case study about bullying in the philippines

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Online bullying remains prevalent in the philippines, other countries, cyberviolence affects almost half of filipino children aged 13-17.

MANILA, 6 September 2019 ⁠—One in three young people in 30 countries said they have been a victim of online bullying, with one in five saying they skipped school due to cyberbullying and violence, according to a new poll released today by UNICEF, the United Nations organization working for children’s rights.

In the Philippines, latest national data show that cyberviolence affects almost half of children aged 13-17 1 . The prevalence of cyberviolence for males (44 per cent) is almost the same for females (43 per cent).

One-third of cyberviolence experienced by Filipino children are in the form of verbal abuse over the internet or cellphone, while a fourth are through sexual messages. More females received messages of sexual nature or content than males. However, twice as many males than females reported having their nude body or sexual activities, whether real or falsified, shown on the internet or cellphone.

Violence against children, in all forms including online bullying or cyberbullying, has devastating effects on the physical and emotional wellbeing of young people. This can create lasting emotional and psychological scars, even physical harm. It is particularly challenging to address since children are vulnerable and have easy access to the internet, making them easy targets of online violence.

In the UNICEF U-Report poll conducted in June 2019, almost three-quarters of young people from 30 countries said that social networks including Facebook, Instagram, Snapchat and Twitter are the most common platforms for online bullying. Being connected online means that school no longer ends once a student leaves class, and neither does bullying.

The U-Report further revealed that 32 per cent believe that the government is mainly responsible in addressing online bullying, 31 per cent said that young people are responsible, while 29 per cent said internet companies. These show that opinions are equally divided on who should be responsible for ending online bullying – highlighting the need to involve children and young people in the shared responsibility.

UNICEF is calling for urgent action to implement policies that will protect children and young people from bullying – both online and offline. Addressing the problem requires action from all of us.

Establishing and equipping national helplines to support children and young people in reporting violence is a concrete step. Training teachers and parents to respond to and prevent bullying will ensure the safety of children and young people, particularly the most vulnerable ones.

Gathering better data about the online behavior of children and young people, and how criminals are using the internet, will guide policies and action plans.

UNICEF is also urging social media and social networking service companies to improve ethical standards and practices in collecting and managing information of children. 

1  National Baseline Survey on Violence Against Children (NBS-VAC), 2016

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U-Report is a free social messaging tool that allows anyone from anywhere in the world to speak out on the issues they care about. UNICEF and partners developed the platform to capture a range of voices on critical development issues. U-Report encourages citizen-led development, facilitates responses to humanitarian emergencies and magnifies local voices globally to create positive change.             

Adolescent and young people can join the platform by SMS or on social media (Facebook, Whatsapp or Viber) allowing them to respond to polls, report concerns, support child rights and work to improve their communities. Currently, there are more than 7 million U-Reporters are present in over 60 countries.

This poll was made possible by the many thousands of children and young people around the world who actively engaged with UNICEF as U-Reporters and participated in the poll. The poll was conducted in June 2019 and answered by more than 170,000 respondents in 30 countries. The poll results represent the information shared by the poll’s respondents.

For more information, visit www.ureport.in . 

For more information about U-Report in the Philippines, visit  https://philippines.ureport.in .

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The Department of Education (DepEd) reported that bullying cases have increased in the last seven years, except during the pandemic.

DepEd Asst. Sec. Dexter Galban, during a to Senate hearing on anti-bullying, said 1,309 bullying cases were reported since RA 10627 or Anti-Bullying Act of 2013 was passed into law,

Galban also told the Senate Committee on Basic Education chaired by Sen. Sherwin Gatchalian that the number of cases has been rising until it reached 15,866 during the school year 2017 to 2018. The number of cases rose to 21,521 during the school year 2018 to 2019 which was the highest.

However, this went down to 11,637 during the school year 2019 to 2020.

Galban said it is likely that the reported cases of bullying increased since there was a reporting system following the passage of a law to address this crime.

There was also a decline in the number of bullying cases due to the pandemic as classes were held online. Based on the reported bullying cases the past seven years, he said 56.79% were physical, 25.43% were social, 5.92% were gender-based,6.03% were cyber bullying and 5.83% was retaliation or revenge.

Galban said the number of cyberbullying and gender-based bullying increased. He also said there were several cases of unreported bullying incidents due to the lack of guidance counselors.

Gatchalian earlier express alarm over the supposed unreported bullying cases in schools. He also  noted the discrepancies between data from the DepEd and several studies and reports.

He also has misgivings on the education department’s figures as he pointed out by study from the Southeast Asia Primary Learning Metrics (SEA-PLM) showed that 63% of Grade 5 students experienced bullying, the highest in the region.

He also mentioned the study of the Programme for International Student Assessment (PISA) which reported that 40% of Filipino students are frequently bullied.

He emphasized these figures are consistent with the World Health Organization (WHO) report, which showed that 40.6% of children aged 13 to 17 experience some form of bullying.

“This is quite worrisome and concerning because the percentage showed that six out of ten students have experienced some form of bullying,” Gatchalian said.

Gatchalian said this means that there are a lot of unreported bullying cases.

In large-scale examinations, he said students “tell the truth” because they know that the evaluation will be processed by people who are not connected to their schools.

“So my analysis is there is a huge issue of cases being unreported, and that is a problem because if it is unreported, then how do we solve the problem? How do we help them?” asked Gatchalian.

Galban said they will confer with their research team as well as the planning services of DepEd to reconcile the data.

• Anti-Bullying Act of 2013
• Department of Education
• Dexter Galban
• Sherwin Gatchalian

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Bullying and other risk factors related to adolescent suicidal behaviours in the Philippines: a look into the 2011 GSHS Survey

1 College of Health, Medicine and Life Sciences, Brunel University London,, Uxbridge, UK

Elisabeth Julie Vargo

2 Center for Open Science (COS), Charlottesville, Virginia USA

Associated Data

The datasets are publicly available in the WHO Non-Communicative Disease (NCD) Microdata Repository, which can be accessed at: https://extranet.who.int/ncdsmicrodata/index.php/catalog/89/get-microdata

Backgrounds

The present study retrospectively examined gender differences in bullying and suicidal behaviour (ideation, plan, and attempts) as well as associations between selected risk factors and suicidal behaviour among secondary school Filipino students.

The study used a secondary data set from the GSHS developed by the World Health Organization, which was conducted in the Philippines in 2011. Participants included 5290 Filipino students (male N  = 2279, female N  = 2986). A two-tailed Chi-square of independence was used to test for gender differences and a multivariate logistic regression model explored statistical associations between risk factors and outcome variables.

Chi-square results suggested that gender differences were statistically significant for being bullied χ2 (1, N  = 2384) = 10.6, p  = .001, experiencing suicidal ideation χ2 (1, N  = 857) = 61.7, p  = .000, making suicide plans χ2 (1, N  = 590) = 10.2, p  = .001, and suicide attempts χ2 (1, N  = 674) = 8.4, p  = .004, with females showing higher vulnerability to examined risk factors. The logistic regression model also suggested that adolescents claiming to have no close friends were three to four times more likely to attempt suicide. Other strong predictors of suicidal behaviours were loneliness and getting in trouble due to alcohol consumption.

Conclusions

Bullying is an independent yet, not the strongest predictor associated with adolescents’ suicidal behaviour in the present study. The strongest predictors of Filipino adolescents’ suicidal behaviours in the 2011 cohort included having no close friends, loneliness, anxiety and getting in trouble due to alcohol use among both genders. Peer and mental health support programmes need to be made available and accessible for adolescents in the Philippines. Considering the increase in suicide rates in 2020/2021 among Filipino young adults due to the Coronavirus pandemic, it is suggested that preventing suicidal vulnerability in adolescence can hinder this occurrence later on in the lifetime.

