THE PROBLEMS

OF BULLYING
IN SCHOOLS

MANAY CRISTY HUPANDA

 There is a new concern about
school violence and DepEd have
assumed greater responsibility
for helping school official ensure
students’ safety. Perhaps more
than any other school safety
problem, bullying affects
students’ sense of security. The
most effective ways to prevent or
lessen bullying require school
administrators’ commitment and
intensive effort.
 International research
suggests that bullying is common
at schools and occurs beyond
elementary school; bullying
occurs at all grade levels,
although most frequently during
elementary school. It occurs
slightly less often in middle
schools, and less so, but still
frequently, in high schools. High
school freshmen are particularly
vulnerable.
Definition
of Bullying
Definition of Bullying

DepEd order No. 40, S. 2012

(CHILD PROTECTION POLICY)

Defines bullying or teen abuse

as a willful aggressive
behavior that is directed,
towards a particular victim
who may be outnumbered,
younger, weak, with disability,
less confident, or otherwise
vulnerable.
Two Components of
Bullying
1. Repeated harmful acts
Involves repeated physical,
verbal of psychological attacks
or intimidation directed against
a victim who cannot properly
defend him-or herself because
of size or strength.
2. Power Imbalance
a bully has a perceived
authority over another due to
factors such as gender, size, or
age.
When Does a
Student
Commit
Bullying?
When Does a Student
Commit Bullying?

When a student commits an

act or a series of acts directed
towards another student, or a
series of a single acts
directed towards several
students in a school setting or
a place of learning, which
results in physical and mental
abuse, harassment,
intimidation, or humiliation.
Types of
Bullying
Types of Bullying
Direct Bullying-
is a relatively
open attack on a
victim that is
physical and/or
verbal in nature.
 Types of Bullying
Indirect Bullying- is
more subtle and harder to
direct, but involves one or
more forms of relational
aggression including social
isolation, intentional
exclusion, rumor-spreading,
damaging someone’s
reputation, making faces or
obscene gestures behind
someone’s back, and
manipulating friendships and
other relationships.
 Types of Bullying
Direct Bullying- is a relatively
open attack on a victim that is
physical and/or verbal in nature.
Indirect Bullying- is more subtle
and harder to direct, but
involves one or more forms of
relational aggression including
social isolation, intentional
exclusion, rumor-spreading,
damaging someone’s reputation,
making faces or obscene gestures
behind someone’s back, and
manipulating friendships and other
relationships.
 Types of Bullying
Physical Bullying- is any
unwanted contact between the
bully and the victim. This is the
one of the most easily identifiable
forms of bullying:
 Punching
 Pushing
 Shoving
 Kicking
 Hating
 Inappropriate touching
 Tickling
 Headlocks
 Pinching
 School Pranks
 Teasing
 Fighting
 Use of available objects as weapons
 Types of Bullying

Verbal Bullying- is
any slanderous
statements or
accusations that
cause the victim
undue emotional
distress.
 Types of Bullying

Directing foul
language(protamity)
at the target
Using derogatory
terms or deriding the
person’s name
 Types of Bullying
Commenting
negatively on
someone’s lover,
looks, clothes, body,
etc
Tormenting
Mocking
Teasing
Belittling
 Types of Bullying

Cyber Bullying- when a

child , pre teen or teen is
tormented, threatened,
harassed, humiliated,
embarrassed or otherwise
targeted by another child,
pre teen or teen using the
Internet, interactive and
digital technologies or
mobile phones.
 Types of Bullying
School Bullying- bullying that
occurs in an educational setting.
This is characterized by:
1. An Intention Harm: Intention
suggests that the harm caused is
deliberate, not accidental.
2. Victimization Distress- bullying
causes the victim to suffer mild
to severe psychological, social or
physical trauma.
3. Repetition: bullying is persistent;
it happens more than once or
has the potential to occur
multiple times.
4. Power Inequity: bullying
includes a real or perceived
imbalance of power between the
bully and the victim.
5. Provocation: bullying is proposed
to be part of progressive
aggression; motivated by perceived
benefits of their aggressive
behaviors.

The long-term effects of school

bullying are numerous, and can
include sensitivity, anxiety and
depression. Recent statistics
suggests that the majority of
students will experience bullying at
some point in their academic
careers.
4. Power Inequity: bullying
includes a real or perceived
imbalance of power between the
bully and the victim.
5. Provocation: bullying is proposed
to be part of progressive
aggression; motivated by perceived
benefits of their aggressive
behaviors.

