Types Of Bullying Research Articles

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

BackgroundDespite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior.MethodsA cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6–8 (Ages 10–15). We adapted the US CDC ‘Bully Survey’ for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher’s exact tests to identify factors associated with school bullying.ResultsThe study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study’s findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism.ConclusionsThe study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying’s psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment.

Estimation of Bullying Incidence Using Linear Regression Algorithm

Bullying is a violent act intended to cause harm or humiliation to another person. Bullying can take many different forms, including verbal and nonverbal, and it frequently targets people who are thought to be weaker or different. Nevertheless, because many bullying incidents go unreported, it is challenging to gather reliable statistics on the prevalence of bullying. In this study, the number of bullying cases in the field of education is estimated using a linear regression approach. This algorithm is used because it may estimate based on pertinent data, like the gender-based type of bullying and data on the quantity of bullying events that occurred in the preceding year. According to the study's findings, 2,250 bullying incidences are predicted for the upcoming year 2024, with a MAPE (Mean Absolute Percentage Error) of 0,07% or an accuracy level of 99,3%, categorized as highly accurate forecasting results.

EDUKASI PENINGKATAN PENCEGAHAN PERILAKU PERUNDUNGAN DAN KEKERASAN SISWA SEKOLAH DASAR MELALUI PENDEKATAN BEHAVIORISTIK

The recent increase in cases of bullying and violence committed by elementary school students is very concerning. Cases of bullying and violence against students also occurred at SDN Kejambon 2, Ngemplak. To overcome this problem, education was carried out to prevent bullying and violence through a behavioristic approach. The aim is to provide education and assistance to students in grades 4, 5 and 6 so that they better understand bullying and violence, recognize types of bullying, provide an understanding of the impacts of bullying, and provide an understanding of things that can be done to avoid bullying behavior. The method used is through a campaign in the form of training related to the ins and outs of bullying and violence by starting with a pre-test to determine students' knowledge, then continuing with training while inviting students to do a sharing session, ending with a post-test so that after the training students can have awareness and mindset that bullying behavior should not be done. The results of the paired sample correlation test showed a correlation coefficient value of 0.609 with a significance value (Sig.) of <0.001. While the Paired Samples Test showed a Sig. (2-tailed) value of <0.001, with an average pre-test value of 60.00 and a post-test result value of 82.39. These results mean that there is an influence of education in increasing the prevention of bullying and violent behavior in students of Kejambon 2 Elementary School. The recommendation for Kejambon 2 Elementary School is to immediately form a task force, have counselors and build synergy with student guardians in order to optimize the handling of bullying in the Kejambon 2 Elementary School environment.

SEMINAR EDUKASI DAN PENCEGAHAN BULLYING DI SDN 1 PASIR TANGKIL OLEH MAHASISWA KKM UNIVVERSITAS BINA BANGSA

The bullying education and prevention seminar was organized by Bina Bangsa University's 72nd Student Work Study (KKM) group on August 6, 2024 at SDN 1 Pasir Tangkil, Warunggunung District, Lebak Regency. This activity aims to provide students, teachers, and school staff with a deep understanding of the importance of preventing and overcoming bullying in the school environment. Through various interactive sessions, participants were invited to understand the definition of bullying, recognize the early signs, and learn how to respond and prevent bullying behavior. The material presented included an explanation of the types of bullying, the psychological and social impact on victims, and the important role of teachers and students in creating a safe and supportive environment. The seminar also emphasized the importance of cooperation between schools and parents in addressing bullying issues. The results of this activity are expected to raise awareness among students and teachers to actively contribute to the prevention of bullying, thus creating a more harmonious and violence-free school environment. The success of this seminar is an important first step in building an anti-bullying culture in elementary schools, especially at SDN 1 Pasir Tangkil.