Bullying is a prevalent phenomenon among adolescents globally, resulting in physical and mental health concerns and potentially leading to suicide. The impacts of bullying affect individuals in various aspects, including psychologically and behaviourally [ 1 ]. The American Psychological Association (APA) [ 2 ] defines bullying as a form of deliberate aggressive behaviours that incur harm or inconvenience upon another individual. Bullying generally involves imbalanced power: physical or social control allows a bully to repeatedly victimise a less powerful person and the bullied individual typically has trouble defending him or herself [ 2 ]. The aggressive behaviour can be further categorised as physical (e.g., hitting, kicking, or pushing), verbal (name-calling or mocking), social or relational (social exclusion, rumour spreading) [ 3 , 4 ]. It has been evidenced [ 5 ] that bullying evolves around late primary school age and peaks at middle school age.

A recent study [ 6 ] conducted in Indonesia using a data set from the 2015 GSHS Survey, found that among 9969 adolescents, 19.9% reported being victims of bullying. Another study conducted in Nigeria [ 7 ] found higher bullying rates compared to the US amongst 600 students: 28% reported experiencing bullying while 42% reported bullying others. According to Programmes for International Students Assessment [ 8 ], the average percentage of students who reported being bullied globally was 23% among all PISA participating countries. However, the Western Pacific region reported a higher prevalence of bullying, particularly the Philippines (64.9%) and Indonesia (49.1%). Moreover, Sanapo [ 9 ] also found that in Western Visayas (a city in the Philippines), approximately 40% of 340 students reported being bullying by their peers.

Different types of bullying are found to be associated with different impacts. A study [ 10 ] identified that victims of bullying are prone to internalise problems, suggesting that victims are at a higher risk of experiencing depressive symptoms, anxiety, or loneliness [ 11 , 12 ]. In contrast, bullies are prone to externalise problems which include being physically aggressive, consume alcohol, abuse substances, and being truant [ 13 , 14 ]. Cross country studies conducted in China [ 15 ], Turkey [ 16 ] and Spain [ 17 ] demonstrated that both bullying victims and perpetrators had weaker psychological adjustment and greater emotional and behaviour problems.

In addition to this, gender is also found to be associated with different types of bullying. Research [ 18 , 19 ] showed that boys are more likely to report being a victim of physical bullying, whereas female students reported encountering more psychological or relational bullying, such as name-calling, rumour spreading and being intentionally socially isolated. However, other research found that there is no difference between the types of bullying between genders [ 20 ]. This disparity of gender differences in bullying could be explained by cultural, social, and individual differences in how gender and bullying are regarded, which may influence how participants respond [ 20 ].

In literature, social support such as parental and peer support are both identified as risk and protective factors. Studies conducted in Europe [ 10 ], Australia [ 21 ] and China [ 22 ] have confirmed the importance of social support, demonstrating that positive parental support and peer support reduce the likelihood of suicidality among adolescents. In contrast, a lack of social support increases loneliness and depressive symptoms [ 23 ] resulting in suicidal behaviour. A positive parent–child relationship and parenting style are among the most important known protective factors against adolescent suicidal behaviour. Shaheen et al., [ 24 ] identified supportive parenting and family environment as reducing adolescent anxiety levels. By contrast, limits to family cohesion and family connectedness predicated a higher possibility of adolescent mental health issues and suicidal behaviour. Xiao et al., [ 25 ] found that among 6063 Chinese adolescents, victims of bullying benefited from perceived social support. This includes positive parental and peer support, which mitigated against internalising distress. Contrary to the positive outcomes of parental support, controlling parents may put children at higher risk of mental distress and suicidal behaviour. For instance, Goschin et al., [ 26 ] conducted a systematic review focusing on the impact of parental control and neglect, the study revealed that controlling parents and parental neglect increased mental health distress, hence the potential for suicidal behaviour [ 26 ].

The connection between alcohol consumption and suicidal behaviour has also been identified in literature. For example, Sellers et al., [ 27 ] found that adolescents who consumed substances such as alcohol or drugs have a higher risk in thinking about or attempting suicide. Peleg-Oren [ 28 ] conducted a study in the United States, analysing data of 44, 532 middle school students which revealed a high prevalence of bullying (59%) and that 21% of the students involved in bullying were more likely to use alcohol than those who were not involved (13%). As adolescents are at a critical stage of physical, psychological, and neurobiological development, exposure to alcohol use increases the possibility of drunkenness [ 29 ], being physically aggressive, fatal death and suicidality [ 30 ].

The association between risk factors and suicidal behaviour in adolescence

Suicide is defined as a conscious and deliberate self-injurious action with intention to cause one’s death; it can be preceded by ideation (thinking about killing oneself) making a suicide plan and suicide attempt (both non-fatal and fatal) [ 31 ]. Suicidal ideation and planning are significant precursors to suicide attempts, suggesting that suicidal ideation precedes a suicide plan, the plan precedes attempts and suicide attempts result in fatal or non-fatal suicide [ 32 ]. Although suicide can happen throughout one’s life, adolescence is critical, as nearly 6% of adolescents pass away because of suicide [ 33 ]. According to the World Health Organization [ 34 ], one-third of incidences of suicide occur among adolescents in low-middle income countries, rendering this phenomenon particularly critical in certain global regions.

Overall, regions with high-income status (e.g., Europe and North America) report a higher prevalence of suicide rates compared to low or low-medium income regions (e.g., Africa and the Western-Pacific region) [ 34 ]. According to the global statistics concerning deaths by suicide in 2019 [ 35 ], Greenland ranked the highest (53.34 per 100,000 individual), followed by Ukraine (26.34 per 100,000 individual) and Russia (22.77 per 100,000 individual). North African countries such as Egypt, Algeria, Libya (3.55, 3.61 and 4.59 per 100,000 individual) and the Philippines (4.28 per 100,000 individual) ranked the lowest in global statistics [ 35 ]. However, one recent study [ 36 ] conducted in five South-East Asian Countries (ASEAN), including Indonesia, Laos, Philippines, Thailand, and Timor-Leste found that the Philippines had relatively higher rates of suicidal ideation (11.0%) and suicide plans (10.6%) compared to other participating countries such as Indonesia (5.2%, 5.5%) and Laos (2.9%, 4.3%). Additionally, the Philippines reported an increasing rate of suicide attempts from 12.8% in 2011 to 16.2% in 2015, ranking the highest versus other countries such as Indonesia (3.9%), Laos (1%) and Thailand (13.0%) [ 36 ].

One possible explanation is that high-income regions generally have access to standardised youth risk behaviour surveillance such as Health Behaviour in School-aged Children (HSBC) and well-developed education systems that are more acceptable to individuals with mental health concerns and suicidal behaviour. Whereas in low-medium income areas such as the Philippines and Indonesia, suicide is considered a taboo, where the vast majority of the population do not or are less likely to talk about or accept such behaviour [ 37 ]. Additionally, both school-based or community-based mental health services may be relatively poorly resourced in low-middle income countries [ 38 , 39 ] and provide inadequate support and tracking systems, hence, global data may be underreported.

The causes of suicide are complex. One study [ 40 ] conducted in a clinical setting identified that suicidal behaviour is a result of the interplay between several biological (e.g., gender and age), social-environmental (e.g., family abuse, sexual abuse, bullying) or psychological (e.g., depression, anxiety, or loneliness) factors. Biological determinants such as gender and age were found to be associated with suicidal behaviour [ 41 – 43 ]. Adolescents of older age groups (ages between 15 -19) are at a higher risk of exhibiting suicidal behaviour [ 44 ]. Whilst the fundamental determinants for adolescent suicidal behaviour vary and remain unclear, research has drawn attention to risk behaviour, mental health concerns, social and interpersonal factors as well as a lack of parental support [ 45 ].

