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EXPLORING THE LIVED EXPERIENCES OF BULLIED STUDENTS

A Research Paper Proposal

Presented to the Faculty of the Senior High School Department

Claire R. Barron

April Khrim L. Daugdaug

Mycha Jane G. Epifanio

Nathaniel P. Takalan

Jessie Talaid

April 2025
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Chapter 1

INTRODUCTION

Students' lived experiences of bullying have not been well understood, despite

knowing that bullying in higher education (HE) is probably common and has an effect

on students' well-being. Bullying in schools remains a significant issue that draws

attention from researchers, educators, parents, and students. Meanwhile, students

are becoming more aware of the importance of standing up against bullying and

supporting their peers.

Bullying can be physical, verbal, or social. At times, bullying happens in

schools when a group of students make fun of one student and gain in bystanders

who, in certain situations, wish to avoid becoming the next victim. Bullying in schools

is a widespread issue that affects students in secondary school. Bullying could

appear in many forms, including verbal abuse such as calling insulting nicknames,

physical abuse like kicking, pushing, or tripping, and social abuse by everyone.

The research problem being addressed is the spreading and impact of

bullying at Don Esteban Dasalla National High School, particularly focusing on how

students are targeted based on their physical appearance and the spread of false

judgments. This study aims to explore the psychological effects of bullying on

students, including feelings of insecurity and decreased self-esteem.

The researchers aim to determine the factors that influence students'

academic performance in the impact of bullying. They want to explore the

experiences of students who have been bullied and examine the emotions of such

experiences. Additionally, this study will analyze how bullying situations impact

students’ ability to succeed academically.

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This study is essential because it expands the researchers knowledge of the

reasons for, and the impact of bullying, as an important phenomenon that mainly

affects children and youth. The study of bullying enables us to implement and refine

prevention strategies to create, and live in, safer communities, homes, and schools.

Another important thing to note is that this research not only encourages the

development of policies and programs to protect victims, promote kindness and

respect, and reduce aggressive behavior but also economics is as well.

According to Smith (2004), bullying is defined as a systematic abuse of power

where intentionally aggressive behavior is repeated against a target who cannot

defend themselves. Bullies tend to perceive themselves as stronger or more

dominant, whereas their victims often feel weak or powerless. Recognizing this

dynamic is crucial for teachers, parents, and communities as they strive to devise

more effective strategies for combating bullying, safeguarding victims, and

encouraging bullies to alter their behavior. This research serves as a reminder that

preventing bullying necessitates a focused approach on patterns of repeated

behavior and the inequitable use of power.

The research explores the lived experiences of students in Don Esteban

Dasalla National High School who have been bullied, focusing on their emotional,

social, and academic impacts. The study is limited to middle and high school

students and utilizes qualitative methods. The paper is organized into several

sections: a review of related literature on bullying and its effects, an explanation of

the research methodology and data analysis, a presentation of findings highlighting

key themes, and a conclusion summarizing the results, implications, and

recommendations for future research.

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Purpose of the Study

The purpose of the study is to explore the lived experiences of bullied

students who have been bullied in school to understand how bullying impacts their

emotional/emotions, and academic performance. This study aims to explore the

support systems utilized, identify possible solutions to this problem, and provide

recommendations that schools can implement against bullying.

Research Objectives

This study seeks to answer the following research questions and

developmental questions to make the story more meaningful.

1. What are the common reasons why there are bullied students, coping

mechanisms, and strategies who are being bullied?

1.1 How do the participants feel about bullying?

1.2 What are the emotional and social responses of the participants about

bullying?

1.3 How do the participants cope up or handle their experiences as bullied?

Theoretical Lens

The study will utilize different theoretical frameworks that could be used to

structure the discussion on lived experiences of bullied students. The undertaking of

the present study is based on the discussion of the following theoretical framework

on bullying theories:

According to the social learning theory as described in Berger,(2015) it's an

extension of behaviorism that emphasizes the influence that other people have over

a person's behavior, stating that every person learns through observation and

imitating other people's behavior. This theory means that the bullying behavior was
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learned by his/her imitation of someone else or a group of other people. Others get it

or they just copy it from other people who bully a fellow human being.

According to (Swearer, Wang, Berry & Myers, 2014) Social learning theory

also knows as social cognitive theory. This theory help to used to explained

aggressive bullying behaviors, for example youth who are exposed to domestic

violence in the home are more likely to bully others than those who aren't exposed to

domestic violence and the same goes with children who socialize with aggressive

peers: they are more likely to show aggressive behaviors toward others than those

who do not socialize with aggressive peers. It is apparent that students who bully

others is a result of what they see or what is being done to them. They are hurting

and the root is unresolved emotional issues from witnessing violence in their homes

or from their peers or both.