Jordanian nursing students’ experience of harassment in clinical care settings

IntroductionNursing students experienced various types of bullying and abuse in their practice areas. This study aims to assess the incidence, nature, and types of bullying and harassment experienced by Jordanian nursing students in clinical areas.MethodologyA cross-sectional, descriptive design was used, utilizing a self-report questionnaire. A convenient sampling technique was used to approach nursing students who are in their 3rd or 4th year in governmental and private universities.ResultsOf 162 (70%) students who reported harassment, more than 80% of them were females and single. Almost 40% of them reported that males were the gender of the perpetrator. Almost 26.5% of them reported that patient’s relatives or friends were the sources of harassment. Psychological/verbal harassment was the most reported type of harassment (79%). Findings showed that there was a statistically significant difference in psychological/verbal harassment based on gender and type of the university. Also, there were significant negative correlations between psychological/verbal harassment, professional achievement, and personal life.ConclusionHarassment in the clinical area is affecting the professional and personal lives of students, who lack the knowledge of policy to report this harassment.

High stress during clinical practicum placement is associated with bullying among nursing students: A mixed-method study

BackgroundNursing students are often subjected to bullying during their clinical practices, but few study has examined associations of bullying with psychological status among these groups, and how they cope with the bullying. ObjectivesThis study aimed to evaluate the experience and psychological status of clinical placement setting bullying among nursing students attending clinical practices, and explore students' coping strategies when bullied. DesignA mixed methods. SettingsSix tertiary hospitals in Northwest China. ParticipantsA total of 687 nursing students completed the questionnaire survey, of which 18 nursing students participated in the qualitative interview. MethodsA two-phase hybrid study was produced. During first phase, data were collected by using the Bullying Behavior Scale in Nursing Education (BNEQ) and the Depression, Anxiety and Stress Scale (DASS-21). Subsequently, those who have experienced bullying in the workplace were invited to participate in a face-to-face interview (second phase) which focused on exploring students' deeper insights. ResultsOf the 687 students involved, 72.19 % had experienced various types of bullying. Of them, 92.11 % experienced implicit violence. Those with higher education levels and from rural were more likely to experience bullying. Students were prone to greater psychological stress when exposed to bullying. “Pretending not to see” (33.16 %), “reporting to superiors” (30.10 %), and “doing nothing” were the most common ways students responded. Four themes were obtained from the qualitative interviews: (a) impaired self-esteem; (b) career rejection; (c) psychological stress; and (d) the decline of humanistic care. ConclusionOur findings suggest that senior nursing students experience multiple types of bullying during the clinical practices, leading to a high level of psychological stress, which further effect students' professional approval and self-esteem. To prevent such incidents, we need to call on university and hospitals' support to help students successfully cope with bullying.

Building Resilience: A Qualitative Analysis of Bullying Among Children with Disabilities on Parental and Teacher's Perspective.

Bullying can happen to every human in the community, including children with disability and their families. Children with disabilities, as a vulnerable group in a community, may experience different types of bullying and have different responses to it. This study aimed to identify bullying experiences in children with disabilities based on teachers' and parents' perspectives. This study used a qualitative descriptive research design. Participants in this study consisted of two groups, namely parents and teachers in Special Schools, with 18 people (eight parents and ten teachers) in the Pangandaran Regency area, Indonesia, from May to June 2023. The sampling technique chosen was purposive sampling. The data collection process used Focused Group Discussion (FGD) throughout the semi-structured interview. The data was analyzed by thematic analysis. This study applied NVIVO 12 software to assist with data categorization and framework based on participant statements and observations (QSR International). The data from the discussion were analyzed using thematic analysis methods to find relevant themes were found in the statements expressed by the participants. The results of the data analysis obtained three main themes related to bullying in children with disabilities, namely the type of bullying, the impact of bullying, and the responses to bullying. A support group is necessary to establish a source of parental coping and increase resilience in caring for children with special needs.

To tell or not to tell about bullying-New insights from the study on the perceptions of criminal sanctioning, anticipation of school punishment, agency, and trust toward school staff.