Gender is believed to be a primary factor affecting mental health and suicide amongst adolescents. In one systematic review [ 42 ] with sixty-seven studies, it was revealed that females (aged between 12 – 26) were at a threefold higher risk of experiencing suicide attempts compared to male adolescents, whereas males were at a twofold higher risk than females of dying from suicide. However, Tang et al., [ 46 ] conducted a cross-country, population-based study in 83 countries using the Global school-based Health Survey demonstrating that bullying among adolescents is significantly associated with suicidal behaviour (including ideation, creating suicide plans and suicide attempts) across countries, gender and WHO regions. Moreover, Klomeck et al., [ 47 ] also conducted a review with a cross-sectional design that suggested a direct correlation between bullying and suicidal behaviour, specifically among bullying victims and bullies, in which both exhibited higher risks of suicidal ideation and suicidal attempts. However, little is known of the association between gender differences, bullying and suicidal behaviour.

In the Philippines, the prevalence of bullying is higher than in other South-East Asian countries [ 48 ], as approximately 47.7% of the students reported being bullied. Whilst previous studies examining bullying and suicidal behaviour carried out in the Philippines mainly focused on the prevalence, the correlation between psychosocial risk factors and suicidal behaviour, little research has investigated other sources of risk and protective factors. Moreover, it is relevant to explore suicidal behaviour risk factors in light of the growing suicide rates of the Philippines. The present study employed the Philippines Global School-based Health Survey conducted in 2011 to examine gender differences concerning bullying, suicidal behaviour, as well as the risk factors associated with suicidal behaviour among adolescents. In particular, this study aimed to address the following questions: (1) Does bullying predict suicidal behaviour among adolescents living in the Philippines? (2) Does gender predict bullying and suicidal behaviour and (3) Are there gender differences in risk factors associated with suicidal behaviour among adolescents living in the Philippines?

Methodology

Study design and operational variables.

This study utilised a quantitative design, involving secondary analysis of existing data from the Philippines Global-School Based Health Survey (GSHS) conducted in 2011. The GSHS is a school-based survey that is widely used across countries including low and low-medium income areas. This survey was developed by the WHO, in collaboration with United Nations Children’s Fund (UNICEF), The United Nations Educational Scientific and Cultural Organization (UNESCO) and the United Nations Joint Programme on HIV/AIDS UNAIDS. The GSHS aims to provide data on adolescents’ physical and mental health, social behaviour and advocates developing resources for school health programmes and policies [ 49 ].

The primary independent variables assessed were gender and being bullied. The original question in the survey was QN20 “During the past 12 months, on how many days were you bullied?” Answers ranged from 0 days, 1 or 2 days, 3 to 5 days, 6 to 9 days, 10 to 19 days, 20 to 29 days, and all 30 days. The answers were adapted to dichotomous responses, yes and no, with yes representing any responses other than 0 days. Other variables included being physically attacked (QN15), getting in fights (QN16), loneliness (QN22), anxiety (QN23), no close friends (QN27), having kind and helpful peers (QN32), alcohol consumption (QN35), getting in troubles due to alcohol use (QN39), truancy (QN53), having understanding parents (QN56) and parental control (QN57).

Outcome variables in this study were suicidal ideation (QN24), suicide plans (QN25) and suicide attempts (QN26). Students were asked “During the past 12 months, did you seriously consider attempting suicide?”, “During the past 12 months, did you make a plan about how you would attempt suicide?” and “During the past 12 months, how many times did you actually attempt suicide?” Responses were recorded dichotomously as yes and no.

The 2011 Philippines GSHS survey was conducted at a national level, which comprised a total number of 5290 students. A two-step cluster sampling approach was utilised. In the first step, schools were selected with probability proportional to their enrolment size; next, classes were randomly chosen within the selected schools, and students in the class were eligible to participate in the survey [ 50 ].

Definitions of bullying, along with all the other risk factors included in the current study were provided in the introduction of each module of the questionnaire. Bullying was described in the following manner: “ Bullying occurs when a student or groups of students say or do bad and unpleasant things to another student. It is also bullying when a student is teased a lot in an unpleasant way or when a student is left out of things on purpose. It is not bullying when two students of about the same strength or power argue or fight or when teasing is done in a friendly and fun way. ” [ 51 ] .The questionnaire was pilot tested on student populations with analogous characteristics of the target population, to ensure the correct understanding of the questionnaire.

The survey was conducted in the schools where students self-administered their responses to each question on a computer scannable answer sheet. Both public schools and private schools were included. According to the Senate of the Philippines [ 52 ], the enrolment rates of secondary school in the Philippines in 2011 were at 60% of the entire adolescent population. Despite that the enrolment rate was relatively low in 2011, the school response rate in the study was 97%, the student response rate was 84%, and the general response rate was 82%.

Data analysis

Data analysis was performed using SPSS software version 26. A two-tailed Chi square test of independence χ2 was carried out to measure whether gender differences and being bullied independently predicted suicidal behaviour. Three multivariate logistic regression models were employed to measure statistical association between selected risk factors including being bullied, physical abuse, mental health, parental and peer support and forms of aggression, with suicidal behaviours (ideation, plan and attempt) as dependent variables. The significance threshold was set at p <0.05.

Demographic information, prevalence of selected risk factors

Table ​ Table1. 1 . shows percentages of participants’ demographic information and selected risk factors. Of the total 5290 secondary students, age range varied from 11 years old or younger to 16 years old or older (M=14.5, SD=1.196). The number of students aged between 11 – 13 years old was 1205 (22.8%), and students aged between 14-16 years old were 4044 (76.5%). Female students ( n = 2986) were 56.4% of the entire sample, male students ( n = 2279) were 43.1%. Additionally, 47.9% of the students reported being bullied ( n =2397), 16.6% reported having had suicidal ideation ( n =863), 11.5% reported having had made a suicide plan ( n =592) and 12.9% attempted suicide ( n =678).

Demographic information and the prevalence of selected risk factors

Bullying, suicidal behaviour and gender differences

A two-tailed Chi-square of independence analysis was performed to determine differences in bullying and suicidal behaviour. Results indicated a significant difference of small effect between being bullied and suicidal ideation χ2 (1, N =491) = 69.2, p =.000, phi=.119, making a suicide plan χ2 (1, N =318) = 27.2, p =.000, phi=.075 and attempting suicide χ2 (1, N =408) = 85.2, p =.000, phi=.131. Gender differences in bullying and suicidal behaviour were also tested. The results identified a significant difference of small effect in gender differences and bullying χ2 (1, N = 2384) = 10.6, p =.001, phi=.046 gender differences and suicidal ideation χ2 (1, N =857) = 61.7, p =.000, phi=.109, a suicide plan χ2 (1, N =590) = 10.2, p =.001, phi=.045 as well as suicide attempts χ2 (1, N = 674) = 8.4, p =.004, phi=.040. In all analyses, females showed an increased risk compared to their male counterparts.

Association between identified risk factors and suicidal behaviour

Table ​ Table2 2 and Table ​ Table3 3 respectively represent the logistic regressions of female and male students who reported being bullied, the 11 selected predictors and suicidal behaviours (including ideation, suicide plan and attempts). Both female and male students who reported experiencing bullying were at a higher risk of having suicidal ideation and attempting suicide. Male students who were bullied were at 1.5 times higher risk of thinking about suicide (OR = 1.46; 95% CI [1.07, 1.98], p =.016) and 1. 9 times higher risk of attempting suicide (OR = 1.85; 95% CI [1.30, 2.63], p =.001) compared to their counterparts reporting not being bullied. Female students who reported being bullied had a 1.5 times higher chance of having suicidal ideation (OR = 1.54; 95% CI [1.24, 1.92], p =.000) and 1.6 times higher in attempting suicide (OR = 1.57; 95% CI [1.21, 2.07], p =0.001).

