anti bullying thesis

INTRODUCTION

Rationale Bullying is becoming an epidemic among teens. Bullying statistics.org reveals that in 2010, there are about 2.7 million students around the world being bullied each year by about 2.1 students taking on the role of the bully. According to the Anti Bullying Act of 2013, bullying is defined as “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.” In the Philippines, continuous dramatic stories of bullied students have been told. A study of Plan Philippines which was entitled “Toward a Child-Friendly Education Environment,’’ reported that every 6 out of 10 high school students experience bullying. According to Penetrante (2009) as cited in the study of Austria (2012), bullying in the Philippines is not given critical attention especially in the educational setting because it is believed as stubborn thorn on the side of education. Further, bullying is often looked upon as a rite of passage among the young which the weak must undergo. It is like a childish habit no more important to adults than petty thievery or prank (Salud, 2009).
In a report by Manila Bulletin (2013), a 13-year old child was allegedly suspected by killing his school mate who was older than him because of bullying.
This is just one of the pictures of the deadly effects of bullying in students. With this, the President enacted the R.A. 10627 or Anti Bullying Act of 2013 which requires the primary and secondary schools to implement policies to prevent acts of bullying in schools. With the enactment of the Anti- Bullying Act of 2013, it is of importance to check the awareness of few students and their perception towards this law to assess possible actions of academic institution and the government regarding its implementation. Benguet National High School, being one of the populated public high schools in the La Trinidad, needs to be assessed regarding the law. According to an initial interview, as of June 2013, three reports of bullying were reported in the said school. The informant added that there are more cases of bullying, and it is relatively high in grade seven levels but most just keep silent. In development communication principle, communicating issues that concern the society towards a sharpened decision – making is important to mobilize support ad generate action.
Hence, getting the awareness of the students and their perception towards Anti Bullying Act of 2013 is needed to serve as an analysis that may become a basis for improving the implementing guidelines of the school regarding the said law. This may lead them to understand their rights and their limitation regarding the law.

Statement of the Problem The study generally aimed to determine the level of awareness and perception of high school students in Benguet National High School towards Anti Bullying Act of 2013. Specifically, it aimed to answer the following questions:
1. What is the socio- demographic profile of the respondents?
2. What do the respondents know about Anti-Bullying Act of 2013?
3. What are the sources of information of the respondents regarding Anti-Bullying Act of 2013?
4. What cases of bullying were observed by the respondents in their school?
5. What mechanisms are being done by the school to address bullying as perceived by the respondents?
6. What are the perceived benefits of the Anti-Bullying law as perceived by the respondents?
7. What are the suggestions of the respondents to effect the awareness of the students regarding the law?

Objectives of the Study

The main objective of the study is to determine the level of awareness and perception of Benguet National High School students regarding Anti-Bullying Act of 2013. It specifically aimed to:
1. determine the socio-demographic profile of the respondents;
2. figure out the respondents’ awareness regarding Anti- Bullying Act of 2013;
3. find out the respondents sources of information regarding Anti-Bullying Act of
2013;
4. identify cases of bullying observed by the respondents in their school;
5. identify mechanisms being done by the school to address bullying as perceived by the respondents
6. enumerate perceived benefits of Anti- Bullying Act of 2013 as perceived by the respondents and;
7. gather suggestions of the respondents to effect the awareness of other students regarding the law.

Importance of the Study The results of the study may be used as a basis for the high school institutions in La Trinidad to tighten the Anti-Bullying Act of 2013.Hence; it could help in the campaign against anti-bullying. It may also help in knowing how far is the level of awareness of the high school students regarding the law. The results of the study may also be used as a reference for evaluation of the impact of the law to primary and secondary school.

Scope and Limitation of the Study The study focused on determining the awareness level of and perception towards Anti-Bullying Act of 2013 by the students of Benguet National High School.
The study did not include extensive analysis of the implementing strategies of the school regarding the law but will only get how the law is being implemented as perceived by the students. Also, it did not include extensive analysis on how cyber bullying is done by students in the school.

REVIEW OF RELATED LITERATURE

Anti- Bullying Act of 2013 Bullying among students is a problem that has plagued schools since the beginning of institutionalized education, yet it is a problem that remains poorly understood and difficult to define. Today, school bullying appears to be more prevalent and more serious than in previous decades, involving more vicious conduct and deadlier outcomes (Trillanes IV, 2012). To lessen these cases of bullying in schools, the Senate and the House of representatives of the Philippines in Congress enacted an anti-bullying law which is known as “Anti-Bullying Act Of 2013.” The “Anti-Bullying Act of 2013” requires all elementary and secondary schools to adopt policies preventing and addressing the acts of bullying in their institutions.
Such policies must include prohibiting bullying done within within school grounds, at school bus stops, places leased by schools, at school-sponsored or school-related activities or through the use of any technology owned or lease by school. It also prohibits bullying at other areas or through technologies that is not owned by the school, or through activities that is not school related but creates a hostile environment at school for the victim, breaks the right of the victim. Sanctions must be also given to those who retaliate 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.
The school will be responsible for the disciplinary measures that will be given to the perpetrator for bullying or retaliation but should correspond with the nature and gravity of the offense. A bully and a bully victim must be sent for guidance counselling by schools with his/her parent. The school principal or any person who holds a comparable role is responsible for the implementation and oversight of policies intended to address bullying. The law also requires all elementary and secondary schools to provide students and their parents or guardians a copy of the anti-bullying policies being adopted by the school. Such policies shall likewise be included in the school’s student and/or employee handbook and shall be conspicuously posted on the school walls and website, if there is any.
The Department of Education (DepEd) shall include in its training programs, courses or activities which shall provide opportunities for school administrators, teachers and other employees to develop their knowledge and skills in preventing or responding to any bullying act. Schools must also keep a record of the student bullies and their sanctions to be reported to school division superintends. The school superintendents will do the same and report it to the secretary of DepEd who will transmit comprehensive report to the Committee on Basic Education of both the House of Representatives and the Senate.
The Secretary of the DepEd shall prescribe the appropriate administrative sanctions on school administrators who fail to comply with the requirements under the Act. In addition thereto, erring private schools shall likewise suffer the penalty of suspension of their permits to operate.
Bullying: Forms and Effects According to Jessor, as cited by Austria (2012), bullying is one among the many problem behaviors participated by adolescents, aside from vices such as gambling, smoking and alcohol drinking.
Verbal holds the highest percentage of bullying in the schools. This form of bullying involves calling names, making offensive jokes, belittling other’s capabilities, and scrutinizing one’s religion, race, color, ethnicity, and socio-economic status. Students who suffer from verbal abuse may not show appropriate emotions right away but as time and further abuse builds, it will lead to detrimental academic and social skills.
The physical form is what most people perceive as bullying. This involves punching, slapping, kicking, hitting, and pushing.
Spreading rumors or made-up stories to harm others, divulging secrets, mimicking, and damaging other’s reputation and making gestures and faces behind a person’s back is also a form of bullying known as covert or indirect abuse. The trending form of bullying now is called cyber bullying. Through technologies and electronic devices, kids can cause harm to their classmates. A SMS pass around injuring someone’s reputation and hacking someone’s webpage are example of this. There are severe effects of bullying among the bullied victim and the perpetrators. Avoidance and withdrawal behaviors are likely to occur in the victims of bullies (Batsche & Knoff, 1994). Austria (2012) said that bullying creates a climate of fear and anxiety which may limit students’ opportunity for a safe and healthy environment. On the other hand, victims might respond with avoidance/ withdrawn/ escape behaviors (skipping school, avoiding places at school, running away/suicide), more aggressive behaviors (such as bringing a weapon to school for self- defense or retaliation), and poor academic performance (Batsche & Knoff, 1994). Students who are chronic victims of even mild abuse are likely to view school as an unhappy setting (Gilmartin, 1987 as cited by Batsche & Knoff, 1994). Bullycide, a term used to describe suicide because of bullying, is the most dangerous effect of bullying. According to bullying.org, bullycide is the most common cause of death among children below 14 years old. Siegel and Senna (1997), as cited by Austria, said that bullies are more likely to become abusive spouses or parents and to engage in criminal activities, as adults.

