EXPOSURE to bullying affects students’ performance in tests.
This is according to the Second Congressional Commission on Education, during a hearing on the Anti-Bullying Act this week held by the Senate Commission on Basic Education.
The statement also comes on the heels of news about a student dying by suicide in Taguig City. Initial information says the child experienced bullying among peers.
At the hearing, Edcom II Technical Specialist for Basic Education Riz Comia cited the 2019 Trends in International Mathematics and Science Study, which said that learners bullied weekly scored 41 points lower in Math and 52 points lower in Science compared to those who are bullied monthly.
The Programme for International Student Assessment said 43 percent of female learners, and 53 percent of male learners experience bullying “multiple times a month.” Meanwhile, half of Grade 5 students are bullied at least once a month, according to the Southeast Asia Primary Learning Matrix. Small wonder that we have been tagged by some bodies as the bullying capital of the world.
Statistics and anecdotes give us an idea of the extent and magnitude of the problem. The bigger task, however, is identifying the causes of the bullying in homes and schools, and introducing mechanisms that could help nip bullying cases in the bud.
In schools, for instance, administrative issues could spell the difference between stopping bullying and letting it fester. There should be ways for victims to report their experiences without the fear of backlash, and there must be well-trained personnel and officials to handle such cases, as well as clear-cut guidelines on the steps to take after cases are reported.
Of course, it is immensely difficult to legislate action in the home.
Bullying stems from the mindset that having control over others and inspiring fear in them are a sign of strength. Children who bully others often operate from an insecure environment where their self-esteem is tied to misguided notions of power. On the other hand, those who become targets of bullies find themselves helpless — asking for help validates their weakness.
Laws must separate what can realistically be done in different environments while also acknowledging the shared responsibility of the proverbial village – parents, teachers, the community, even the influence of different forms of media – in shaping the behaviors and responses of children. Some are able to overcome the insidious effects of bullying, but others, tragically, are not.
Proposed solutions will affect the intellect and behavior of our children, and help shape the quality of our future. These laws will have far-reaching effects for generations to come. Let us make sure we do it right.