Multivariate logistic regression model predicting suicide behaviour with selected variables. Results from the female cohort

Abbreviations: CI Confidence Interval, LL Lower Limit, UL Upper Limit

a Suicidal ideation: χ2 = 260.461, df = 12, p  = .000

b Suicide plan: χ2 = 151.750, df = 12, p  = .000

c Suicide attempts: χ2 = 185.852, df = 12, p  = .000

Note. * p  < 0.05, ** p  < 0.001

Multivariate logistic regression model predicting suicide behaviour with selected variables. Results from the male cohort

Abbreviations : CI Confidence Interval, LL Lower Limit, UL Upper Limit

a Suicidal ideation: χ2 = 85.407, df = 12, p  = .000

b Suicide plan: χ2 = 68.678, df = 12, p  = .000

c Suicide attempts: χ2 = 138.864, df = 12, p  = .000

Suicidal ideation

The overall model of pupils of both genders and suicide ideation was statistically significant compared to the null model, female students (χ2 (12) =260.461, p =.000), explained the variance of 15.3% and male students (χ2 (12) = 85.407, p =.000) explained 0.9% of pupils thinking about suicide, and correctly predicted overall 81.1% of cases for female students and 88.8% of male students, respectively. Among the 11 identified predictors, the strongest predictor associated with suicidal ideation among male students included loneliness and being physically attacked. Male students who felt lonely were 2.5 times higher likely to experience suicidal thoughts (OR= 2.49; 95% CI [1.70, 3.65], p =.000) and those reported being physically attacked were 1.4 times more vulnerable to suicidal ideation (OR=1.46; 95% CI [1.06, 2.00], p =.017). Female students who felt lonely and consumed alcohol were significantly associated with suicidal ideation. Female students who felt lonely were 2.4 times more vulnerable to suicidal ideation (OR=2.39; 95% CI [1.86, 3.06], p =.000), and those who reported consuming alcohol were at 2.3 times higher risk of thinking about suicide (OR=2.26; 95% CI [1.73, 2.95], p =.000). As evidenced in Table ​ Table2, 2 , selected variables impacted female suicidal ideation overall more significantly than male suicidal ideation.

Suicide plan

The overall model of female and male students was statistically significant compared to the null model, female students (χ2 (12) = 151.750, p =.000) and male students (χ2 (12) = 68.678, p =.000), explained that 11% and 8.7% of pupils making a suicide plan and correctly predicted overall percentage of 88% of cases for female students and 92% of male students, respectively. The strongest predictor associated with making a suicide plan comprised a common predictor among both genders: having no close friends. Male students who reported having no close friends were 3 times higher in making a suicide plan (OR=3.01; 95% CI [1.53, 5.91], p =.001), female students were 4.4 times higher (OR=4.43; 95% CI [1.38, 2.58], p =.000). Male students who felt lonely were 1.9 times higher in planning suicide (OR=1.92; 95% CI [1.22, 3.02], p =.005). Female students who reported getting in troubles due to alcohol consumption were 2.3 times likelier to plan suicide (OR=2.33; 95% CI [1.54, 3.53], p =.000). Alcohol consumption and loneliness were also strong predictors of female suicide planning.

Suicide attempts

The overall model of pupils of both genders attempted suicide was statistically significant compared to the null model, female students (χ2 (12) = 185.852, p =.000), explained the variance of 12.6% and male students (χ2 (12) = 138.864, p =.000) with 15.8% of pupils attempting suicide and correctly predicted overall percentage of 86.8% of cases for female students and 91.2% of male students, respectively. The strongest predictors of male adolescents’ suicide attempts included having no close friends, and anxiety; predictors associated with suicide attempts among female students were having no close friends and alcohol consumption. Male students who reported having no close friends were 2.7 times likelier to attempt suicide (OR=2.71; 95% CI [1.41, 5.21], p =.003), female students with no close friends had 4 times higher (OR=4.1; 95% CI [2.42, 7.08], p =.000) probability to attempt suicide. Male students who reported having anxiety had a 2.6 times higher risk of suicide attempt (OR=2.63; 95% CI [1.69, 4.08], p =.000) and female students who consumed alcohol had 1.9 times higher possibility of attempting suicide (OR=1.90; 95% CI [1.41, 2.57], p =.000).

The primary purpose of this study was to examine the association between gender differences in bullying and suicidal behaviour, as well as examine the association between gender differences in the selected risk factors associated with suicidal behaviour among secondary school adolescents in the Philippines in 2011. The overall prevalence of adolescents being bullied was 47.9%; female students who reported being bullied were 49.8%, male students who were exposed to bullying were 45.2%. Overall prevalence of adolescents who responded to having suicidal ideation was 16.6%, making a suicide plan 11.5% and attempted suicide at least once was 12.8%.

The study suggests that Filipino adolescents were vulnerable to thinking about and attempting suicide, and gender played a role in such behaviour in 2011. Male students exhibited more vulnerability to suicide attempts and less vulnerability to thinking about or planning suicide, as expected. Previous literature [ 53 ] provides a possible explanation whereas males tend to behave more impulsively in terms of attempting suicide.

As predicted, bullying is an independent predictor linked to adolescents’ suicidal ideation and suicide attempts in both genders. Partially consistent with previous literature, bullying was a significant predictor of suicidal behaviour in the Filipino cohort yet was not as strong as loneliness and the lack of social network. Risk variables related to loneliness and lack of a social network appeared to be stronger indicators of suicidal behaviours. A possible explanation is that individuals who were victims of bullying were progressively ostracised, leading to lower social competencies and lower self-esteem. Hence, bullying victims are more likely to be continuously bullied and socially excluded from friendship, class, or school community, with no or limited support from peers [ 54 ].

Potentially, bullying victims who are constantly bullied and isolated are more likely to undergo loneliness, mental health issues and ultimately result in suicidal behaviours. Peers who witness individuals exposed to bullying are less likely to stand out and intervene, despite understanding that bullying is wrong, as acceptance and security within the peer community are very important for adolescents [ 55 ]. Moreover, those who stand out for victims of bullying might also become targets themselves, increasing the possibility of being isolated from their original friend groups or the school community [ 56 ]. This may result in the same or similar situation as the bullying victims, who will also be disliked or rejected by their peers.

In support to this interpretation, one strong risk factor connected to adolescents’ suicidal behaviour was having no close friends. In the present study, male students were 2.7 times more likely and female students were 4.1 times more likely to attempt suicide when they claimed to have no close friends. This finding is partially consistent with the study conducted by Bearman and Moody [ 57 ] who found that among 13456 American adolescents, female students who were intentionally excluded from the class, friendship, or having friendship issues were more vulnerable to suicide, whereas male students were less likely to be affected by their social surroundings. Nevertheless, having no close friends may lead to more distressed feelings of loneliness and isolation [ 57 ].

The occurrence of loneliness and anxiety respectively, significantly predicted adolescents’ suicidal behaviour. This finding is in support with previous studies [ 58 – 60 ]. Pupils who reported feeling lonely and anxious were two to three times more likely to experience suicidal behaviours. The transition from childhood to adolescence usually is accompanied by physical, social, and psychological changes. The challenges that individuals encounter also contribute to the possibility of experiencing psychological distress ultimately resulting in possible suicidal behaviour [ 33 , 61 , 62 ].