Awareness and Perception Awareness is defined as knowledge that something exists, or understanding of a situation or subject at the present time based on information or experience (Cambridge dictionary). Perception is the interpretation of sensory input. It is recognizing what you see and what is said to you (Shaffer, 1999). Perception, according to Mc Gaan (2006), is an active process of becoming aware and understanding ones environment that is unique to the individual and is strongly influence by communication.

Information Source Information sources are means by which a person is informed about something or knowledge is provided or share with someone, a group of people or an organization (Ajuwon, 2001).
Information sources could be observations, people, organizations, speeches, documents, pictures, art work (Ajuwon, 2001).

Benefits of Anti Bullying Policies Anti-bullying initiatives, and balanced security measures can lead to school climates with less bullying and fewer safety threats to children (Trump, 2011). When children know that the school they attend actively works to make the learning environment a safe environment, and that bullying is not tolerated, they can afford to relax their guard and divert more of their attention to learning rather than staying safe. (Bully Beware Productions, 2008).
According to Fife Council Educational Service, anti-bullying is also an important aspect of the role of the school in supporting care and welfare. It also aims to instil discipline within the youth for their future.
Students reported a meaningful decrease in being bullied following participation in a bullying intervention program (Jones, 2013).

Effective Strategies in Raising Awareness in Students towards Anti Bullying Policies and Bullying Prevention

In a study of Farrington and Ttofi, (2009) entitled “School-Based Programs to Reduce Bullying and Victimization,” they identified and evaluated some school programs being implemented by different schools to reduce anti bullying programs.
One of which is school anti-bullying policy involves the presence of a formal anti-bullying policy on behalf of the school. Research documents the importance of school-wide prevention efforts that provide positive behavior support, establish a common set of expectations for positive behavior across all school contexts, and involve all school staff in prevention activities (Ross & Horner, 2009 as cited by Bradshaw et. al).
Secondly, classroom rules refer to the use of rules against bullying that students were expected to follow.
Classroom management refers to an emphasis on classroom management techniques in detecting and dealing with bullying behavior. Effective classroom management is also critical, as well-managed classrooms are rated as having a more favorable climate, being safer and more supportive, and having lower rates of bullying (Bradshaw, et. al 2008)
Some anti-bullying programs aimed to identify ‘hot-spots’ or ‘hot-times’ of bullying (mostly during playtime or lunchtime) and provided improved playground supervision of children. This program was identified by Farrington and Ttofi, as one of the elements that were most strongly related to program effectiveness. It is plausible that this is effective since a lot of bullying occurs during recess time.
School conferences refer to the organization of school assemblies during which children were informed about bullying. This was perceived as an initial way to sensitize students about bullying and as a means of announcing the formal beginning of the intervention program in the school.
Cooperative group work refers to the cooperation among different professionals (usually among teachers and some other professional groups such as counselors) in working with bullies and victims of bullying.
Working with peers refers to the formal engagement of peers in tackling bullying. This could involve the use of several strategies such as peer mediation (students working as mediators in the interactions among students involved in bullying) and peer mentoring, which was usually offered by older students. The philosophy of many anti-bullying programs also placed emphasis on the engagement of bystanders in bullying situations in such a way that disapproval of bullying behavior was expressed adequately while support was offered to victims.
Disciplinary methods refers to punitive methods (e.g. what you have done is wrong and it has to stop right now) in dealing with bullying situations. This method was also included in the implication of the study of Farrington and Ttofi as one of the effective approach. In addition, they include that this method seems to work better for younger children. With this result, they suggested that the necessity of developing more age-specific programs is needed.
Parent training/meetings refer to the educational presentations’ for parents and/or ‘teacher-parent meetings’ during which parents were given information about the anti-bullying initiative in the school. This method was significantly related decrease in both bullying and victimization.
Lastly, some school based programs utilized technology in their anti-bullying materials such as the use of anti-bullying videos or virtual reality computer games to raise students’ awareness regarding bullying.

METHODOLOGY

Locale and Time of Study

The study was conducted in one schools of La Trinidad, the Capital town of Benguet. Benguet is bounded the North by the municipality of Tublay, on the south by Baguio City, on the east by the Municipality of Itogon, and on the west by the Municipality of Sablan and Tuba. Benguet National High School is located at Stock, Farm of Wangal of La Trinidad. The schools’ vision is to be an effective secondary school in a friendly learning environment with supportive stakeholders that produces functionally literate students/ graduates and the mission is to provide quality basic education through competent and effective school personnel with shared accountability among supportive stakeholders producing well rounded and globally competitive graduates. The study was implemented form December 2014 to January 2014.