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Chapter 2

REVIEW OF RELATED LITERATURE & SYNTHESIS

This chapter presents the works and writings of the various personalities who

had conducted their research which provided much relevance to the present study. It

will show different facts, opinions, quotations, and other materials which can be the

basis for solving some issues and concerns that may be encountered as the study

advances.

Bullying

Bullying is a social problem, and one person in every three individuals

randomly selected has been bullied physically, verbally, and socially (Misawa, 2010).

Bullying has many characteristics; it can be verbal or physical. It often involves

actions that occur over time, as the methods a perpetrator uses to successfully bully

a victim can vary. It can also take place online, known as cyberbullying, where hurtful

messages or rumors are spread through social media or other digital platforms.

Bullying affects the emotional, mental, and academic well-being of victims, leaving

long-lasting negative impacts on their lives.

According to Peppler and Craig (1999), there are a number of bullying cases

in school such as “gossip spreading of rumors, saying nasty things to a person,

hitting, kicking, and punching. Usually, what a perpetrator does to a person or

student is to say bad things that may hurt their feelings. Telling something untrue

involves spreading false news or rumors to many people. Another form is physical

bullying, where the bully harms the victim by hitting, pushing, or other acts of

physical aggression. All these actions can seriously affect the victim’s confidence

and emotional well-being.

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Effects of Bullying to Academic Performances

Bullied children are weak, shy, and anxious, and stay away from school due

to victimization and continuous victimization and victimization experiences lead to

poor academic performance (Rose, 2011). Students who become victims of bullies

have trauma that affects or disrupts their studies because they are ashamed to

answer and afraid to socialize with other students. This fear and shame can lead to a

decrease in their participation in class and lower academic performance. As a result,

these students may also struggle with feelings of isolation, making it harder for them

to build friendships or engage in school activities.

Being bullied is associated with being unsafe in schools, loneliness, not

belonging at school, and skipping school to avoid victimization. Bullying and

victimization are associated with poor academic achievement in schools due to their

effects on the students (Kokkinos, 2012). Students often feel unsafe and lose

interest in attending school because of harassment from their peers. Victimization is

linked to lower academic performance in both boys and girls, as they may avoid

school due to bullying threats or become too depressed to focus on learning in an

environment where they don’t feel secure.

According to Nakamoto (2010), victims of bullying are usually exposed to

problems such as emotional, behavioral, psychiatric disorder, and poor academic

performance. Among the students who are bullied, they are the ones going through

personal problems such as family issues, struggles with their self-esteem, or

difficulties with their studies. These challenges can make them more vulnerable to

bullying, as they may already be feeling insecure or stressed. In many cases, the

bullying only adds to their emotional burdens, making it even harder for them to cope

with their other struggles.

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Chapter 3

METHODOLOGY

This chapter presents an overview of the study, including the nature of the

research and the design used for presentation. It outlines the role of the researcher,

the research participants, the data collection process, and the data analysis methods

employed. Additionally, it discusses the inclusion criteria, the trustworthiness of the

study which encompasses reliability, confirmability, transferability, and dependability,

and the ethical considerations involved in the research process.

Research Design

This study will utilize qualitative research design to know the lived

experiences of bullied students using in-depth interviewing within the Don Esteban

Dasalla National High School.

Qualitative research begins with a problem and places the researcher in the

natural setting to interpret and analyze the data (Creswell, 2013). Therefore, the

concept of qualitative research then becomes relative to the observer, researchers,

students, or professional of which the data or information holds relevance.

General education has recognized this tension as well, and phenomenology

has effectively found a rightful place in the tool belt of the research community

(Cohen Manion, et. al, 2007). Phenomenology, along with several other qualitative

methodologies, has gained widespread acceptance in numerous academic

institutions and scholarly journals.

Qualitative research analyzes data from direct fieldwork observations, in‐

depth, open‐ended interviews, and written documents. Qualitative research involves

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analyzing data collected through field observations, open-ended interviews, and

written documents to gain deep insights into the subject (Patton, M. Q. 2005).

Research Locale

The study will take place at Don Esteban Dasalla National High School,

located in the Kaputian District, Region XI, Davao del Norte. This location will be

selected because of its accessibility, the diversity of its student population, and its

cases about addressing bullying. The school has aimed at fostering a safe and

supportive environment for all students. Additionally, this research aims to examine

the experiences of bullied students within the school community.

Participants and Respondents of the Study

The participants of this study will be the selected students who were bullied.