Alcohol consumption in the present study was found to associate with suicidal behaviour of female students. This finding is partially in line with Page et al., [ 63 ] who analysed data drawn from the 2008 GSHS in four countries (the Philippines, China, Chile, and Namibia) comprising 30,851 adolescents. Results from this study suggested that both female and male adolescents who had experienced psychosocial distress such as loneliness, anxiety, worry and make a suicide plan were more likely to engage in substance use such as alcohol. Individuals tend to use substances such as alcohol as a coping mechanism to alleviate negative feelings and psychological distress [ 55 ]. In another study [ 64 ] it has been evidenced that female adolescents in South-East Asian countries, including the Philippines, who consumed alcohol may come from poor family backgrounds, have poor life satisfaction and use other drugs such as tobacco and illicit drugs. This is in support with literature [ 65 – 67 ], which describes the relationship between alcohol consumption, quality of life and mental health conditions as intertwined and often compounding. Unlike Page et al., [ 63 ], male students in the present study were not likely to engage in suicidal plans and attempts due to alcohol use.

Similar to alcohol consumption, getting in trouble due to alcohol use was significantly associated with suicidal behaviour of females but only suicide attempts of males. Alcohol misuse usually is associated with immediate and long-lasting threats to adolescents’ development, including dependency and addiction [ 68 ], as well as co-occurrence of aggressive behaviour (e.g., fighting) [ 60 ], intentional and unintentional injuries [ 61 ], homicides and suicides [ 60 ]. Consuming alcohol may reduce inhibition, increase impulsivity [ 69 ] and risk-taking behaviours [ 70 ]. With little education provided to adolescents regarding the impacts of alcohol use on physical and mental health and limited restrictions on adolescents’ alcohol consumption implemented in the country [ 71 , 72 ], misuse and related misconduct are likelier and can lead to increased mental health concerns and suicidal behaviour.

Truancy is also found to be associated with suicidal ideation and suicide attempts among female students in the present cohort. The reasons for adolescents being truant varies from the individual to the national level. A report conducted in 2008, 2014 and 2017 in the Philippines evidenced the primary reasons for secondary school disengagement in school life. These were lack of personal interest, high cost of education, employment and other reasons (e.g., marriage, housekeeping or school records) [ 73 ]. The report further illustrated gender differences in truancy: male students generally left school because of the lack of personal interest in schooling, whereas female students left school due to the high cost of education, for employment and marital commitments. Whilst reasons vary, being away from school is not only an indicator of weakened social bonds, but can also lead to adolescents living in unstructured and unprotected environments, exposing them to risky and harmful behaviours [ 74 – 76 ].

Parental control was identified as a risk factor for suicidal ideation among both genders. Moreover, having understanding parents was associated with suicidal ideation and suicide attempts among female students, evidencing its lack of efficacy in protecting females from these behaviours. The quality of the parent-relationship has been identified as both a possible protective and risk factor in adolescents in both clinical and community samples. It has been evidenced that family cohesion and connectedness can have a positive impact on the parent-child relationships across countries [ 77 ] and reduce suicidal behaviour [ 78 ]. On the other, large sampling designs [ 79 , 80 ] however, have demonstrated that parental control can escalate adolescent suicidal behaviour, particularly among girls.

In the present study, the age cohort of participants and parenting styles may have determined outcomes. Adolescence is a critical stage where individuals are seeking to be more independent, while needing the guidance and support from parents. Parenting styles may be influenced by culture, religion, and the community, thus parenting practices and parent-child relationships are also affected [ 81 ]. For instance, in the context of the Philippines, the impact of parenting styles often differs between sons and daughters [ 82 ]. Hock et al., [ 83 ] suggested that in the Philippines, parents tend to be stricter with daughters than sons, particularly concerning romantic relationships and sex [ 84 ], whereas the strictness of parents towards sons tended to focus on their educational and occupational achievements. A different parenting focus on sons and daughters may influence restrictions of freedom for girls and expectations for boys, and this may lead to the negative impact of parental involvement in suicidal behaviour outcomes [ 26 ].

Suggestions and interventions to prevent adolescents’ bullying and suicidal behaviour should involve schoolteachers, parents, and the students themselves. Adults who work with vulnerable adolescents need to ensure that intervention or support is person centred. Twemlow & Sacco [ 85 ] suggested that youths need to feel safe, attached and valued in order to learn. Therefore, creating a person-centred environment for youths who are vulnerable would be a crucial essential step to build up a relationship between adolescent, school, and home for interventions. Secondly, adults need to give clear and consistent instructions to the students both at home and in school settings concerning bullying behaviour and the consequences of bullying. Whilst it is possible that one of the parties may not be able to offer such support to students, solving the problem requires both school and home to put in effort and collaborate [ 85 ]. Considering results of the present analysis highlighting the pivotal influence of loneliness and the lack of friends in determining suicidal behaviours among Filipino adolescents, it is recommended to envision intervention strategies that promote peer support and supportive connections among adolescents. Programs that focus on promoting peer support can not only increase mutual respect among peers but can also function as an early recognition tool of suicidal behaviours [ 86 , 87 ].

The present study utilised a 2011 data set drawn from the WHO. Recent data has shown an increasing rate of suicidality among adults in the Philippines [ 88 ], especially since the COVID-19 pandemic outbroke and continued in the country [ 89 ]. Young adult suicide rates have seen a significant increase particularly among young women [ 90 ]. It is possible that, untreated or not addressed suicidal behaviours, particularly thoughts of suicide, or a suicide plan will lead to more vulnerable adults, resulting in the present increase in fatal suicides among young adults in the country. Preventing suicidal behaviours in adolescence can hinder suicide in young adulthood [ 91 ]. For adolescents who have witnessed or experienced bullying or suicidal behaviour, it would be imperative to seek immediate support. Individuals who offer support may be schoolteachers, counsellors, parents, friends, as well as healthcare providers such as a psychiatrist, or practitioner psychologist. Despite some psychological factors might be treatable with an early identification of screening or through school or community-based mental health interventions [ 92 ], both school and community-based mental health services are insufficient in the Philippines in terms of the numbers of qualified practitioners and mental health services and facilities being distributed unevenly across the country [ 93 ].

The strengths of the study include the use of a large representative sample, extensive measures, and rigorous analysis. However, limitations should be considered in the interpretation of results. First, the present study is cross-sectional in nature, therefore it is not possible to determine the causality between suicidal behaviour and other groups of risk factors. Second, self-report questionnaires may result in under-reporting of undesirable behaviour (i.e., alcohol use and suicidal behaviour). The survey used in this study for example, employs questions that cover only the previous 12 months. For those students who experienced relatively lower levels of bullying or suicidal thoughts, it may be difficult to recall the incidences or the timeline of bullying and suicidal thoughts. Acknowledging suicidal behaviour, however, may be more difficult for adolescents in other forms of data collection (e.g., interviews) in countries where suicide is a taboo.

Despite the limitations of the study, the direction of future research could aim to include vulnerable and/or minority groups such as pupils with physical, psychological, or learning difficulties, or members of the LGBT community. These groups are more sensitive and more likely to experience bullying [ 94 ] which potentially leads to suicidal behaviours. According to Human Rights Watch (2017), school-attending adolescents who identified as homosexual or bisexual in the Philippines were often marginalised and were often the targets of derision, humiliation, and bullying within the school setting. A qualitative study [ 95 ] which explored LGBT students and the problems they encountered in schools evidenced that LGBT students were not only bullied by peers but were also discriminated against by their family or superiors. Another study [ 96 ] found that among 185 Filipino, nearly 25% of the participants reported having suicidal ideation and attempted suicide due to the stigma of sex in the country. Additionally, a higher proportion of lesbians and bisexual women experienced suicidal ideation (27.0%) compared to heterosexual females (18.2%); as well as suicide attempts (6.6% versus 3.9%) [ 97 ] due to the stressors of being judged for their sexual orientation. Therefore, including such participants in the study could generate informed results that may be of interest to educators, education stakeholders, parents and health practitioners or specialists.

