indicators according to Yosep (2020) namely, Self-
Esteem ,Person's Background and Relationship Management

Time and Place of the Study

The findings of the study are specific to the context of the Senior High
School department of Monkayo National High School, located at Lorenzo
Sarmiento Street, Poblacion, Monkayo, Davao de Oro, in the school year
2022-2023. It has an old and new building that occupies the space. More
than 60 classrooms, a mini gymnasium, a library, a computer laboratory, a
science laboratory, and many others. It has six Grade levels composed of
Grade 7, Grade 8, Grade 9, and Grade 10 for the Junior High, and Grades
11 and 12 for the Senior High with two tracks namely the Academic track
and Technical, Vocational, and Livelihood (TVL) track. The students are
coming from different Tribes, such as Bisaya, Mandaya, and Surigaonon.
Among these tribes, Bisaya is the most dominant. The students are coming
from a middle-class family from different Barangay in Monkayo, Davao de
Oro. The respondents are all Grade 12 Senior High School students of
Monkayo National High School who are asked if they encountered bullying
and how they tend to manage their mental health.

OPERATIONAL DEFINITION OF TERMS

To facilitate a better understanding of this study the following terms at this

moment operationally.

Mental Health . it includes our emotional, psychological, and social well-

being. It affects how we think, feel, and act. It also helps determine how we
handle stress, relate to others, and make healthy choices.

Bullying. an act of unwanted aggressive behavior through verbal and

physical means. Peer bullying in school, particularly at Monkayo National
High School -Senior High School, is dominant and has become a primary
concern.
1.1 Physical Factors

1.2 Psychological
Factors Conceptual Framework

1.3 School Environment

Bullying Mental Health

2.1 Self-Esteem

2.2 Person's
Background

2.3 Relationship
Management

Figure 1 shows the research paradigm of the study. It consists of two

variables, the independent and dependent variables. The independent
variable of this study is the Bullying that is patterned after the work of
Sharp and Theiler (2018). This variable has three indicators, namely
Physical Factors, Psychological Factors, and the Behavioral Factors. The
Physical Factors means a students' physical actions to intimidate and gain
control over a target. The physical actions are unwanted by the victim and
can either cause damage to their body or possessions. This behavior is all
too common in schools. According to the National Center for Education
Statistics, 6.7% of students in the 2016-2017 school year were physically
bullied. The Psychological Factors explain individual reactions to bullying
victimization in school-aged children. The selected psychological variables
are coping, social support, attachment, negative affectivity/neuroticism. The
School Environment means a students' set of relationships that occur
among members of a school community that are determined by structural,
personal, and functional factors of the educational institution.

On the other hand, dependent variable of this study is the Competency in

Geometry, based on the work of Yosep(2020). This variable has three
indicators, namely School Environment, Person's Background and Self-
esteem. The Self-Esteem is a core component of bullying prevention. With
healthy self-esteem, teens will not only be more confident, but they also will
be able to identify their strengths — and their weaknesses — and still feel
good about themselves. The School Environment means a students' set of
relationships that occur among members of a school community that are
determined by structural, personal, and functional factors of the educational
institution. The Person’s Background is the student’s kind of family you
come from and the kind of education you have had, and Relationship
Management is a Strong relationships provide a foundation for student
engagement, belonging, and, ultimately, learning. The more high-quality
relationships students have with their teachers, the better their engagement
in school.

Review of Related Literature

Bullying

Bullying is no longer considered as a normal rite of passage, but a primary

public health problem, which is known to pose serious long-term impacts in
schools (Swartz, 2016). Some children and youths are victims of bullying in
schools, and they are bullied through different electronic means (Swartz,
2016). It is well established that bullying among children and youths lead to
different physical symptoms such as headache and sleep disturbances.
Bullying in schools also leads to anxiety, depression, and substance use,
especially among youths Menesini & Salmivalli, (2017). Similarly,
perpetrators experience long-term consequences such as higher risks for
depression and can engage in activities, such as vandalism and theft
(Swartz, 2016).Elamé (2013) explained that in Monkayo, school children
experienced different types of bullying, such as physical bullying, which has
been an intercultural challenge.
Physical Factors

Physical bullying occurs most often at school, though it can also

occur on the way to and from school and after school. Middle school is the
age when bullying is most common, with almost all middle school students
being affected directly or indirectly by bullying. This is an age where young
people want more to fit in with their peers, making some students more
likely to bully or condone bullying to fit in, while those who don’t fit in stand
out more as victims. Bullying can also occur in earlier grades, as well as
through high school and even into adulthood.Victims of physical bullying
are usually physically weaker than the bullies, and also may be socially
marginalized for some reason, including weight, ethnicity, or other
characteristics that make it harder for them to fit in. Bullying can have
serious consequences for the victim, leading to low self esteem, depression,
trouble at school, and sometimes even violent behavior.