Respondents of the Study
The respondents were students from Benguet National High School. Ten percent of the whole population was chosen through accidental sampling. To get a more accurate data, each of the level has fifty seven respondents. Also, the guidance counselor of the school was interviewed for other additional information.

Data Collection To be able to answer the objectives of the study, survey questionnaire was used as the main instrument of the study to gather data from the respondents. An interview schedule using a guide questionnaire was conducted with the guidance counselor of the said institution to supplement other needed information regarding the Anti-Bullying Law.

Data Gathered The data gathered was the socio- demographic of the respondents, the respondents’ awareness regarding Anti-Bullying Act of 2013, the respondents sources of information regarding Anti-Bullying Act of 2013, the perceived benefits of Anti- Bullying Act of 2013 by the respondents, the cases of bullying observed by the respondents in their school, the mechanisms being done by the school to address bullying as perceived by the respondents, the suggestions of the respondents to effect the awareness of other students regarding the law.

Data Analysis The data were tabulated, analyzed, and interpreted using simple statistical tools such as frequency, percentage and mean.

Figure1: Map showing the locale of the study

RESULTS AND DISCUSSION

Socio -Demographic Profile of the Respondents A total of 228 students were surveyed wherein 57 students from 1st to 4th year were chosen through accidental sampling. Table 1 shows the socio- demographic profile of the respondents which includes their age, sex, and ethnicity. The results show that majority (56.14%) of the respondents belonged to 14-15- year old, followed by 15-17-year old which has a total of 17.54%. Next, was 12-13-year old which has a total of 10.96% and was followed by the 18-19 year old with a total of 4.82%. The oldest was 23 years old. The result implies that many of the respondents are in their mid – teenage stage. Moreover, 60.08% were female respondents while only 39.91 % belonged to male respondents. With regards to ethnicity, the Kankana-ey dominated with a total percentage of 42.98%, followed by Ibaloi (15.35%), Ilocano with 9.21% and Tagalog with 3.94%. However, 32.46% of the respondents did not answer when asked what their ethnicity is. This result implies that majority of the students at Benguet National High School belonged to indigenous communities.

Table 1: Socio- demographic profile of the respondents

AGE
NUMBER
n=228
PERCENTAGE
(%)
12-13
25
10.96
14-15
128
56.14
16-17
40
17.54
18-19
11
4.82
23
1
0.43
SEX

Female
137
60.08
Male
91
39.91
ETHNICITY

Kankana-ey
98
42.98
Ibaloi
35
15.35
Ilocano
21
9.21
Tagalog
9
3.94
No answer
74
32.46

Awareness of the Respondents on the Definition of Bullying according to Anti- Bullying Act of 2013

Table 2 presents the respondents’ awareness on the definition of bullying according to the Anti-Bullying Act of 2013.
Majority (89.74%) of the respondents answered “yes” in the first statement asking if a physical contact such as slapping and kicking is considered bullying.
According to Austria (2012), physical form of bullying such as slapping, kicking, hitting and pushing is what most people perceive as bullying.
In the second statement which asks if bullying is any act that causes damage to a victims’ psyche and/or emotional well-being, 86.84% of the respondents said “yes.”
This was supported by Salud (2009) in which he characterize that bullying could be indirect with less visible actions such as spreading rumors or social exclusion. This form of bullying known as covert bullying can be the most emotionally damaging to its victims wherein they could experience depression and anxiety. The psychological effects of social bullying often stick around even into adulthood (Just say yes.org, 2014).
In the third statement which asks if saying false statement or accusation such as name- calling, and commenting negatively on victim’s looks , clothes and body that causes the victim feel emotional distress is not considered bullying, the respondents were almost equally divided in the response. Though, most of the respondents (49.12) were still able to check the right answer which is “no”. Name calling and commenting negatively on someones’ look which is known as verbal bullying which is the most common type of bullying experienced by both boys and girls as stated by Olweus (1993).
The fourth statement asks if bullying can also be done through cell phones or social networking sites, 89.74% respondents answered “yes” while 13.59% answered “no.”
According to Salud (2009), bullies nowadays, use gadgets and electronic devices to disparage youngsters, such as the sending of sexually explicit and spiteful text messages, nude photos by SMS, and hate messages and rumors through e-mail.
Overall, the results imply majority of the respondents are aware of the definition of bullying according to Anti-Bullying Act of 2013 as proven by the correct responses by these respondents.

Table 2. Awareness of the respondents on the definition of bullying according to
Anti- Bullying Act of 2013

Bullying Definition

Yes n=228 Percentage
(%)

No n=228 Percentage
(%)

No Answer n=228 Percentage
(%)
a. Bullying is any unwanted physical contact

204

89.74

17

7.45

7

3.07
b. Bullying is any act that causes damage to a victims’ psyche.

198

86.84

17

7.45

13

5.70
c. Saying false statement or accusation is not bullying

90

39.74

112

49.12

26

11.40
d. Bullying can be through the use of gadgets.

182

79.82

31

13.59

15

6.57
*multiple responses

Awareness of the Respondents on the Policies of Anti-Bullying Act of 2013
Table 3 shows the respondents awareness on the policies of Anti Bullying Act of 2013.
Primarily, the researcher asked if there are no corresponding punishments when one is bullying. A total of 73.98 % of the respondents answered “no” which means they are aware that there are corresponding punishments for bullies. According to National Association of Psychologist (2002), schools should establish clear consistent consequences for bullying behavior that all children understand. Incorporating positive behavioral interventions with loss of privileges or other consequences will do more to change students’ behavior than approaches based solely on punishment.
This was also supported by the study of Plan Philippines (2011) that children generally prefer a more a positive form of discipline such as being talked to and corrected or guided in response to offenses made in school.
Also, the researcher asked if there are punishments with someone taking revenge on anyone who reports bullying. The respondents showed a positive response with a percentage of 54.82%.
According to the guidance counselor of the school, some victims don’t report the bullying incidents that happen on them because they are afraid of the bullies. This was supported by Gordon (2013) stating that kids feel like reporting a bully won’t do any good. Instead, they often worry that the bully will only make their lives worse. They would rather try to weather the storm alone than risk escalating the problem.
When asked if the students can secretly report bullying but no punishment will be acted on the suspected doer of the bully until it is not proven, 65.78% of the respondents agreed. Majority (75.78%) of the respondents answered positively when asked if a student who makes false accusation of bullying should be punished. Moreover, a lot (85.08%) of the respondents agreed that the school should have a policy on anti-bullying.
Lastly, the researcher asked the respondents if the parents should not be informed when they are bullied or they did bullying. Most (61.40%) of the respondents answered no while 34.21% of the respondents answered yes.
Overall, the result implies that most of the respondents are aware on the Bullying Policies of the Anti-Bullying Act of 2013.
One factor that raises their awareness towards the law is due to the school efforts itself. According to the school handbook of the Benguet National High school, the school must implement school activities or events that raise awareness on children’s rights corporal punishment and positive discipline, fostering the active involvement of and providing venues for bringing together parents, families and children. Another reason that might possibly raise their awareness is because of the media publicizing it.