The primary aim of this study was to determine whether perceptions of criminal sanctioning and school punishment predict students' willingness to report different types of bullying (material, physical, sexual, verbal, relational, and cyberbullying). An online survey was conducted with secondary school students (n=1092) as participants. Traditionally included predictors (trust toward school staff, cost of reporting bullying, gender, and school agency) were also incorporated into a multiple linear regression analysis. The perception of criminal sanctioning for a particular type of bullying was a significant predictor of the willingness to report a given type of bullying, whereas anticipation of school punishment was relevant only in the case of cyberbullying. Trust toward school staff and gender were also significant predictors of willingness to report any type of bullying. School agency helped predict the willingness to report any kind of bullying except cyberbullying. Surprisingly, the costs of reporting bullying were relevant only in the case of material bullying. These results have important implications for stakeholders and school administration in identifying unreported bullying, developing and implementing anti-bullying policies, and introducing programs aimed at improving students' legal awareness.

Cases of Bullying in the School Environment and Its Impact on Children's Future

Bullying can occur anywhere, both in urban and rural areas, both public and private schools. Whatever the type, bullying is unjustified. School should be a comfortable place for students to study science, because the impact of bullying causing deep trauma can be felt until adulthood. For this reason, to overcome bullying is not only the task of one person but all parties. This study uses a literature review method obtained online, consisting of various journal articles, research results, and subject books on bullying. Descriptive-analytical data analysis, the researcher organized all the data thoroughly about the bullying phenomenon that had been collected through internet searching. The results of the study show that various types of bullying consist of verbal bullying, cyber bullying, physical bullying, and sexual bullying. The impact of bullying victims, such as experiencing physical and verbal violence, can result in deep trauma to suicide. Special program School Violence Prevention Demonstration Program. Designed school aims to address bullying behavior

Ο ρόλος των εκπαιδευτικών Β/θμιας εκπαίδευσης απέναντι σε περιστατικά σχολικού εκφοβισμού μεταξύ εφήβων μαθητών

School bullying is a frequent phenomenon that needs special attention, prevention and felicitous intervention. The present study aims to study the attitudes of secondary school teachers towards school bullying and to examine ways of handling the phenomenon. Four questionnaires were used, which were completed through Google forms, by 152 teachers of Secondary Education who serve in general education schools. The results showed that teachers attribute significant seriousness to bullying incidents, demonstrate empathy towards the victim, and are willing to intervene. The type of physical bullying garnered the highest rating levels, while relational bullying garnered the lowest. Regarding the handling of bullying, it is estimated that the preferred response is to punish the perpetrator, while ignoring the phenomenon scores the lowest. Regarding strategies for dealing with stressful situations, it is found that the highest rated strategies are positive approach and seeking social support.

Violence in Young Adults: Perpetration of Bullying and Life Satisfaction

Objectives: To explore the potential associations between adults’ experiences of bullying and self-reported life satisfaction. Methodology: The data were collected by an online self-report survey using the Google Form by contacting college/university teachers and circulating the form among students using E-mails and social media. The Multidimensional Bullying and Cyberbullying Scale was used to assess the bullying experiences of the students in the last 3 months. The Brief Multidimensional Students’ Life Satisfaction Scale was used to measure self-reported life satisfaction. Results: Out of a total of 854 (males = 21.6 ± 3.55 years) students, a little more than half (53.9%) were not involved in any bullying, 16.4% were cyber victims, 3% were victims of classic bullying, and 10.9% were victims of both types of bullying. Pure perpetration was rare (<1%) and 14.9% of the participants reported victimizing others as well as being victims of bullying. The bully-victims, relative to other groups, were the most likely to express dissatisfaction in the domains of family life (χ 2 = 29.00, P = 0.0001), friendships (χ 2 = 52.11, P = 0.0001), living environment (χ 2 = 23.75, P = 0.003), and overall rating (χ 2 = 41.26, P = 0.0001). Multivariate stepwise regression analysis indicated that 4.2% of the variance was explained by the number of bullying victimization incidents and the number of perpetration incidents (F = 19.90, P = 0.0001). Conclusions: Educational institutions must take robust measures to raise awareness of bullying and implement effective strategies to protect the most vulnerable groups. Social-emotional educational programs that teach conflict resolution, social skills, and safe practices for navigating the remote platform need urgent attention.