Psychological Factors

It is evaluated that psychological factors in the present systematic review

were depression, anxiety, and patient expectations. The evidence for an
influence of depression, anxiety, and patient expectations on postoperative
outcome was less convincing than for mental healt

School Environment

The school environment is not only a safe haven for learning but a place
where several activities take place (Smith, 2016). Relational leadership and
ethics are complementary approaches applied in schools to regulate bullying
(Bosu et al., 2011). For schools to be effective, the school climate,
curriculum, resources, and leadership must be balanced to avoid bullying.
The leadership skills and characteristics of the school principals are very
important in the everyday functioning of the school and in influencing the
incidences of bullying in the school environment (Cunliffe et al.,
2017).Principals have to ensure that children are reaching their potential,
but they are also tasked with creating environments that are conducive for
learning, by ensuring that these environments are orderlly, courteous and
safe (Polanin et al., 2013). A conducive school climate is vital for the
effectiveness of learning, as this will determine the level of trust (Maslowski,
2016). Trust within a school environment facilitates the processes necessary
for the smooth functioning of the school and the prevention of bullying
incidences. If trust is established, cooperation and communication will
prevail, both of which are integral to productive relationships, which limits
cases of school bullying. Leadership skills and leadership characteristics
can mitigate bullying in schools and foster values-based behavior (Smit &
Scherman, 2016). When school leaders adopt relational leadership and
comply with ethical care, they can counteract overt and covert processes
associated with school bullying. This, therefore, creates positive behaviors
that contribute to social ways of behaving and exemplify equality and
fairness (Smit & Scherman, 2016). It is important to note that bullying
within a social system is one of the most underestimated problems in
schools, and it occurs at both primary and secondary schools. The principal
is the main asset of most schools and has to use all skills available to keep
all parties safe from all school activities, especially bullying (Smith, 2016).

Students Mental Health

Mental health scientists and researchers use the term ‘silent epidemic’ or
‘crisis’ to describe the mental health challenges faced by students (Sarah K.
Lipson,2022).It is important for students to learn about mental health
issues and the broad spectrum of their symptoms. Not just students,
teachers must be made aware of how mental health affects students

Self-Esteem

A person's overall assessment of their worth is reflected in their attitude

toward themselves, which can be either good or negative.It begins to develop
at birth and change constantly as a result of experience . The function of
self-esteem in the adolescent period is particularly significant.(K
Minev,2018).

Person's Background

Academic success has been demonstrated to significantly depend on

students' attitudes about their study. According to research findings, the
kids' mental health has been deteriorating over time. According to Yosep
(2020), it might manifest as anxiety, poor psychological wellbeing, poor
social adjustment, psychological distress, and a suicide risk. This pattern
has been labeled by some experts as a "growing mental health catastrophe"
in higher education (Evans et al., 2018).

Relationship Management
Victims cope with their distress by protecting them from the development of
rumination (Chu et al., 2019) that would lead to inappropriate relationship
with peers through impulsive or aggressive behaviors (Pabian &
Vandebosch, 2016).Students who encounter mental health issues may
affects on how they manage their relationship within their peers and
family.Students facing mental health issues are more likely to become less
friendly. They seem less interested in making friends or building any
relationships. They lack the enthusiasm to participate in social activities.The
quality of student-teacher relationship has been documented a strong
positive impact on student's behaviour and on peer relationship.While on
the other side ,conflictual student-teacher relationship have been associated
with higher levels of peer victimization.Relationship management has the
capability to influence student's aggressive behaviors.Students who
experience rejection or being bullied by peers usually show more aggressive
behavior and in turn strong disconnect from the class and them experience
low levels of social preference Canter(2015) .