Table 3. Awareness of the respondents on the policies of Anti-Bullying Act of 2013

Bullying Policies

Yes n=228 Percentage
(%)

No n=228 Percentage
(%)

No Answer n=228 Percentage
(%)

a. A bully must not be punished.

41

17.98

168

73.68

19

8.33
b. Punishment will be acted upon those who retaliated against someone who reports bullying.

125

54.82

78

34.21

25

10.96
c. Students may secretly report bullying.

150

65.78

52

22.80

26

11.40
d. Student who makes false accusation of bullying has a punishment.

173

75.87

33

14.47

22

9.64
e. The school should have a policy on anti-bullying.

194

85.08

17

7.45

6

2.63
f. Parents shouldn’t be informed when bullying happened.

78

34.21

140

61.40

10

4.38
*multiple responses

Sources of Information Towards
Anti - Bullying Act of 2013

Table 4 shows the respondents’ sources of information about Anti Bullying Act of 2013.
Based on the ranking, 69.73% of the respondents answered that they acquire most of the information on the Anti-Bullying Act of 2013 through their teachers and the television. Most (63.15%) of the respondents said that they got the information from the radio while 60.08% selected school orientations as their source of information. School orientation, according to the guidance counsellor, is introducing the rules and regulations of the school to the student as well as to the parents.
Based on the section 3 of Anti Bullying Act of 2013, all elementary and secondary schools are hereby directed to adopt policies to address the existence of bullying in their respective institutions.
According to the guidance counselor, teachers discusses the law especially the Values Education teachers to the students and integrates it in their subject.
The result implies that school efforts such as informing the students and teachers through school orientations is a powerful tool to disseminate information because it involves all faculty and school staff.
The results also supported the statement of Tayaban (2009) that radio and television are the most common tools to disseminate information because it reaches a large number of people.
Six of them identified the student handbook and the internet with 2.63% as their source of information.
In the study of Brandstom (2011), his respondents recognize the Internet as a valuable source of information especially in finding recent news.
On the other hand, the guidance counselor claimed that the student handbook of school is used to provide the students and parents with the general information regarding the rules and regulations of the school. The anti-bullying policy of the school was included in the student handbook as required by the law. This is one factor why the students recognize the student handbook as their source of information regarding the law.

Figure 2. Student Handbook of Benguet National High School
Table 4: Sources of information of the respondents
Sources of Information
Total
n=228

Percentage
(%)
Teachers
159
69.73
Television
159
69.73
Radio
144
63.15
School Orientations
137
60.08
Friends
129
56.57
Family members
119
52.19
Newspaper
108
47.36
Posted in bulletin board
104
45.61
Seminar
91
44.29
Student Handbook
6
2.63
Internet
3
1.31
*multiple responses

Cases of Bullying Table 5 shows the cases of bullying observed by the respondents. The most identified case of bullying observed the respondents is pushing without a reason and name calling with a total of 75.43%. This was preceded by teasing with a total of 69.73%. This supports the study of Austria (2012) which says that verbal form such as name calling and teasing holds the highest percentage of bullying in the schools. Though cyber bullying is a trending form of bullying, the results showed that in Benguet National High School, it is the least case of bullying observed by the respondents which has a total of 19.29 %. Somehow, the guidance counsellor said that this is the most controversial way of bullying and must be prevented due to its wide effects. Last 2013, the guidance office recorded cases on cyber bullying. The students used video to bully and publicized it. Another record was that some students used social networking sites such as facebook to harm co- students by stating hurtful words. The counselor added that most students do not report the cases of bullying they undergo or observed according to the counselor due to some reasons. Sometimes students might be afraid of the bully and at times victims just tolerate the bullying as long as it doesn’t have terrible effect on their character. For instance, some students who experience name calling such as “negro” or “ansisit” are at used with it, so they just ignore it. Occasionally, victims especially the men, might also fight back to the bullies.

Table 5: Cases of bullying observed by the respondents

Cases of Bullying

Total n=228 Percentage
%
Physical Form

Pushing without reason
172
75.43
Kicking
157
68.85
Tickling
140
61.40
Shoving
100
43.85
Causing school pranks
71
31.41
Use of Object as weapons
70
30.70
Headlock
60
26.31

Verbal

Name calling
172
75.43
Teasing
159
69.73
Commenting negatively on victim’s looks, clothes, and body
142
62.28
Belittling others capabilities

79
34.64
Covert or Indirect abuse

Making gestures behind persons back
135
59.21
Looking down on one’s religion, color, ethnicity, and socio- economic status
132
57.89
Making secrets public
94
41.12

Cyber bullying

Posting pictures that causes to break others right
117
51.31
Spreading false messages through cell phone
105
46.05
Hacking someone’s webpage
44
19.29
*multiple responses

Mechanisms being done by the School to
Address Bullying as Perceived by the Respondents

Table 6 presents the mechanisms being done by the school to address bullying as perceived by the respondents. The questions were based on the policies of the Anti-Bullying Act of 2013. One hundred seventy eight of the respondents said that they observed school officials taking appropriate punishment to the bully while 76.31% of them said that anyone who reports false bullying situation is also punished. Moreover, 72.80 of the respondents said that students can secretly report bullying. According to Bully Beware Productions (2009), some victims want to report secretly the bullying they encountered because saying it publicly makes no difference or even make the bullying worse.

