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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
The Status of the Anti – Bullying Policy of MSU – LNCAT Campus:
Basis for an Intervention Plan
Nor-Ain Hassan Alim, Phd
MSU – Lanao National College of Arts & Trades, Marawi City, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0615
Received: 26 October 2025; Accepted: 01 November 2025; Published: 08 November 2025
ABSTRACT
The study sought to find out the status of the anti – bullying policy of MSU – LNCAT campus. Specifically,
this study answered the questions; what are the profiles of the respondents in terms of age, gender and length of
service; what is the status of the anti – bullying policy of the campus in terms of types of bullying inside the
campus, and school strategies; and is there a need for an intervention program? It used the descriptive-survey
method of research. A questionnaire was the primary tool used in gathering data. The respondents of the study
were the Junior High School Department employees. In analyzing the data that were gathered, the frequency
count and simple percentage were used to determine the profiles and observations of the respondents.
The results disclosed that majority of the respondents revealed that the social bullying, verbal bullying, and
physical bullying existed in the campus. Moreover, majority of the respondents confirmed that the school
organized strategies such as promote students’ awareness of their rights; establish and enforce clear and fair rules
on bullying and involve students, teachers and parents in the school response; encourage bystanders to take
immediate action, such as speaking up and reporting the incident; and provide a means for students to report
bullying confidentially. Then, it suggested that the Anti-Bullying Policy of the campus had to be strengthened.
The faculty had to be educated on the Anti – Bullying Methods to prevent the existing bullying in the campus.
The level of awareness of the stakeholders had to be increased to stop bullying. And an intervention program
was highly recommended to address the existing bullying.
Keywords: Status, Anti-Bullying, Intervention Plan
INTRODUCTION
Bullying is a major issue in schools, according to the Programme for International Students Assessment (PISA)
survey launched by the Organization for Economic Co-operation and Development (OECD) in 2015 and
published in 2017. The survey was responded to by 540,000 15-year-old students from 72 countries. Around
11% of students reported that other students made fun of them at least a few times per month, while 4% said
they were hit or pushed around by other students at least a few times per month (PISA, 2017). This implies that
school bullying needs to be addressed properly by school authorities.
Further, bullying in schools is a pervasive threat to the well-being and educational success of students. Bullying
refers to unwanted aggressive behaviors enacted intentionally over time by an individual or group using some
form of power to cause physical and/or psychological harm to another individual or group in a shared social
context. Bullying is also a widespread phenomenon. A meta-analysis of 82 studies conducted in 22 countries in
North America, South America, Europe, Southern Africa, East Asia, and Australia and Oceania found that 53%
of youth were involved in bullying as bullies, victims, or both bullies and victims (Hall, 2017).
A study of Sanapo (2017) looked into prevalence rate of bullying victimization and perpetration as well as
teachers’ response to bullying incidence in the Philippines. A total of 340 sixth graders from five different
schools in Western Visayas participated in the study. Slightly more than half (54.1%) of the sample were boys
and 45.9%
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
were girls. Descriptive statistics were used to analyze data gathered from the survey. Children’s self-reports
revealed that prevalence rate for victimization was 40.6% and that for perpetration was 23.8%. Similar to
previous literature, results also showed that there were significantly more boys than girls who reported to be
victims (χ2(1, N = 340) = 4.26, p = 0.039) and bullies (χ2(1, N = 340) = 4.35, p = 0.037). Regardless of gender,
verbal bullying came out as the most common type of bullying children experienced as a victim and bully.
Teachers’ response to bullying was all in line with direct sanctions, i.e. verbal reprimands, temporary removal
from class, withdrawal of privileges, and suspension, which were imposed on individuals involved in bullying
as bullies. Although all teachers and school personnel were required to report bullying cases they had knowledge
of to the child protection committee in their institution, very few did so.
The Philippines is one of the first countries to implement an anti-bullying act in the world, former Education
Secretary Luistro said. According to Education Secretary Sonny Angara, while Republic Act 10627 or the Anti-
Bullying Act has been in place for over a decade, many schools still fail to implement its core provisions —
including the setting up of child protection committees meant to respond promptly when bullying is reported. It
is for this reason that the researcher conducted this study to find out the status of the anti – bullying policy of
MSU – LNCAT campus.
METHODOLOGY
This study used the descriptive-survey method of research. It described the status of the anti – bullying policy
of MSU – LNCAT campus during the School Year 2016 –2017. A questionnaire was the primary tool used in
gathering data. The questionnaire was divided into two parts. The first part contained the profiles of the
respondents. The second part dealt with the observation of the respondents on the status of the anti – bullying
policy of the campus. In analyzing the data that were gathered, the Frequency Count and Simple Percentage
were used to determine the profiles and observations of the respondents. The respondents of the study were the
Junior High School Department employees.
Specifically, the study sought to answer the following questions: what are the profiles of the respondents in terms
of age, gender and length of service; what is the status of the anti – bullying policy of MSU – LNCAT Campus
in terms of types of bullying inside the campus, and school strategies; and is there a need for an intervention
program?
