MODEL FOR RESOLVING BULLYING CASES IN JUNIOR HIGH SCHOOL EDUCATIONAL ENVIRONMENTS

Abstract

Bullying is a serious issue that negatively impacts students' mental health and academic performance, necessitating a systematic approach to address it. This study employs an empirical juridical method with a positivist paradigm, involving 50 students as respondents. The findings reveal four main types of bullying in schools: verbal, physical, social, and cyberbullying. Verbal bullying is the most common form, with 40 students acknowledging the presence of insults in the school environment, 32 students stating insults occur more frequently than other forms, and 33 students witnessing their peers being publicly humiliated. Physical violence is also significant, experienced or witnessed by 30 students; however, 28 students noted that such incidents often go unreported, and 20 students were aware of cases involving threats or extortion at school. Social bullying includes avoidance by peers (35 students) and exclusion (37 students). Meanwhile, cyberbullying is also a concern, with 25 students aware of cases through social media and 26 students considering it a serious problem in schools. The Whole School Approach model is deemed the most effective, according to 38 students who believe the school has made preventive efforts, although 19 students feel that anti-bullying programs are not yet optimal. The Peer Support Model involves parents (30 students) and school supervision (36 students). Mentoring programs (27 students) and counseling for victims (29 students) are part of the Group Guidance Model. The Legal Approach Model includes mediation and strict penalties, supported by 24 and 34 students, respectively. Collaboration between schools, the government, and relevant stakeholders, as well as the enforcement of the Child Protection Act and the Electronic Information and Transactions Act (ITE), is essential to creating a safe and conducive school environment.