The study involved a secondary analysis of the Philippines GSHS survey in 2011 which showed that gender differences, bullying and other risk factors were associated with adolescent suicidal behaviour (including ideation, planning and attempts). Female students were at higher risk of engaging in suicidal behaviours, particularly if exposed to risk factors such as bullying, having no close friends, loneliness, and alcohol consumption. Male students were more likely to engage in suicide attempts. The study identified several risk factors in relation to suicidal behaviour. Risk determinants include having no close friends, loneliness, anxiety, getting in troubles due to alcohol use, alcohol consumption, getting in fights, being bullied, being physically attacked and truancy. Generally, the results suggest that bullying does predict suicidal behaviour in Filipino adolescents, but variables related to isolation have a stronger role in predicting these conducts. Consequently, programmes enhancing peer support and healthy friendship networks could be potentially beneficial for suicide prevention. Mental health programmes as well should be made available and accessible in schools and communities in the Philippines.

Acknowledgements

The authors would like to thank the World Health Organization (WHO) and the Centers for Disease Control and Prevention (US CDC) for their dedication in creating the Global School-based Health Survey and collecting data from the low and low-middle income countries.

Authors’ contributions

H.C. and E.J.V. equally collaborated in the inception of the study and its methods. Both authors contributed to data analysis. H.C. elaborated the first version of the manuscript and E.J.V. subsequently edited the final version. H.C. prepared all Tables contained in the manuscript. All authors reviewed the final version of the manuscript.

This study did not receive any funding.

Availability of data and materials

Declarations.

This study uses secondary data and received Ethics approval from the College of Health, Medicine and Life Sciences Research Ethics Committee (DLS), Brunel University London. All methods were carried out in accordance with relevant guidelines and regulations.

Not Applicable.

There are no conflicts of interest or competing interests associated to this study.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Philippine Issues on School / Classroom Bullying

This paper discussed bullying and its effects on the children who have been bullied, who is bully and children who witness bullying situations. It also discussed how the school, parents and guardians deal if their children are caught are up in different bullying situations. The paper highlighted the issues of school bullying in the Philippines and its serious psychological consequences for victims that includes low psychological well-being, poor social adjustment, psychological distress and physical illness.

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This study was conducted to determine students’ experiences, reactions and opinions on bullying. It used a descriptive research design wherein students’ experiences, reactions and opinions were gathered through survey questionnaires. Purposive sampling technique was employed using snowball sampling technique. Online survey questionnaire was sent to the selected students via messenger. These students forwarded the online survey questionnaire to those students who they thought potential respondents of the study via messenger too. Finding revealed that Esperanza National High School has maintained a healthy school environment suited to the different types of learners since the bullying was less evident in the school. Occasional occurrence of bullying in the school prompted the students to rarely report the incidence to the concerned people. Students very seldom experienced the bullying from the people they frequently engaged and communicated. They normally responded to the minor incide...

Laurence dela cruz

Bullying affects 50 percent of the Filipino school children. However, there is still the lack of literature that discusses this problem in a Philippine setting. This paper employed descriptive research technique to determine the profile of school bullying, peer aggression, and victimization among junior high school students of the UP High School in Cebu. Results of the survey revealed that bullying exists in the school with classmates as the perpetrators; direct verbal and relational are the most common forms of bullying; gender is not a factor in bullying and victimization, both sexes are involved in bullying and peer victimization, and, there is a significant relationship between bullying and victimization. Results underscore the need to implement a bullying prevention program focusing on awareness of the problem and their long-term impact to students is highly recommended. There is a need for the school to organize a peer counseling group to address the high rate of bullying cases reported only to their peers instead of school officials.

IJESRT Journal

The main purpose of the study was to assess the bullying management approaches in selected secondary schools in Zone III, Schools Division of Zambales, Philippines during the school year 2015-2016 from the perspective of the teachers. The study made used of descriptive research design with questionnaire as the main instrument in gathering data from sixty-one (61) teacher-respondents. Based on the summary of the investigations conducted, the researcher had concluded that the teacher-respondents are predominantly females in their early adulthood, married with a family income below poverty level and who have been in the teaching profession for 10 years. The type or nature of bullying perceived strongly agreed by the teachers was forcing someone to do something against one's will, the bullying occurred among bossy students do violence to meek and shy students and effects of bulling strongly agreed were emotional and psychological disturbance. The teachers perceived that the character building as bullying management approach was very effective. The teachers perceived strongly agreed on the coping mechanisms of bullying mainly counseling. The analysis of variance result revealed a no significant differences on the teachers' perceptions towards type or nature of bullying, occurrence of bullying and bullying management approaches. However, the teachers have perceived differences on age towards coping mechanisms.

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While bullying in schools has begun to receive great attention with the enactment of the Republic Act 10627 or the Anti-Bullying Act and the DepEd’s Child Policy, little is known about the link between and among classroom discipline techniques, parenting styles and bullying incidences. This descriptive study is aimed to provide insights how bullying behaviors could be integrated in the classroom discipline techniques employed by the teacher and be able to craft an anti-bullying program involving the stakeholders of Binakayan National High School, Kawit, Cavite.

Ma Monique DeLuna

While bullying in schools has begun to receive great attention with the enactment of the Republic Act 10627 or the Anti-Bullying Act and the DepEd's Child Policy, little is known about the link between and among classroom discipline techniques, parenting styles and bullying incidences. This descriptive study is aimed to provide insights how bullying behaviors could be integrated in the classroom discipline techniques employed by the teacher and be able to craft an anti-bullying program involving the stakeholders of Binakayan National High School, Kawit, Cavite.

ACE2019 Official Conference Proceedings

Philippine Education Research Journal

Cynthia CORREO , Ronaldo SP. Elicay

Background: Bullying is a complex social phenomenon influenced by a myriad of factors, including psychological and environmental ones. It is generally perceived as dangerous and life-threatening and, thus, must be urgently addressed. Purpose: Investigate the prevalence and the actual bullying experiences of Filipino junior high school students using Urie Bronfenbrenner's socioecological theory or ecological model of development as a framework. Participants: 1,090 students from nine selected secondary schools in the 4th and 6th District in the province of Batangas, with 30 of them chosen as key informants Research design: Mixed method expansion sequential research design Data collection and analysis: The V-SCAIRD Acts of Bullying Inventory Tool was administered to determine the prevalence of bullying (by bullying role, form of bullying, and effect of bullying) across genders and school types. Independent sample t-tests were used to compare male and female differences in the bullying roles, the forms of bullying, and the effects of bullying across genders. Analysis of variance showed the degree of significant differences in the bullying roles, the forms of bullying, and the effects of bullying across school types. Fisher's least significant difference test was run as post hoc test. All statistical analyses were tested at p < .05. The students who scored high as bullies, victims, and bystanders were interviewed to draw out their actual bullying experiences and the possible psycho-social environmental factors influencing this social phenomenon. Findings: Prevalence rates of 8, 14, and 78 in 100 students translate to one bully, two victims, and seven bystanders in every 10 students, with a victimization ratio of 1:5. Male students exhibited a significantly higher tendency to be bullies and victims. All forms of bullying (covert indirect, cyberbullying, physical, and verbal) were experienced by students regardless of gender. However, it appeared that the male students were more exposed to verbal bullying while the female students were more exposed to cyberbullying. Significant gender differences were found in the students' experiences of the cognitive, affective, and behavioral effects of bullying. Across school types, no significant differences were found in bully tendencies, but a significant difference was found in victim tendencies between public and Catholic schools, with the former having a higher rate than the latter. Students from both Catholic and non-sectarian schools registered a significantly higher tendency to become bystanders than those in public schools. The interview disclosed various forms of bullying experienced by the students, categorized into covert indirect, cyberbullying, physical, and verbal types. Verbal abuse from family members was reported, primarily due to failed expectations such as perceived poor academic performance. Psycho-social factors influencing bullying phenomenon in schools include teachers' attitude in school, peer influence, and school discipline. Recommendation: Provide continuing professional development to teachers on bullying management in schools and create clear structure and school policies that emphasize home and school partnership and certain discipline in school.