Table 6. Mechanisms being done by the school to address bullying as perceived by the respondents
Mechanisms
Yes n=228 Percentage
(%)
No n=228 Percentage
(%)
No Answer n=228 Percentage
(%)
Principals/ teachers/ school officer’s takes appropriate punishment to the bully.

178

78.07

27

11.84

23

10.08
A student who makes a false accusation of bullying must be punished.

174

76.31

37

16.22

17

7.45

Students can secretly report bullying

166

72.80

48

21.05

14

6.14

No disciplinary action will be acted on the suspected doer of the bullying until it is not proven.

161

70.61

52

22.80

15

6.57

*multiple responses

Perceived Benefits of Anti Bullying Act of 2013 To determine their perception or the benefits towards the law, the researcher first asked the respondents if they became a bully, a victim, or a witness of a bullying situation before asking if what are the benefits they observed after Anti-Bullying Act of was enacted.
Table 7 presents the role of the respondents per year level in a bullying situation. For the case of victims, it shows that freshmen have the highest victims of bullying as well in being bullies and witness.
The result that most bullying cases happen in freshmen was validated by the guidance counsellor during an interview. She said that freshmen have the highest case of bullying because they are more aggressive than higher years.
The result implies that bullying most happens during the freshmen year of the students. According to James (2010), bullying decreases as age increases because as children grow, they develop better social skills, which seem to protect them against bullying.
Table 7 also shows that out of 228 respondents, 75% respondents said they are victims of bullying while 58.33% of the respondents said that they are bully and 70.17% of the respondents said that they are witness of bullying.
The results imply that there are more victims and witnesses of bullying in Benguet National High School than bullies.

Table 7. The respondents’ role on a bullying situation per year level and the summation of the roles

Role

Yes

Total n=228 Percentage
%

No

Total n=228 Percentage
%

1st
2nd
3rd
4th

1st
2nd
3rd
4th

victim
55
45
35
36
171
75
2
12
22
21
57
25 witness 52
33
33
42
160
70.17
5
24
33
15
77
33.77
bully
47
31
26
29
133
58.33
10
26
31
28
95
41.16

The respondents as victims. Table 8 shows the victims perceived benefits of the Anti- Bullying Law of 2013 after it was implemented in their school Out of 171 respondents who said they are victims of bullying, 70.76% of the respondents said they observed that the bullies already stopped calling them offensive names or saying bad words to them while only 23.97% answered they still observed some case . This implies that majority of the respondents observe changes in forms of how they are treated verbally after the enactment of Anti- Bullying Law of 2013. Also, majority (67.8%) of the victims observed that bullies stopped doing physical harm to them while 68.42% of the respondents said that they could listen well to their teacher because no one is irritating them. Moreover, majority (76.70 %) of the respondents positively answered that they could do their assignments and sleep at night well rather than crying all night just because someone bullied them. In addition, 70.17% of the respondents said that they gained self- confidence and 76.7% of the respondents are not anymore afraid going to school. According to Salud (2009), victims of bully tend to develop inhibitions and fears that affected the way they relate with other people, hampered their participation in school and pulled down their academic performance. For some, experiencing bullying even resulted in being scared to face the world outside of the home. It has led to absenteeism, with a number of children eventually dropping out and refusing to re-enroll. However, the results showed that Anti-Bullying Act of 2013 was helpful to the mental and emotional behaviour of the victims of bullying. According to Bully Beware Productions (2009), when children know that the school they attend actively works to make the learning environment a safe environment, and that bullying is not tolerated, they can afford to relax their guard and divert more of their attention to learning rather than staying safe.

Table 8.The Respondents as victims: their perceived benefits after Anti- Bullying Act of 2013 was implemented

Observations

Yes n=228 Percentage
(%)

No n=228 Percentage
(%)

No Answer n=228 Percentage
(%)

Classmates stopped offensive names/ saying bad words to me

121

70.76

41

23.97

9

5.26 classmates stopped doing physical harm to me
116
67.8
48
28.07
7
4.09
Table 8 continuation
Listen well to my teacher because no one is irritating me

117

68.42

40

23.39

9

5.25

Could do assignments and sleep at night well rather than crying all night

120

70.17

39

22.80

12

7.01
Gained self- confidence

131

76.60

27

15.78

13

7.60
No fear of going to school

131
76.60
25
14.61
15
8.77
*multiple responses

The respondents as bully. Table 9 shows the bullies’ perceived benefits of the Anti Bullying Act of 2013 after it was implemented in their school. Out of 134 respondents who said they are bully, 85.86% claimed that they stopped doing actions that could harm their classmates and other students. One hundred eighteen of the respondents said that they behaved well inside and outside their classroom after Anti-Bullying Act of 2013 was implemented. Ninety percent of the respondents said that they stop bullying and gain more friends and 88.05% also said that their classmates are not afraid of them anymore. In addition, 86.85% said they can feel inner peace.
Table 9.The Respondents as bully: their perceived benefits after Anti-Bullying Act of 2013 was implemented

Observations

Yes n=228 Percentage
(%)

No n=228 Percentage
(%)

No Answer n=228 Percentage
(%)

Stopped harmful actions

116

86.56

12

8.95

6

4.47
Behaving well
118
88.05
10
7.46
5
3.73
Gain friends
118
88.05
9
6.71
6
4.47
No more classmates are afraid to me

121

90.29

10

7.46

2

1.49
Felt inner peace
118
88.05
7
5.22
13
9.70

The result implies that the law was significant in the reduction of aggressive behaviour of the bully respondents.

The respondents as witness. Table 10 shows the witness perceived benefits of the Anti Bullying Act of 2013. Of 160 respondents who said they are witness of bullying, most of the respondents said that they saw a positive change when Anti- Bullying Act of 2013 was implemented. One hundred thirty two of the respondents are not afraid to tell their teacher that there classmate was bullied. Majority (81.25%) also said that they are not afraid to befriend the bully victim while 78.75 % said that they are not anymore irritated witnessing bullying situations and being a peacemaker to stop the bully.
Table 10. Perceived benefits after Anti-Bullying Act of 2013 was implemented by witness-respondents

Observations

Yes n=228 Percentage
(%)

No n=228 Percentage
(%)

No Answer n=228 Percentage
(%)

1. not afraid to tell Teacher that classmate was bullied.

132

82.5

24

15

4

2.5
2. not afraid to befriend the victim

130

81.25

25

15.62

5

3.12
3. I am not irritated by witnessing and being a peacemaker

126

78.75

32

20

2

1.25
4. School environment is now safer and a lot peaceful.