Bullying and Its Impact on Learning Process (Language Learning)

The purpose of this study is to investigate the nature of classroom bullying in secondary schools in Azerbaijan and to identify the types of bullying in their English classes and its consequences for learners. This study also aims to explore different forms of bullying. Therefore, the purpose of this work is to highlight the current consequences of school bullying for secondary school students by analyzing observational data and interviews. A large part of the research works related to bullying are done in secondary schools. The reason for this is that the psychological state of the adolescent period and the internal life of the family are most affected by those who study at school. School administration has the most important role in preventing and intervening in bullying. It is the right of every learner to continue his education in a safe atmosphere without being insulted or disturbed, without hurting his family. The results of this study will provide in-depth information on what kind of bullying is often done in schools and educational institutions today, the students who are bullied and those who witnessed it. On the one hand, these results can serve as an important source for future theoretical and practical research to prevent bullying in schools and classrooms.

Traditional Bullying and Cyberbullying Victimization Before and During the COVID-19 Pandemic: A Meta-Analysis

AbstractThe purpose of this study was to use meta-analysis to assess the rates of bullying victimization in the United States (US) before and during the COVID-19 pandemic. Using a systematic search of academic databases and a previous meta-analysis database, we collected studies published between 1995 and 2023. Included studies used US-based data and reported on bullying involvement rates among children/adolescents across at least two data points (years), where 1 year had to be from 2020 to 2023. Data were extracted by type of bullying, gender, race, grade level, as well as numerous study-level features. Analyses included random effects meta-analyses, meta-regressions, and moderator analysis. Findings across the 79 studies and 19,033 effect sizes indicate that reported rates of traditional bullying victimization were significantly lower during the COVID pandemic years of 2020 to 2022 compared to the pre-pandemic years (23% vs 19%). This pattern was reflected across gender, grade, and most racial/ethnic groups examined. Overall, rates of cyberbullying victimization remained similar pre-pandemic vs during COVID (16% vs 17%). However, for boys, American Indian/Alaska Native youth, Asian, multi-racial, and White youth rates of cyberbullying victimization were significantly higher during COVID compared to the pre-pandemic period, while rates were significantly lower for transgender/non-binary youth during COVID (39% vs 25%). In addition, we conducted a moderator analysis and used meta-analysis to calculate pooled rates by year. Findings inform the current state of bullying involvement in the US and have implications for school-based bullying prevention practices and policies.

Mean Girls in Disguise? Associations Between Vulnerable Narcissism and Perpetration of Bullying Among Women

The literature on bullying perpetration is underpinned by gendered undertones, commonly portraying men as bullies given men’s greater tendency to exhibit stereotypically masculine and overtly grandiose features of narcissism. Due to the lack of gender-sensitive inventories employed, the association between narcissism and bullying perpetration among women remains understudied. Using an all-women sample (N = 314), the current study explored grandiose narcissism (overtly immodest and domineering) and vulnerable narcissism (hypersensitive and neurotic), the latter being more prevalent among women, in relation to bullying peers. Correlation analyses showed that vulnerable narcissism was positively associated with verbal, physical, and indirect bullying. At the subscale level, contingent self-esteem, devaluing, and entitlement rage were positively associated with all three types of bullying. Grandiose narcissism was positively associated with physical and verbal bullying, as was grandiose fantasy at the subscale level, and exploitativeness was positively associated with all three types of bullying. When grandiose and vulnerable narcissism were simultaneously entered into a regression model, only vulnerable narcissism emerged as a positive predictor of physical and verbal bullying. At the subscale level, devaluing positively predicted verbal and indirect bullying, whereas hiding the self negatively predicted indirect bullying. Expressions of vulnerable narcissism, more so than grandiose narcissism, may be relevant for bullying perpetration among women. Implications for anti-bullying interventions are discussed.