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This research paper examines the problem of school bullying in a primary school in the state of Selangor, Malaysia. Particularly the paper looks at bullying victimization with the focus on how bullying affects the thinking, feelings and behavior of the bullying victims. The paper also explores how the school regards school bullying, what type of intervention measures that the school has and how these measures are implemented in the school. Data was collected through in depth interviews with the participants of this study who were two victims of school bullying, a school counselor, and a Discipline Head. The results showed that bullying affects negatively the thinking, feelings and behavior of the victims in which they reported among other feelings of fear, anguish, anger, foolish, and hating school as the outcomes of being bullied. It was also found that the school under study does not have a particular or constant intervention programs for both bullies and victims of school bullyin...

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In all cultures, the "bullying", which is confronted in some way, is an issue that students feel freak, insecure, in severe situations commit suicide. This study is criticized, Roldan S. Cardona, Agnes, S. Reyes and Marlu M. Tangalin’s The Bullying Experiences and Classroom Discipline Techniques in an Urban National High School in the Philippines: A Basis for an Anti-Bullying Program article from Philippine Normal University and Binakayan National High School which is published by American International Journal of Contemporary Research Magazine Vol.5, No. 2; April 2015 with community benefit and implementation, methodology, arguments and recommendations. The article main target audiences are Local public and Academic communities especially teachers and parents. The aim of the study is, researching is there a link between bullying incidences and classroom management skills together with parenting styles? On the other hand, reveal the what capabilities has teacher to recognize bullying incidences and what should they act to decrease bullying behaviors in their classroom. This paper aim criticized and evaluate main arguments of the text. The study use Graham Hewitt criticized methods (Hewitt. G 2017) . The general opinion about the article is insufficient background knowledge and wrong method to link classroom discipline technique and parenting style.

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Philippines tops 70 countries in bullying, PISA data reveals – Gatchalian

Student bullying. INQUIRER STOCK PHOTO

MANILA, Philippines — Senator Sherwin Gatchalian has revealed disturbing statistics, citing that the Philippines is the most problematic in the world for bullying among over 70 countries.

Gatchalian expressed disbelief as he presided over Monday’s hearing of the Senate committee on basic education, where he mentioned the information on bullying from the Program for International Student Assessment (PISA).

The panel chair stressed that it is safe to say that 17.5 million students have been bullied across the Philippines. This figure was confirmed by the Child Protection Network Foundation (CPNF) during the hearing.

A 2016 National Baseline Survey on Violence Against Children led by the Council for the Welfare of Children indicated that 65% of Filipino students have been bullied nationwide, according to CPNF Executive Director Bernadette Madrid.

The PISA data apparently found the same percentage in its assessment. However, it was not clear when the PISA study was conducted.

“There is bullying across all nations. It’s happening. But, the disparity is so glaring. The OECD (Organization for Economic Co-operation and Development) average is around 20 percent. Even if you look at the average, we’re triple the average of the PISA assessment,” Gatchalian said.

“Na-shock ako dito (I’m shocked) that [the] Philippines is the number 1 among 70 plus countries in terms of bullying. It’s something that is really bothering me ever since I saw this,” he added.

During the Senate committee on basic education hearing on Monday, February 13, 2023, Senator Sherwin Gatchalian cited data from the Program for International Student Assessment which shows that among at least 70 nations, the Philippines ranked first in the prevalence of bullying. Screenshot from Senate of the Philippines YouTube

Madrid said the 2016 National Baseline Survey on Violence Against Children was conducted among children aged 13 to 17, who were asked if they had experienced bullying.

Gatchalian asked Madrid: “If we do the simple math and apply it to our student population from Grades 1 to Grades 12, 65 percent is about 17.5 million… So, is it safe to conclude that 17.5 million students experienced some form of bullying in our country?”

“Yes,” answered Madrid, who also noted information from the Department of Education (DepEd) that for the School Year 2022-2023, there are more than 27 million enrolled students.

READ: DepEd: 46% of schools ready for in-person classes, 5 days a week

Save the Children Philippines Child Protector Advisor Wilma Banaga said that most of the 65% of bullied students were females, at 70.5%.

Among the common triggers for bullying, said Banaga, are physical appearance, status in life, and skin color.

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Citing another study called Systematic Literature Review of the Drivers of Violence Against Children, Banaga said that children with disabilities and those belonging in the Lesbian, Gay, Bisexual, Transgender, and Queer community “were more prone to experiencing violence.”

The DepEd earlier reported that 404 learners nationwide killed themselves while 2,147 others attempted suicide during Academic Year 2021-2022.

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Cyberbullying Research in Phillipines

Here is the research we’ve found on cyberbullying in Phillipines, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.

Authors: Costales, J., Asio, J.M., Albino, M., Albino, F. and Dios, E.E.R.

Title: Students’ Profile and Prevalence of Cyberbullying in Higher Education: Implications to the New Normal Learning

Journal: Couldn’t Find

URL: https://dl.acm.org/doi/abs/10.1145/3545862.3545896

Abstract: Cyberbullying is a social disorder emanating from the development of technology and wider access to the Internet. This study aims to assess the students’ profiles and the prevalence of cyberbullying in the higher education institutions in Central Luzon, Philippines. The study used a descriptive-correlational technique with the help of an online survey to gather data. Using a convenience sampling technique, 319 higher education students participated in the online survey, first semester of the academic year 2021–2022. In order to attain the objective of the study, the investigators used a standardized instrument. Using SPSS 23, we analyzed the gathered data using the following statistical tools: frequency, percentage, weighted mean, and non-parametrical tests like Kruskall-Wallis and Spearman rho. Respondents revealed that they were “never” cyberbullying victims or offenders. Furthermore, statistical inferences showed a variation for cyberbullying offenders as to age and sponsorship/scholarship and a weak indirect relationship between cyberbullying offenders and sponsorship/scholarship characteristics of the students. From the results of the study, the investigators recommended pertinent implications for the new normal of learning among students and the institution.

Authors: Shannen, T., Kim, S., and Lee, J.

Title: Empathy, cyberbullying, and cybervictimization among Filipino adolescents

Journal: National Library of Medicine

URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8650871/

Abstract: The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents. The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance. The degree of empathy did not show a statistically significant relationship with cyberbullying (r=−.07, p=.359) but did show a significant relationship with cybervictimization (r=.18, p=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p<.001. Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

Authors: Patacsil, F. F.

Title: Analysis of Cyberbullying Incidence among Filipina Victims: A Pattern Recognition using Association Rule Extraction

Journal: I.J. Intelligent Systems and Applications

URL: https://doi.org/10.5815/ijisa.2019.11.05

Abstract: Cyberbullying is an intentional action of harassment along the complex domain of social media utilizing information technology online. This research experimented unsupervised associative approach on text mining technique to automatically find cyberbullying words, patterns and extract association rules from a collection of tweets based on the domain / frequent words. Furthermore, this research identifies the relationship between cyberbullying keywords with other cyberbullying words, thus generating knowledge discovery of different cyberbullying word patterns from unstructured tweets. The study revealed that the type of dominant frequent cyberbullying words are intelligence, personality, and insulting words that describe the behavior, appearance of the female victims and sex related words that humiliate female victims. The results of the study suggest that we can utilize unsupervised associative approached in text mining to extract important information from unstructured text. Further, applying association rules can be helpful in recognizing the relationship and meaning between keywords with other words, therefore generating knowledge discovery of different datasets from unstructured text.

Authors: Rajamanickam, R., Ramli, F. S., Na’aim, M. S. M., Hassan, M. S., & Hashim, H.