101

63.12

50

31.25

9

5.62

Moreover, 63.12 % of the respondents also claimed the school environment is now safer and a lot peaceful. During an interview with the guidance counsellor, she said that when Anti-Bullying Act of 2013 was enacted, they observed a decline on cases of bullying. The results show that the Anti- Bullying Act of 2013 was helpful in addressing bullying problems in the school. In addition, the law was helpful in changing the behaviour of the victims, bullies and witnesses, thus, making the school a safer environment. According to Bully Beware Productions (2008), once the issue of bullying is brought into the open by the school, and the community is made aware of the "No Bullying" policy, the school gains a reputation of being safe for all children and is seen as an active partner in taking care of children.

Suggestions of the Respondents to Effect the Awareness of other Students
Towards Anti-Bullying Act of 2013

Table 11 shows the suggestions of the respondents to effect the awareness of other students towards Anti -Bullying Act of 2013. Two hundred thirteen respondents preferred that giving of School-based Anti- bullying policy copies to students is an effective strategy to effect the awareness of other students. These were preceded by school orientation with 86.84% and teacher discussion with 78.50% This was further emphasized in the study of Ross and Horner (2000) which states that school-wide prevention efforts is important because it provides behavior support and establishes a common set of expectations for positive behavior across all school contexts, and involve all school staff in prevention activities. Also, 78.50% of the respondents acknowledge also the importance of teacher discussion while 59.64% said that use of videos is effective way of raising awareness of the students towards the law. This was followed by parent child discussion with 2.19% and peer group discussion with 50.87%.Salud (2009), said that the effort to stop bullying, it must begin at home. As for parents, the little time offered to listen to the cries of the child, or read behind the silence or atypical aggression, is a first step to the healing that victims of bullying are looking for.

Table 11. Suggestions of the respondents to effect the awareness of other students towards Anti- Bullying Act of 2013

Strategies

Total n=228 Percentage
%

Giving of Anti bullying policy copies to students

213

93.42
School Orientations
198
86.84
Teacher discussion
179
78.50
Use of Videos
136
59.64
Parent Child discussion
119
52.19
Peer group discussions
116
50.87

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary To determine the level of awareness and perception of high school students in Benguet National High School towards Anti-Bullying Act of 2013, the researcher gathered the socio- demographic of the respondents, the respondents’ awareness regarding anti- bullying law, the respondents sources of information regarding anti-bullying law, the perceived benefits of anti- bullying law by the respondents, the cases of bullying observed by the respondents in their school, the mechanisms being done by the school to address bullying as perceived by the respondents, the suggestions of the respondents to effect the awareness of other students regarding the law. The study was conducted from December 2014 to January 2014 at La Trinidad, Benguet. The respondents of the study were 228 students from Benguet National High School and each of the year levels has 57 respondents. Data were gathered with the use of survey questionnaire. The data gathered were consolidated, tabulated and analyzed using frequency counts and percentage. Most of the respondents belonged to the age bracket of 14-15 year old and majority were female. With regards to ethnicity, the Kankana-ey dominated. Most of the respondents are aware of the definition of bullying and policies of bullying according to Anti-Bullying Act of 2013. Moreover, the respondents chose their teachers and the television as their main sources of information with regards to Anti-Bullying Act of 2013. With regards to the roles of respondents in a bullying situation, the result showed that most of the respondents are victims of bully and witnesses. On the case of the bully, the result also showed that the Grade 7 has the most number of bullies. The respondents also perceived that the Anti-Bullying Act of 2013 was helpful in changing their behavior. As for the cases of bullying observed, verbal form of bullying which is name calling and physical contact such as pushing without a reason holds the highest percentage while cyber bullying is the least form of bullying. The respondents perceived that the main mechanism being done by the school to address bullying cases is that any school officials could take appropriate punishment to the bully. In preference of strategies to effect the awareness of other students towards Anti-Bullying Act of 2013, the respondents chose that giving of Anti Bullying Policies to each student is the most effective.

Conclusions Based on the findings derived from the study, the following were concluded:
1. The students of Benguet National High School are aware of the Anti Bullying
Act of 2013 as influenced by the school and other media forms.
2. Generally, the Anti-Bullying Act of 2013 have a positive effect on the BeNHS students as proven in the study.
3. The Anti- Bullying Act of 2013 was beneficial to the students.
4. Bullying is a common case in all levels of BeNHS with varying cases; however, lowered, as affected by the policies created by the school with regards to bullying.
5. There are mechanisms being done by the school in addressing bullying which contributes to the appreciation of students to the law.

Recommendations
1. The school administration may strengthen the teachers knowledge toward
Anti -Bullying Act of 2013 through seminars and other forms of training because they empower the students to know their rights and limitations.
2. The school administration may have strategies to control the highest bullying case identified by the respondents.
3. Dissemination of the Anti-Bullying Act of 2013 is needed to be given to students for better understanding of the law as suggested by the respondents.

LITERATURE CITED
AJUWON,G. 2001. Information sources. Retrieved from http://www.google.com.ph/url?q=http://karibouconnections.luminosacreative.com /wordpress

ANTI BULLYING ACT OF 2013. Retrieved August 23,2013 from http://www.congress. gov.ph/download/ billtext_15 /hbt5496.pdf

AUSTRIA, A. 2012. Frequency of Participation in Bullying and its Demographic and Environmental correlates among high school students. Master Thesis. Benguet State University. Pp. 3-5

BATCHE, M. & KNOFF , H. 1994. Bullies and Their Victims. School Psychology Review 23. Pp. 165 – 175. Retrieved August 23, 2013 from http:/www.google.com.ph/url

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CAMBRIDGE DICTIONARY Online Definition of Awareness. Retrieved on August 23,
2013 from http://dictionary.cambridge.org/us/dictionary/british/awareness

FARRINGTON, P. &TTOFI, M. 2009. School-Based Programs to Reduce Bullying and
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FIFE COUNCIL EDUCATIONAL SERVICE. Anti-Bullying Web article. .Retrieved on August 23, 2013 from http://www. fifedirect.org.uk

GORDON, S.2013. 8 reasons why victims of bullying don’t tell. Retrieved March 25, 2014 from http://bullying.about.com/od/Victims/a/8-Reasons-Why-Victims- Of-Bullying-Dont-Tell.htm

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JUST SAY YES ORG. 2014. Bullying. Web Article. Retrieved on Mach 26,2014 from http://www.pointofview.net/site/News2?page=NewsArticle&id=25015&news_i v_ctrl=1201

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MANILA BULLETIN. 2013. Bullied Boy Kills Tormentor with One Punch – QCPD.
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PHILIPPINES. 2011. Bullying Statistics 2010.Retrieved on August 23,2013 from http://clinicalcounselor.blogspot.com/2011/10/bullying-statistics-2010.html

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APPENDICES

Appendix A
Anti-Bullying Act of 2013
Republic of the Philippines
Congress of the Philippinea
Metro Manila

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1.Short Title. – This Act shall be known as the “Anti-Bullying Act of 2013”.