Depressive symptoms and HIV among a cohort of adolescent young men and transgender women who have sex with men, Bangkok and Nakhon Sawan, Thailand, 2017–2019

ABSTRACT Screening for depression may identify persons for HIV prevention services and to ensure linkage to care for ART and mental health. We assessed factors associated with depressive symptoms using multiple logistic regression among 15- to 29-year-old gay, bisexual or other men who have sex with men (MSM) and transgender women who have sex with men (TGW) attending HIV prevention clinics at Silom Community Clinic or Bangrak Hospital in Bangkok or Rainbow Clinic in Nakhon Sawan, Thailand. We defined depressive symptoms as a self-report of feelings of sadness that impacted daily life in the past one month. Among 192 MSM, 51 TGW, and 11 gender-questioning persons screened: 12.6% met the criteria for depression; 5.9% had new HIV diagnosis. Independently associated factors which increase the risk of depressive symptoms included: studying in a private school (AOR 7.17); experiencing any type of bullying (AOR 2.8); having a partner with HIV (AOR 4.1); and learning about the study from sources other than a friend (AOR 4.2). Given many youths had depressive symptoms, screening for depression and connection to mental health services would be beneficial in sexual health settings to meet the needs of HIV-vulnerable youth.

Solusi Mengatasi Fenomena Bullying Pada Komunitas Remaja

Bullying is often found among adolescents and children. Adolescents who are victims of bullying are more at risk of experiencing various health problems, both physically and mentally. This study aims to determine the factors that cause and impact bullying in the adolescent community, the types of bullying, and aims to overcome and reduce bullying. This type of research is qualitative using a descriptive design. The research method used in this research is by conducting interviews and documentation with the help of the Google Form platform. The subjects in this study used purposive sampling technique based on adolescent subjects who were in the school environment with two types of subjects, namely overall subjects who had never been victims and had been victims of bullying totaling 35 respondents (N = 35). Most of the respondents in this study had experienced bullying. In this study, the results show that the factors that influence the occurrence of bullying can come from individuals, families, play groups, to the adolescent community environment. The impact for adolescents who experience bullying will have an unfavorable effect on their daily life processes towards themselves, parents, friends, and society. The solution to reduce the level of bullying in the youth community is by taking an educational approach to adolescents, children, and communities who still have deficiencies in understanding and actions taken.

Relationship Between Personality Traits and Workplace Bullying Victims in Saudi Arabia.

Background Workplace bullying is persistent aggressive behavior, including verbal or physical abuse, exhibited in a working environment. The impact of workplace bullying in any industry leads to negative outcomes in multiple dimensions, such as issues with mental health, problems with physical health, and a reduction in productivity in the workplace. This study aims to measure the relationship between personality traits and workplace bullying victims. Moreover, it explores how personality traits predict being a victim of workplace bullying. Methodology A cross-sectional study was conducted among 625 participants from various regions of Saudi Arabia. Data was collected using a self-administered survey, which included sociodemographic questions, the Negative Acts Questionnaire-Revised (NAQ-R) for bullying assessment, and the Big Five Personality Inventory (BFI-10) for personality trait assessment. The statistical analysis encompassed descriptive statistics and inferential tests such as the correlation test, Mann-Whitney U test, and Kruskal-Wallis test. These analyses were conducted using the SPSS software version 27.0.1 (IBM Corp., Armonk, NY, USA). Results Personal-related bullying was more prevalent compared to work-related bullying, particularly "facing disregard of opinion" was the most frequent type of bullying. Moreover, conscientiousness, agreeableness, and openness to experience were demonstrated as major self-perceived personality traits among participants. Some sociodemographic factors were reported to be significantly associated with both bullying and personality trait scores. Personality traits such as conscientiousness, agreeableness, and extraversion were adversely correlated while openness to experience and neuroticism were positively correlated with bullying. Conclusions Our study illustrates the current prevalence of workplace bullying in Saudi Arabia and its impact on participants' mental health and productivity. We identified a significant correlation between self-perceived personality traits and the risk of experiencing workplace bullying. These findings offer valuable insights for policymakers, enabling them to develop targeted interventions to reduce bullying within work settings in Saudi Arabia.