This will involve students who experienced bullying in Don Esteban Dasalla National

High School, Island Garden City of Samal. Anyone is eligible to be selected as one

of the participants regardless of gender.

The study depends on participants' ability to describe their experiences and

respond to interview questions. There are different levels of expertise and

experience among participants, which may be subjective. Since this study is for

students who experienced bullying, the requisite permission from participants to

obtain access. The study and its intent are also directly told by the participants.

This study, through in-depth interviews, will focus on open-ended questions.

In its investigation, this research is phenomenological study.

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Research Instrument

This study will focus on collecting extensive data through thorough interviews

to guarantee that researchers gain rich and relevant insights. Interviews will be

recorded using a dedicated smartphone application, and audio recording devices will

be strategically positioned to capture all verbal exchanges. The collected audio will

be transcribed and subjected to thematic analysis to identify key patterns and

insights.

Role of the Researcher

In this study, the researchers role is to understand and share the experiences

of bullied students. The researchers will interview the selected participants, take

notes and listen to participant’s stories carefully, and respect the participants’

answers. The researchers will make the participants comfortable so they can feel

and talk comfortably while sharing their answers. Also, the researchers will have the

full trust of the selected respondents whenever what the respondents will say.

The researchers will be more observant of the respondent’s answers and dig

more to know the experiences of the selected bullied students. Also, the researchers

will use in-depth interviewing to get the information.

Moreover, this endeavor will explore the experiences of bullied students and

their effects. This study gives the researchers more interesting in finding out their

experiences.

After interviewing, the researchers will gather the data by conducting in-depth

interviews using the interview guide questions among the selected students. Upon

getting the results of the in-depth interviews, the researchers will analyze the data

gathered from the audio recordings of the in-depth interviews.

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Ethical Consideration

In this study, the researcher carefully considered ethical and social

considerations to protect participants and uphold research rigor. Since the study

involves exploring the sensitive and potentially distressing experiences of bullied

students, several safeguards were employed to ensure confidentiality, minimize

risks, and foster trust and confidence among participants. The researchers ensured

that this study was guided by ethical principles as confidentiality, empathy and

validation, and cultural sensitivity.

Confidentiality refers to the obligation of researchers to prevent unauthorized

access to data collected from participants. This means protecting the data from

disclosure to unauthorized individuals or groups. Privacy, on the other hand, relates

more to participants’ control over the extent and manner of sharing personal

information. In essence, privacy concerns a participant’s right to decide when, how,

and to what extent their personal information will be shared (ATLAS.ti. n.d.).

Upholding this principle builds trust, encouraging participants to share their

experiences openly, thus enhancing the research's depth and ensuring it is

conducted ethically.

Empathy and validation often relate to the ways researchers approach

participants, interpret data, and present findings according to Taylor, A. (n.d.). This

practice not only foster trust but also contribute to ethical and meaningful research

that honors the voices of those who have experienced bullying.

Cultural sensitivity, according to Joan Sieber (1992: 20), is ‘the understanding

and approaches that enable one to gain access to individuals in a given culture and

to learn about their actual lifestyles (beliefs, habits, needs, fears and risks). This
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sensitivity allows for more effective support strategies that respect the individual’s

cultural identity and promote inclusive, empathetic environments.

Holistic Support A commitment to reducing bullying across an entire school

inherently translates into a comprehensive examination of school climate in a holistic

manner, considering the roles students, staff, parents, and other community

members have in reducing bullying. (Singh, A. A., Orpinas, P., & Horne, A. M. 2010).

In exploring the lived experiences of bullied students, this approach ensures that the

roles and viewpoints of everyone involved are taken into account.

In-depth interview involves intensive individual interviews with a small number

of respondents to explore their perspectives on a particular idea, program, or

situation. We might ask the participants about their experiences, expectations,

thoughts and perceptions (Boyce, 2006). The success of an in-depth interview

depends largely on the personal and professional qualities of the interviewer and

researcher.

The researcher must also have the ability to listen carefully, digest and

comprehend the participants’ answers. It is also of equal importance that a

researcher and interviewer have clear and logical mind and think quickly to the key

points of the participants’ answers (Legard, Keegan & Ward, 2003). Thompson

(2010) elaborated that we need curiosity, interest and respect for people as

individuals. Each early retired teacher was secured that their experiences and

personal accounts will be kept and no one can access to the information they have

entrusted unto me during the interview. In this basis I have distinguished my

personal outlook and did not make personal comments on the participants’ answers

during the interviews.

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Furthermore, during the conduct of the study, the well-being of the

participants will be considered and any possible factors that affect the participants

must be acknowledged and addressed.

In conclusion, the researcher should ensure as well the validity of the

collected data through having a participant who can check the transcript of the

interviews.