Title: Defining Bullying among Students from Criminal Law Perspective: Comparison between Malaysia and the Philippines

Journal: Universal Journal of Educational Research

URL: https://doi.org/10.13189/ujer.2019.070803

Abstract: School bullying is not new, but it has been a long and constant problem. Bullying issues are often reported in the mass media and have garnered attention not only in Malaysia but also abroad. Today, bullying can no longer considered as a trivial social problem that can be taken lightly. Failure to address this issue will have bad consequences for students in particular. Various ways have been introduced to tackle this issue and one of them is through the enforcement of law. This study will focus on the bullying within the legal framework in Malaysia, especially in the context of its definition. Studies showed that while in Malaysia, there are alarming statistics about bullying, but little attention has been paid to the absence of any specific law dealing with bullying in Malaysia. To date, no statutory definition of bullying has been provided. This paper thus provides an overview of Malaysia’s legal framework of bullying compared with the Philippines law on bullying. Despite a number of definitions of bullying provided by the scholars, the paper concludes that to date, there are no specific law on bullying and its statutory definition in Malaysia. Such absence may not fully safeguard the interests of bullying victims comprehensively. The findings would give more clarity to the theoretical framework of bullying in Malaysia thus showing the commitment of the government towards preventing the rampancy of this issue through legal enforcement

Authors: Fabito, B. S., & Yabut, E. R

Title: Prevalence of Cyberbullying and Addiction in Mobile Gaming among Tertiary Students in one University in the Philippines: An Ethical Discussion in the lens of Consequentialism.

Journal: 10th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment and Management

URL: https://doi.org/10.1109/HNICEM.2018.8666295

Abstract: Mobile gamification has been explored to understand the possibility of its application to promote engagement and motivation for learning among students. However, it cannot be disputed that the growing market for mobile games has drawn several ethical setbacks. Two of the setbacks arising from mobile gaming are addiction and cyberbullying. Mobile Game Addiction and Cyberbullying are ethical concerns that should be addressed respectively as it hampers regular individual activities particularly of students in an academic institution. In the Philippines, very few or no studies have been conducted to determine the prevalence of ethical concerns in mobile gaming specifically on Mobile Game Addiction and Cyberbullying. It is the role of the present study to determine the prevalence of Cyberbullying and Addiction in the context of Mobile Gaming among students of one University in the Philippines through the Quantitative Approach. Existing Surveys were used to determine the possible prevalence of Cyberbullying and Addiction. Additionally, a discussion on consequentialism about the ethical dilemma in mobile gaming is addressed through Qualitative approach. From the Game Addiction Test, the over-all mean suggested that thirty-six (36) out of the eighty-eight (88) respondents are at risk for Mobile Game addiction, whereas, six (6) can be classified as mobile game addicts. The test also revealed that the respondents play mobile games for Mood Modification (the need to shift from a bad mood to a good mood). For Cyberbullying, it is not conclusive that majority of the respondents have experience or have initiated cyberbullying in mobile games. Nevertheless, a few of the respondents have become a victim or have initiated cyberbullying. Ethical discussion on Consequentialism and recommendations are discussed in the latter part of the paper.

Authors: Ruiz, R. M. N. M.

Title: Curbing Cyberbullying Among Students: A Comparative Analysis of Existing Laws Among Selected Asian Countries

Journal: PEOPLE: International Journal of Social Sciences

URL: https://dx.doi.org/10.20319/pijss.2019.43.12851305

Abstract: Last 2013, the Philippines approved the Anti-Bullying law, which covered cyberbullying. However, a 2015 study revealed that 80% of Filipino teenagers aged 13 to 16 are still experiencing cyberbullying (Takumi, 2016). This paper attempted to compare existing laws on cyberbullying among selected ASEAN (Association of Southeast Asian Nations) countries such as Indonesia, Malaysia, Philippines, Singapore, Thailand, and Vietnam. It also aims to identify each country’s anti-cyberbullying measures that might fit other ASEAN countries’ needs. To achieve its purposes, it used a qualitative research with the following primary methods: discourse analysis of cyberbullying laws and alternative strategies addressing said concern; and literature review of online journals, online publications, and online news articles. The study revealed that the Philippines is the only ASEAN country with a cyberbullying law that addresses the students, while other countries have alternative strategies in addressing the issue. Further, it found that cyberbullying is experienced by individuals aged 6 to 30 through Facebook and Twitter. The study suggests that the government should require schools to develop specific and consistent policies that would address this concern; and a curriculum that promotes digital responsibility. Finally, parents are encouraged to educate their children on ethical values, particularly in the digital world.

Authors: Vargas, E., Niguidula, J. D., Hernandez, A. A., Marquez, P. S., & Caballero, J. M.

Title: Senior High School Students Cyberbullying Experience: A Case of University in the Philippines

Journal: N/A

URL: https://www.researchgate.net/publication/324692240_Senior_High_School_Students_Cyberbullying_Experience_A_Case_of_University_in_the_Philippines

Abstract: Twitter is widely used to explore on the opinions of the public in variety of topics. It has constantly gained popularity as good source of information for visualization-centered application. This paper aims to understand the opinions of senior high school students’ on cyberbullying in a university in the Philippines. This study uses a tweet visualization tool to present the opinions of students. The results of the study indicate that most of the students feel pleasant on cyberbullying as the university administration officers continuously drives information awareness campaign that decreases fear and unpleasant emotion among the senior high school students. Therefore, cyberbullying among senior high school students remain an important concern for educators and students. This study suggests practical and research recommendations.

Authors: Baronia-Locson, E. L. C

Title: Impact of Cyberbullying Among Selected High School Students In Philippines, 2011

Journal: AAP National Conference and Exhibition. American Academy of Pediatric

URL: https://www.researchgate.net/publication/267912395_Impact_of_Cyberbullying_Among_Selected_High_School_Students_In_Philippines_2011

Abstract: With the advent of technology, cyberbullying is becoming more prevalent with the use of electronic devices such as computers and mobile phones. This study will assess the impact of cyberbullying and its different subtypes (phone call, text message, social network and e-mail bullying) among different year levels in a selected secondary school in the Philippines. Out of the 395 respondents, 334 experienced cyber bullying alone of which majority are females (64.07%). For all types of cyberbullying, first year level has the most number of victims and fourth year having the least. Overall, social networking has the most number of victims while phone call has the least. Phone calls are considered least harmful by 4th year and is more harmful for 1st year. All year levels consider social networking to be the most harmful for all subtypes of cyberbullying. Text message and email bullying are considered more harmful by 1st year and least harmful by 3rd year. Analyzing the impact of each subtype of cyberbullying per year level, social network and email bullying were statistically significant. Phone call and text message bullying were not statistically significant.

Authors: Goebert, D., Else, I., Matsu, C., Chung-Do, J., & Chang, J

Title: The Impact of Cyberbullying on Substance Use and Mental Health in a Multiethnic Sample

Journal: Maternal & Child Health Journal

URL: https://doi.org/10.1007/s10995-010-0672-x

Abstract: The objective of this study was to examine the relationship between cyberbullying and mental health problems among a multiethnic sample of high school students in Hawai`i. A University-Community partnership was established to direct the research. Using a mixed-methods approach, we explored violence among Asian and Pacific Islander youth. In the first phase, focus groups were conducted to identify areas of youth concern and develop survey questions. Responses from 677 high school students on interpersonal youth violence and risk and protective factors were utilized in this study. More than 1 in 2 youth (56.1%) had been victims of cyberbullying in the last year. Filipino and Samoan youth were more likely to report feeling badly about themselves as a result of cyberbullying. While cyberbullying and mental health problems varied by sex and ethnicity, we found that cyberbullying is widespread with serious potential consequences among Asian and Pacific Islander youth. A multifaceted approach is needed to reduce and prevent cyberbullying. School, family and community programs that strengthen positive relationships and promote safe use of technology provide promise for reducing cyberbullying.