SEC. 2.Acts of Bullying. – For purposes of this Act, “bullying” shall refer 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; creating a hostile environment at school for the other student; infringing on the rights of the other 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:
(a) 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;
(b) Any act that causes damage to a victim’s psyche and/or emotional well-being;
(c ) 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; and
(d) Cyber-bullying or any bullying done through the use of technology or any electronic means.
SEC. 3.Adoption of Anti-Bullying Policies. – All elementary and secondary schools are hereby directed to 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 which:
(a) Prohibit the following acts:
(1) Bullying on school grounds; property immediately adjacent to school grounds; at school-sponsored or school-related activities, functions or programs whether on or off school grounds; at school bus stops; on school buses or other vehicles owned, leased or used by a school; or through the use of technology or an electronic device owned, leased or used by a school;
(2) Bullying at a location, activity, function or program that is not school related and through the use of technology or an electronic device that is not owned, leased or used by a school if the act or acts in question create a hostile environment at school for the victim, infringe on the rights of the victim at school, or materially and substantially disrupt the education process or the orderly operation of a school; and
(3) 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;
(b) Identify the range of disciplinary administrative actions that may be taken against a perpetrator for bullying or retaliation which shall be commensurate with the nature and gravity of the offense;
(c) Establish clear procedures and strategies for:
(1) Reporting acts of bullying or retaliation;
(2) Responding promptly to and investigating reports of bullying or retaliation;
(3) Restoring a sense of safety for a victim and assessing the student’s need for protection;
(4) Protecting from bullying or retaliation of a person who reports acts of bullying, provides information during an investigation of bullying, or is witness to or has reliable information about an act of bullying; and
(5) Providing counseling or referral to appropriate services for perpetrators, victims and appropriate family members of said students;
(d) Enable students to anonymously report bullying or retaliation: Provided, however, That no disciplinary administrative action shall be taken against a perpetrator solely on the basis of an anonymous report;
(e) Subject a student who knowingly makes a false accusation of bullying to disciplinary administrative action; and
(f) Educate parents and guardians about the dynamics of bullying, the anti-bullying policies of the school and how parents and guardians can provide support and reinforce such policies at home.
All elementary and secondary schools shall provide students and their parents or guardians a copy of the anti-bullying policies being adopted by the school. Such policies shall likewise be included in the school’s student and/or employee handbook and shall be conspicuously posted on the school walls and website, if there is any.
The Department of Education (DepEd) shall include in its training programs, courses or activities which shall provide opportunities for school administrators, teachers and other employees to develop their knowledge and skills in preventing or responding to any bullying act.
SEC. 4.Mechanisms to Address Bullying. – The school principal or any person who holds a comparable role shall be responsible for the implementation and oversight of policies intended to address bullying.
Any member of the school administration, student, parent or volunteer shall immediately report any instance of bullying or act of retaliation witnessed, or that has come to one’s attention, to the school principal or school officer or person so designated by the principal to handle such issues, or both.
Upon receipt of such a report, the school principal or the designated school officer or person shall promptly investigate. If it is determined that bullying or retaliation has occurred, the school principal or the designated school officer or person shall:
(a) Notify the law enforcement agency if the school principal or designee believes that criminal charges under the Revised Penal Code may be pursued against the perpetrator;
(b) Take appropriate disciplinary administrative action;
(c) Notify the parents or guardians of the perpetrator; and
(d) Notify the parents or guardians of the victim regarding the action taken to prevent any further acts of bullying or retaliation.
If an incident of bullying or retaliation involves students from more than one school, the school first informed of the bullying or retaliation shall promptly notify the appropriate administrator of the other school so that both may take appropriate action.

SEC. 5.Reporting Requirement. – All schools shall inform their respective schools division superintendents in writing about the anti-bullying policies formulated within six months from the effectivity of this Act. Such notification shall likewise be an administrative requirement prior to the operation of new schools.
Beginning with the school year after the effectivity of this Act, schools shall report to their respective schools division superintendents all incidents involving school bullying. The schools division superintendents shall compile these data and report the same to the Secretary of the DepEd who shall likewise formally transmit a comprehensive report to the Committee on Basic Education of both the House of Representatives and the Senate.
SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be implemented pursuant to this Act, the Secretary of the DepEd shall prescribe the appropriate administrative sanctions on school administrators who shall fail to comply with the requirements under this Act. In addition thereto, erring private schools shall likewise suffer the penalty of suspension of their permits to operate.
SEC. 7.Implementing Rules and Regulations. – Within ninety (90) days from the effectivity of this Act, the DepEd shall promulgate the necessary rules and regulations to implement the provisions of this Act.
SEC. 8.Separability Clause. – If, for any reason, any provision of this Act is declared to be unconstitutional or invalid, the other sections or provisions hereof which are not affected thereby shall continue to be in full force or effect.
SEC. 9.Repealing Clause. – All laws, decrees, orders, rules and regulations or parts thereof which are inconsistent with or contrary to the provisions of this Act are hereby repealed, amended or modified accordingly.
SEC. 10.Effectivity. – This Act shall take effect fifteen (15) days after its publication in at least two (2) national newspapers of general circulation.