The long-term effects of school

bullying are numerous, and can
include sensitivity, anxiety and
depression. Recent statistics
suggests that the majority of
students will experience bullying at
some point in their academic
careers.
In the early 21st Century, increasing
attention has been given the
importance of teachers and parents
understanding and recognizing the
signs of bullying and being equipped
with strategies and tools to address
school bullying.
 Types of Bullying
Sexual Bullying- is any bullying
behavior, whether physical or
non-physical, that is based on a
person’s sexuality or gender. It
is when sexuality or gender is
used as weapon by boys and girls
towards other boys and girls-
although it is commonly directed
at girls. It can be carried out to
a person’s face, behind their
back or through the use of
technology.
 Types of Bullying
Pack Bullying- is bullying undertaken
by group. The 2009 Wesley
Report on bullying prepared by an
Australia-based group, found that
pack bullying was more prominent in
high schools and characteristically
lasted longer than bullying
undertaken by individuals. Pack
bullying may be physical or
emotional and may be perpetrated
in person or in cyberspace. It can
take place in schoolyard, school
hallways, sports fields, classrooms,
restrooms and on school bus.
 Incidents of
Bullying/
Bullying Venues
 Incidents of bullying/
Bullying Venues
 Bullying most often occurs where
adult supervision is low or absent
 Bullying locations vary by context
Examples:
Schoolyards/playground, hallways,
comfort rooms, canteens, indoor
recess and classrooms.
 The design of less-supervised
locations can create opportunities
for bullying.
 Classroom bullying may have more
to do with the classroom
management techniques a teacher
uses then with the number of adult
supervision in the room.
 Incidents of bullying/
Bullying Venues

 Other areas also offer

opportunities for bullying. The
Internet, still relatively new,
creates opportunities for cyber-
bullies, who can operate
anonymously and harm a wide
audience.
Victims of
Bullying
 Victims of Bullying
 Most bullies victimize students
in the same class or year,
although 30% of victims
report that the bully was older,
and approximately 10% report
that the bully was younger.
 One major study found ‘’the
only external
characteristics…..to be
associated with victimization
were that victims tended to be
smaller and weaker than their
peers.
 Victims of Bullying

 It is unknown the extent to

which physical, mental or
speech difficulties,
eyeglasses, skin color,
language, height, weight,
hygiene, posture and dress
play a role in victim
selection.
Consequences
of Bullying
 Consequences of
Bullying
 Victims of bullying suffer
consequences beyond
embarrassment. Some
experience psychological
and/or physical distress, are
frequently absent and cannot
concentrate on schoolwork.
Research generally shows
that victims have low self-
esteem, that will lead to
depression that can last for
years after the victimization.
Warning
Signs of
Bullying
 Warning Signs of
Bullying
There are warning signs for
everyone involved in bullying.
Whether your child is being bullied,
doing the bullying, or witnessing it,
there are signs to look for. Parents
should always keep the lines of
communication open by starting
conversations about daily life and
feelings with questions like: What
was one good thing that happened
today? What is your lunch time like
at your school? Who do you sit
with?
 Warning Signs of
Bullying
Keep the questions open-ended so
your child can describe his or her day.
Listen for clues as they talk and
follow up with further questions if
you suspect something is happening
to your child. First, you need to help
your child understand what bullying
is. Kids who know what bullying is
can better identify it. Kids need to
know what steps to take if they have
been bullied or have seen someone
else get bullied. You should
encourage your child to always report
bullying. Let them know that bullying
is not acceptable for any reason, and
they should report it immediately.
 Signs that a child is
being bullied
Unexplainable injuries
Lost or destroyed
clothing
Change in eating
habits
Declining grades
Continuous school
absences
Self-injury
 Signs that your child
bullying others
 Getting into physical or
verbal fights
 Getting sent to the
principal’s office
frequently
 Having friends who
bully others
 Becoming increasingly
aggressive in normal
day activities
Signs your child has
witnessed bullying

 Poor school
behavior
 Emotional
disturbance
 Depression
 Post-traumatic
stress
Signs your child has
witnessed bullying

 Poor school
behavior
 Emotional
disturbance
 Depression
 Post-traumatic
stress
ANTI-BULLYING ACT OF 2013