RESULTS AND DISCUSSION
Table 1 shows that nine (9) or 45.0% of the respondents were forty – one years old and above, seven (7) or
35.0% were in the age bracket of between 26 – 30 years old, two (2) or 10.0% were in the age bracket between
31 – 35 years old, and another two (2) or 10.0% were in the age bracket between 36 – 40 years old. The finding
reveals that most of the respondents were in the age bracket of 41 years old and above.
Table 1. Frequency and Percentage Distribution of the Respondents’ Age
Age
Frequency
Percent
26 – 30 years old
7
35.0
31 – 35 years old
2
10.0
36 – 40 years old
2
10.0
41 years old & above
9
45.0
Total
20
100.0
Table 2 reveals that nineteen (19) or 95.0% of the respondents were female and one (1) or 5.0% was a male. The
finding shows that majority of the respondents were females.
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Table 2. Frequency and Percentage Distribution of the Respondents’ Gender
Gender
Frequency
Percent
Male
1
5.0
Female
19
19.0
Total
20
100.0
Table 3 displays that ten (10) or 50.0% of the respondents were 16 or more years in service, six (6) or 30.0%
were in the bracket of between 1 – 5 years in service, three (3) or 15.0% were in the bracket of between 6 – 10
years in service, and one (1) or 5.0% was in the bracket of between 11 – 15 years in service. The finding confirms
that half of the respondents served 16 years or more in MSU-LNCAT.
Table 3. Frequency and Percentage Distribution of the Respondents’ Length of Service
Length of Service
Frequency
Percent
1 – 5 years
6
30.0
6 – 10 years
3
15.0
11 – 15 years
1
5.0
16 years or more
10
50.0
Total
20
100.0
The respondents revealed in table 4 that the social bulling with a percentage of 85.0%, verbal bullying with a
percentage of 65.0%, physical bullying with a percentage of 60.0%, and cyber bullying with a percentage of
45.0% existed in the campus.
They also confirmed that the school organized strategies such as Promote students’ awareness of their rights
with a percentage of 75.0%; Establish and enforce clear and fair rules on bullying and Involve students, teachers
and parents in the school response with a percentage of 70.0%; Encourage bystanders to take immediate action,
such as speaking up and reporting the incident with a percentage of 65.0%; and Provide a means for students to
report bullying confidentially with a percentage of 55.0%. This implied that bullying still exists in the campus
even though the school organized strategies to prevent and to address the bullying incidents.
Table 4. Status of the Anti – Bullying Policy of MSU – LNCAT Campus
Types of Bullying
Frequency
1. Physical
12
2. Verbal
13
3. Social
17
4. Cyber-bullying
9
School Strategies
Frequency
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
1. Establish and enforce clear and fair rules on bullying
14
2. Promote students’ awareness of their rights
15
3. Provide a means for students to report bullying
confidentially
11
4. Encourage bystanders to take immediate action, such
as speaking up and reporting the incident
13
5. Involve students, teachers and parents in the school
response
14
CONCLUSION
In light of the findings, it suggested that the Anti-Bullying Policy of MSU – LNCAT campus had to be
strengthened. The faculty had to be educated on the Anti – Bullying Methods to prevent the existing bullying
in the campus. The level of awareness of the stakeholders had to be increased to stop bullying. And an
intervention program was highly recommended to address the existing bullying.
Thus, a 3-day seminar-workshop was proposed. This seminar – workshop was compliant to R.A. 10627 and to
Department of Education Child Protection Policy. It would develop the knowledge and skills of the School
Administrators/Faculty in preventing or responding to any bullying act. This intervention program would be
conducted purposely to:
1. Strengthen the Anti-Bullying Policy of MSU – LNCAT campus;
2. Implement the Republic Act No.10627 or otherwise known as the “Anti-Bullying Act of 2013”;
3. Fully impose the DepEd Order No.40 series of 2012 or the DepEd Child Protection Policy;
4. Update the stakeholders on the campus policy for conflict resolution;
5. Educate the faculty on Anti-Bullying Methods to prevent internal and external bullying; and
6. Increase the level of awareness of the stakeholders on the said circumstances.
REFERENCES
1. PISA (29 June 2017). PISA 2015 data reveals that bullying is a major issue in schools.
https://www.unesco.org/en/articles/pisa-2015-data-reveals-bullying-major-issue-schools
2. Hall, W. (Spring 2017). The Effectiveness of Policy Interventions for School Bullying: A Systematic
Review. https://www.journals.uchicago.edu/doi/full/10.1086/690565
3. Sanapo, M. (14 December 2017). When Kids Hurt Other Kids: Bullying in Philippine Schools.
https://www.scirp.org/journal/paperinformation?paperid=81190
4. Republic Act 10627. https://lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
5. Botones, Maria Arlene A. The Conflict Management Style of School Administrators and Teachers in
the School Disctricts of CARCAR: Basis for an Intervention Program. Dissertation. Marawi City:
Mindanao State University
6. Gatab, Erlinda M. Factors Affecting Teaching Performance and Management of Learning Outcomes of
Fourth Year Public Secondary School Teachers of Lanao del Norte: Bases for an Intervention Program.
Dissertation. Marawi City: Mindanao State University