Appendix B
Survey Questionnaire
I. Socio-Demographic Profile
Name (optional): __________________________________
Age: _____ Sex: ____ Year level: ____
Ethnicity: __________
II. Awareness of the Definition of Coverage of Bullying Based on Anti Bullying Act of 2013
Instruction: Read the statements in the first column and check whether or not the statements are considered as an act of bullying. Check “yes” if it is, “no” if it “not”
Yes
No
a. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving (paniniko), kicking, slapping, tickling (pangingiliti), headlocks (using of arms to hold someone’s head), causing school pranks, teasing, fighting and using of available objects as weapons is considered bullying.

b. Bullying is any act that causes damage to a victims’ psyche and/or emotional well-being.

c. Saying false statement or accusation like saying bad language at the target, name- calling, and commenting negatively on victim’s looks , clothes and body that causes the victim feel emotional distress is not considered bullying.

d. Bullying can also be done through cell phones or social networking sites.

Instruction: Read the statements in the first column and check whether or not the statements are true to anti bullying policies. Check “yes” if it is, “no” if it “not”.
Yes
No
1. There is no corresponding punishment when one is bullying.

2. Taking revenge with someone who reports bullying will also be punished.

3. Students can secretly report bullying but no disciplinary action will be acted on the suspected doer of the bully until it is not proven.

4. A student who makes a false accusation of bullying has a corresponding disciplinary action.

5. The school should have a policy on anti-bullying.

6. Parents should not be informed when I am bullied or I did bullying.

III. Sources Of Information
Instruction: Put a check mark on where you got information regarding Anti Bullying Act of 2013. You can check more than one.
_____posted in bulletin board _____through the newspaper
_____through the radio _____through television
_____teachers _____friend/s
____family members _____relative/s
____School orientations _____Seminar
____others (please specify) _________________________________

IV. Perceived Benefits of Anti Bullying Act of 2013
Instruction: Kindly answer the questions. Just put a check mark on the boxes.
1. Are you a victim of bullying?
No
Yes
If yes, please proceed to table 1 on page 2 of your survey questionnaire.

2. Have you bullied someone
No
Yes
If yes, please proceed to table 2 on page 3 of your survey questionnaire.

3. Were you a witness of bullying
No
Yes
If yes, please proceed to table 3 on page 3 of your survey questionnaire.

Table 1: If you became a victim of bullying
Instruction: Check “yes” if you observe these changes in your school after Anti bullying Act of 2013 were enacted and “no” if not.
Yes
No
1. My classmates / schoolmates stopped calling me names or saying bad words to me.

2. My classmates/ schoolmates stopped doing physical harm to me anymore.

3. I can listen well to my teacher anymore because no one is irritating me.

4. I Can do my assignments and sleep at night well rather than crying all night because someone bullied me.

5. I gained self- confidence

6. I am not afraid go to school profile.

Table 2: If you tried to bully
Instruction: Check “yes”, if you observe these changes in your school after Anti Bullying Act of 2013 was enacted and “no” if not.
Yes
No
1. I stopped doing actions that could harm my classmates and other students.

2. I am behaving well in my classroom, and also inside or outside my classroom.

3. I gain more friends when I stopped bullying.

4. My classmates are not afraid of me anymore

5. I can feel inner peace

Table 3: If you are a witness of Bullying
Instruction: Check “yes” if you observe these changes in your school after Anti Bullying Act of 2013 was enacted and “no” if not.
Yes
No
1. I am not afraid any more to tell my teacher that my classmate was bullied.

2. I am not afraid to befriend the victim just because I am afraid of the bully.

3. I am not anymore irritated by witnessing and being a peacemaker to stop the bully.

4. The school environment is now safer and a lot peaceful.

V. Cases of Bullying
Instruction: What forms of bullying do you observe in your school? Just check what you observed.

Pushing without a reason
Shoving
Kicking
Tickle (Kinikiliti)
Causingschool pranks
Teasing
Making secrets public
Use of objects as weapons
Name calling (e.g. calling someone nerd, weird, negro)
Commenting negatively on victim’s looks, clothes and body
Hacking someone’s web page
Bellitling other’s capabilities
Looking down on one’s religion, color, ethnicity, and socio-economic status
Making gestures and faces behind a person’s back
Headlock (a hold in which a wrestler grip an arm around an opponents head)
Fighting with the use of available weapons
Spreading a message using cell phone about someone that damage his/her name
Posting pictures/ videos that cause to break others right at school.
Others, please specify: ______________________________________

VI. Perceived Mechanisms of the School in addressing bullying cases
Instruction: Check ”YES “if you observe the following statements acted in your school when bullying has occurred and “NO” if not.
Yes
No
1. Anyone can report when bullying occurred in the school.

2. Principals or teachers or school officers take appropriate disciplinary to the bully.

3. Parents must be informed when their child did bullying.

4. There is always a punishment when students bullied another student whether it is inside or outside the school premises.

5. Taking revenge with someone who reports bullying will also be punished.

6. Students secretly report bullying

7. No disciplinary action will be acted on the suspected doer of the bullying until it is not proven

8. A student who makes a false accusation of bullying must be punished.

Appendix C

Interview Schedule

Anti Bullying Act of 2013

NAME: ______________________________________
Position in School:______________________________
1. Is there a high percentage of Bullying in your school?
Yes. If yes what year level is very high in bullying? _______________
Not really
2. What are the cases of bullying reported in your school since last 3 months ? pushing without a reason shoving (naniniko) kicking tickle (kinikiliti) causing school pranks teasing making secrets public use of objects as weapons name calling (e.g. calling someone nerd, weird, negro) commenting negatively on victim’s looks, clothes and body
Hacking someone’s web page belittling others’ capabilities looking down on one’s religion, color, ethnicity, and socio-economic status
Spreading rumors or made-up stories to harm others, copying / impersonating others that damages their reputation making gestures and faces behind a person’s back headlock (a hold in which a wrestler grip an arm around an opponent 's head) fighting with the use of available objects as weapons.
Passing a message using cell phone about someone that damages his/her name
Posting pictures / videos that causes to break others right at school

3. What are the implementing policies of your School regarding Anti Bullying Act of 2013?
a.
b.
c.
d.
e.
4. Are these Anti Bullying policies strictly implemented?
Yes
No
5. Do you see a positive change in the students behavior when school policies regarding Anti Bullying are implemented?
Yes. If yes, what are these changes?
a.
b.
c.
d
e._____________________________________________________
Not really
6. What are the implementing strategies of your school to effect the awareness of your student regarding Anti Bullying Act Of 2013?
Giving of School based Anti bullying
Teacher discussion
School seminars
Counselling
Peer group discussions
Use of Videos
Having Anti bullying rules and regulation inside the classroom and Policy’ copies to students

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