IMPLEMENTING
RULES AND
REGULATIONS
OF REPUBLIC ACT
10627
 RULE I
PRELIMINARY PROVISIONS
Section 1. Short Title. 
These rules shall be known as the
“Implementing Rules and Regulations
of the Anti-Bullying Act of 2013.”
Section 2. Scope and Coverage.
These rules shall cover all public and
private kindergarten, elementary and
secondary schools and learning centers.
 RULE II
DEFINITION OF TERMS
Section 3. Definition of Terms. – As used in this 
Implementing Rules and Regulations (IRR), the 
following terms shall be defined as:
a. “Act” refers to Republic Act No. 10627, otherwise 
known, as the “Anti-Bullying Act of 2013″;
b. “Bullying” refers to any severe, or repeated use by 
one or more students of a written, verbal or electronic 
expression, or a physical act or gesture, or any 
combination thereof, directed at another student that 
has the effect of actually causing or placing the latter in 
reasonable fear of physical or emotional harm or 
damage to his property;
 RULE II
DEFINITION OF TERMS
Creating a hostile environment at school for the other 
student; infringing on the rights of another student at 
school; or materially and substantially disrupting the 
education process or the orderly operation of a school; 
such as, but not limited to, the following:
1. Any unwanted physical contact between the bully 
and the victim like punching, pushing, shoving, 
kicking, slapping, tickling, headlocks, inflicting school 
pranks, teasing, fighting and the use of available 
objects as weapons;
2. Any act that causes damage to a victim’s psyche 
and/or emotional well-being;
 RULE II
DEFINITION OF TERMS
3. Any slanderous statement or accusation that causes the 
victim undue emotional distress like directing foul 
language or profanity at the target, name-calling, 
tormenting and commenting negatively on victim’s looks, 
clothes and body;
4. “Cyber- bullying” or any bullying done through the use 
of technology or any electronic means. The term shall also 
include any conduct resulting to harassment, intimidation, 
or humiliation, through the use of other forms of 
technology, such as, but not limited to texting, email, 
instant messaging, chatting, internet, social media, online 
games, or other platforms or formats as defined in DepED 
Order No. 40, s. 2012; and
 RULE II
DEFINITION OF TERMS
5. Any other form of bullying as may be provided in the school’s 
child protection or anti-bullying policy, consistent with the Act 
and this IRR.
b. 1. The term “bullying” shall also include:
1. “Social bullying” – refers to any deliberate, repetitive and 
aggressive social behavior intended to hurt others or to belittle 
another individual or group.
2. “Gender-based bullying” – refers to any act that humiliates or 
excludes a person on the basis of perceived or actual sexual 
orientation and gender identity (SOGI).
c. “Bully” – refers to any student who commits acts of bullying as 
defined by the Act or this IRR.
d. “Bullied” or “Victim” – refers to any student who experiences 
the acts of bullying or retaliation as defined by the Act or this IRR.
 RULE II
DEFINITION OF TERMS
e. “Bystander” – refers to any person who witnesses or has 
personal knowledge of any actual or perceived acts or 
incidents of bullying or retaliation as defined by this IRR.
f. “Learning center” – refers to learning resources and facilities 
of a learning program for out-of-school youth and adults as 
defined in DepED Order. No. 43, s. 2013.
g. “Service provider” – refers to any person who is not a 
teacher or school personnel but who works in the school, such 
as, but not limited to, security guards, canteen personnel, 
utility workers, and transportation service personnel.
h. “Student” – refers to a person who attends classes in any 
level of basic education, and includes a pupil or learner as 
defined in DepED Order No. 40, s. 2012.
 RULE III
ANTI-BULLYING POLICIES
Section 4. Adoption of Anti-Bullying Policies
All public and private kindergarten, elementary 
and secondary schools shall adopt policies to 
address the existence of bullying in their 
respective institutions. Such policies shall be 
regularly updated and, at a minimum, shall 
include provisions on prohibited acts, 
prevention and intervention programs, 
mechanisms and procedures.
 RULE IV
PROHIBITED ACTS
Section 5. Prohibited Acts
Consistent with Section 3 of the Act, the anti-bullying policy 
shall prohibit:
1. Bullying at the following:
       a. school grounds;
       b. property immediately adjacent to school grounds;
       c. school-sponsored or school-related activities, functions  
             or programs whether on or off school grounds;
       d. school bus stops;
       e. school buses or other vehicles owned, leased or used by a 
     school;
       f. school buses or school services privately-owned but 
accredited by the school.
 RULE IV
PROHIBITED ACTS
2. Bullying through the use of technology or an 
electronic device or other forms of media owned, 
leased or used by a school.
3. Bullying at a location, activity, function or program 
that is not school-related and through the use of 
technology or an electronic device or other forms  of 
media that is not owned, leased or used by a  school; and
4. Retaliation against a person who reports bullying, who 
provides information during an investigation of 
bullying, or who is a witness to or has reliable 
information about bullying.
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
Section 6. Prevention Programs
All public and private schools shall adopt bullying 
prevention programs. These programs shall be 
applicable to all students regardless of level of 
risk or vulnerability to bullying. Said programs 
shall also be comprehensive, multi-faceted and 
shall involve all education stakeholders and 
personnel. The programs may contain among 
others:
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
(1) School-wide initiatives centered on:
a. positive school climate and environment conducive to the 
attainment of learning objectives, the development of 
healthy relationships and the understanding of and respect 
for individual differences;
b. periodic assessment and monitoring of the nature, 
extent, and perceptions of bullying behaviors and attitudes 
of students;
c. periodic review and enhancement of the students’ and 
personnel’s manual or code of conduct in relation to 
bullying;
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
d. conduct of activities for students, school 
personnel and service providers on how to 
recognize and respond to bullying.
e. continuing personnel development to sustain 
bullying prevention programs; and
f. coordination with Local Government Units, 
barangay (Barangay Council for the Protection of 
Children) and other stakeholders.
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
(2) Classroom-level initiatives that focus on:
a. reinforcing school-wide rules pertaining to bullying;
b. building a positive sense of self and interpersonal relationships 
through the development of self-awareness and self-
management, interpersonal skills and empathy, and responsible 
decision-making and problem-solving;
c. discussion of issues related to bullying, and strategies for 
responding to and reporting of incidents of bullying;
d. teaching positive online behavior and safety and how to 
recognize and report cyber-bullying; and
e. providing an inclusive and caring learning environment for 
students.
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
(3) Involving parents in bullying prevention 
activities, such as:
a. discussions of the anti-bullying policy of the 
school, emphasizing bullying prevention during 
Parents-Teachers Association meetings and 
seminars; and
b. conducting or sponsoring education sessions for 
parents to learn, teach, model, and reinforce 
positive social and emotional skills to their children.
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
(4) Monitoring students who are vulnerable
to committing aggressive acts or who are
perpetrators of bullying, or who are
possible targets or victims, for the purpose
of early intervention. This activity shall be
conducted with utmost confidentiality and
respect for all parties concerned.
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
Section 7. Intervention Programs
There shall be intervention programs to promote the 
continuity of comprehensive anti-bullying policies. 
Intervention refers to a series of activities which are 
designed to address the following:
a. issues that influence the student to commit 
bullying;
b. factors that make a student a target of bullying; 
and
c. effects of bullying.
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
Interventions may include programs such as 
counseling, life skills training, education, and other 
activities that will enhance the psychological, 
emotional and psycho-social well-being of both the 
victim and the bully. Such programs may:
a. involve activities that will address acts of bullying;
b. emphasize formative and corrective measures 
rather than punishment;
c. conform to principles of child protection and 
positive and non-violent discipline;
 RULE IV
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
d. help the victim, the bully, and the bystanders 
understand the bullying incident and its negative 
consequences; and
e. provide opportunities to practice pro-social 
behavior.
All schools shall develop intervention strategies 
involving all parties, such as bullies, victims, 
bystanders, parents, school personnel, service 
providers and all other persons who may be affected 
by the bullying incident.
PROCEDURE IN HANDLING BULLYING CASE
STEP I
The bullied shall report the case of bullying
to any school personnel. The person who
witnessed the incident shall stop the act of
bullying by:
 Separating the students involved.
 Removing the bully, bullied and
bystanders from the site.
Ensuring the victim’s safety.
PROCEDURE IN HANDLING BULLYING CASE