Multicultural Education and Students with Special Needs: A Case Study from Greece

ABSTRACT Students of different ethnic backgrounds (e.g. refugees, immigrants) who also have special educational needs and/or disabilities (SEND) are considered as a ‘high risk’ group within the school context, whereas teachers do not realise how deeply the teaching process is embedded within their students’ own cultures or the stigma or bullying they might face. The aim of the present study was to investigate the bullying experiences of SEND students with a diverse ethno-cultural background. Semi-structured interviews were conducted with 20 students (N = 20) with special educational needs and/or disabilities from different ethnic backgrounds who attended Greek public schools. The results of the study revealed that these students experienced either mostly direct (i.e. physical, verbal) or indirect (i.e. social, cyber bullying) bullying, or the combination of these two, or other types of bullying. Despite the limitations of the qualitative research methodology, descriptive differences were found concerning the frequencies and the means of the different types of bullying mentioned by the students. Findings of this study in Greece shed light on an unexplored dimension of bullying through the lens of ‘student-victims’ from this ‘special group’, unravelling students’ thoughts and feelings for first time in the educational context.

Prevalence, Inequalities, and Impact of Bullying in Adolescence: Insights from the #BeeWell Study

AbstractMeasurement is fundamental to understanding and preventing bullying, but approaches in the field are inconsistent, producing much conflicting evidence. We illustrate this by demonstrating the sensitivity of findings to researcher-led analytical decisions (exposure threshold and type(s) of bullying considered) in a study addressing the following aims: (i) to determine the prevalence of bullying; (ii) to establish the nature and extent of inequalities in bullying exposure between different socio-demographic groups; (iii) to examine the relationship between bullying exposure and internalising symptoms; and (iv) to establish if this relationship varies between socio-demographic groups. Adolescents aged 12–15 (N = 35,825) attending 147 secondary schools in the #BeeWell study completed measures of bullying and internalising mental health difficulties. These data were linked to information on their socio-demographic characteristics (e.g. socio-economic disadvantage). A series of pre-registered analyses were undertaken. With regard to the first aim, the prevalence of bullying victimisation was found to range between 5 and 16%. In relation to the second aim, disparities in exposure to bullying were consistently found among gender and sexual minorities (vs cisgender heterosexual boys), those with special educational needs (vs those without special educational needs), younger students (vs older students), and those from more disadvantaged neighbourhoods (vs those from less disadvantaged neighbourhoods), irrespective of the bullying exposure threshold or type being considered. However, disparities among cisgender heterosexual girls (vs cisgender heterosexual boys) and ethnic minority groups (vs White students) varied by exposure threshold and type of bullying. Pertaining to the third aim, the population attributable fraction for the association between bullying exposure and internalising symptoms was found to range between 6 and 19%, with the odds ratio ranging between 3.55 and 4.20. Finally, in terms of the fourth aim, there was limited evidence that the magnitude of the impact of bullying victimisation varied across socio-demographic subgroups, except that bullying exposure was more strongly associated with internalising symptoms among LGBTQ+ young people and cisgender heterosexual girls (vs cisgender heterosexual boys), and less strongly associated with internalising symptoms among Black students (vs White students). Our findings speak to the importance of developing more consistent measurement practices in bullying research, with consequent implications for prevention and intervention. These implications are contextualised by consideration of study strengths and limitations.

Peran Guru dalam Implementasi Pendidikan Karakter untuk Mengatasi Masalah Bullying di Madrasah Ibtidaiyah

Bullying is a social behavior that often occurs in schools. Bullying can also involve students as perpetrators and victims. Bullying also has some negative repercussions for both the victim and the perpetrator himself. If this type of bullying occurs, then the role of the teacher is needed so that the teacher can identify and overcome it. The purpose of this study was to determine the role of teachers in the implementation of character education to overcome bullying. This research method uses qualitative research methods with a case study approach. From this study, it is also known that there are several types, factors, and impacts or consequences felt by students due to bullying behavior carried out. These three aspects can be a guideline for teachers to analyze and formulate strategies to solve these problems, one of which is through the application of character education. It can be seen that the role of teachers in the implementation of character education for students is to guide or provide advice and direction, as well as develop students in order to overcome situations or problems of bullying so as to minimize the occurrence of bullying at school. Teachers play an important role in applying moral values to shape student character, especially in elementary school students, because students in this age group easily imitate the behaviors and actions they see. Therefore, in its implementation, teachers and parents must work together to achieve character building through the application of character values.