STEP I

In cases of serious physical injury, refer the

student to the clinic teacher or class adviser for
first aid and/or take the injured student
together with the parents/ legal guardian to
the nearest accredited government hospital.
PROCEDURE IN HANDLING BULLYING CASE

STEP 2

The class adviser shall verify the report through

the use of symptom checker, conduct interview
and visitation (if necessary). He/She shall refer
the incident to the Guidance
Teacher/Counselor.
PROCEDURE IN HANDLING BULLYING CASE

STEP 3

The class adviser / Guidance Teacher /

Counselor fill out the Intake Sheet.
PROCEDURE IN HANDLING BULLYING CASE

STEP 4

The School Head / Principal as the

Chairperson of SCPC shall call for a meeting
through the Class Advise/s who shall then
inform the parents/legal guardian of the
students
PROCEDURE IN HANDLING BULLYING CASE

STEP 5

The School Child protection Committee may

recommends intervention or may refer the
case to proper authorities for proper handling,
coordination and support.
PROCEDURE IN HANDLING BULLYING CASE

STEP 5
* For referral as deemed necessary: coordinate with the
proper authorities such as Barangay Council for the
Protection of Children (BCPC), Local Social Welfare and
Development Office (LSWDO), Philippine National Police
(PNP), Women and Children’s Protection Desk. In cases
that child cannot go back to school he/she can be
referred to undergo different DepEd programs like
Alternative Learning System (ALS) , Alternative Delivery
Mode (ADM) and Philippine Education Placement Test
(PEPT)
PROCEDURE IN HANDLING BULLYING CASE

STEP 6

The School Child Protection Committee

ensures constant monitoring and follows up of
the student’s case through school’s initiated
programs, projects and activities related to
bullying.
PROCEDURE IN HANDLING BULLYING CASE

STEP 7

The School Child Protection Committee

submits consolidated reports to the District
Coordinator who shall then submit the reports
to the Division Office (Legal Section/
Supervisor-In-Charge)
THANK
YOU