Data Gathering Procedures

Qualitative research interviews are attempted to understand the world from

the subjects’ point of view, to unfold the meaning of peoples’ experiences, to uncover

their lived world prior to scientific explanations’. Further, qualitative research

interviews unfold as an interviewer asks questions of the interviewee in order to

gather subjective information about a particular topic or experience (DeJonckheere

& Vaughn, 2019).

In qualitative research, the researchers play a central role in collecting the

data.

Prior to the conduct of the study, the researcher will ask permission to

conduct the study through a formal letter to the School Head of Don Esteban Dasalla

National High School, Sir Allen F. Padillo, MAED. Upon approval, the researchers

will then coordinate to the teachers involve in the study and after ensuring the rigor

and appropriateness of the interview guide, the following data gathering procedures

will be observed:

First is the preparation of the logistical requirements which includes the venue

and audio/voice recorder used during the interview with the participants. The venue

and time were determined during the researcher’s meeting in face-to-face.

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Second, before the conduct of the interview, the participants will be given a

copy of the consent form to sign personally. It will be followed by a Participant

Agreement Form. This indicated the agreement between the participants and the

researchers for the conduct of the interview and transcription process. This includes

the use of a pseudonym, and other pertinent information to help the researchers

come to know and recall each participant. Most of all, the form includes their

permission to conduct the interview.

Lastly, it will be followed by a one-on-one interview with the participants, face-

to-face. The interview proper which consists of questions on the lived experiences of

bullied students and then will be followed by developmental questions to gain more

meaningful questions.

The researchers feels that developing a relationship and trust with the

participant will be more significant than the list of questions on the discussion guide

because the study will use one-on-one interviews. If the participant feels nervous or

self-conscious during the session, the objectives and question list are pointless. The

researcher set an initial meeting with the participants and to discuss the study's

contents in order to ensure sure participants would understand that everything would

be conducted under the strictest of privacy.

Subsequently, the researchers will hold individual interviews with the

participants at a mutually decided date and location that will suit their preferences. A

digital recording device will capture the conversation. Following the interview

sessions, their responses will be transcribed.

During the interview proper, questions will be asked to the participants

followed with elucidating or probing questions. The main questions is: the impacts of

bullying on academic performances, types of bullying is commonly used, the

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experiences of students about bullying in school. Asking this type of grand tour

question allowed freedom to tell their stories without constraint. To elicit specific

experiences, sub-questions written in the semi-structured interview guide also asked.

During the interview,prompt questions will used for clarification and focus.

Prompt questions will be when, who, where, why, how and what. Follow up

questions can keep the participant on track, talking, and focused on the topic being

explored (Rubin & Rubin, 2012). Interviews were conducted at their respective

classrooms or anywhere they will feel comfortable to researchers at a time free of

interruption like during their free time or after their busy hours and conducive to

reflective storytelling. Each participant will be interviewed separately at different

times. The length of the interviews may or may not last for about an hour.

At the end of the interview, a leading question will be asked, such as: “Were

there any experience that was not asked that you would like to share?” In most

instances, this question did not elicit any new information. All interviews were audio-

recorded and transcribed verbatim by the researcher herself and will be validated

using member checking. Participants will be assured of confidentiality as will be

explicated in the section of the informed consent form for human consideration. Field

notes were taken during the interview to record body language or other contributing

factors that are not to be reflected on the recording. This will be done to minimize

distractions to the participant.

Finally, the researchers then will transcribe the audio-recordings as soon as

possible after the interviews. Member checking will be used as method of validation

whereby, participants will read and will affirm the contents of the interview transcript

by affixing their signature. Such validation process will signal the trustworthiness of

the data.
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The interview saturation point will be identified when the tenor of the answers

has the same flow of thought deriving from the same phenomenon of experiences

based on the similarity of experiences that will be reveal during the interview.

Data Analysis

When conducting a qualitative study, researchers will try to get as close as

possible to the participants to be studied to minimized the distance between

themselves and the participants (Creswell, 2013). As Hancock, Ockleford, and

Windridge, (2017) pointed out analysis of the data in a research study involves

summarizing the mass of data collected and presenting the results in a way that

communicates the most important features. Data will be analyze using a method

which will include data reduction, data display, conclusion, drawing and verification,

adding that qualitative content analysis is “any qualitative material and attempts to

identify core consistencies and meanings”.

The following steps represent Colaizzi process for phenomenological data

analysis as cited in Morrow et al. (2015).

The first step involves reading the transcript several times to gain a

comprehensive understanding of its main ideas and themes.

The second step is to identify and extract key statements that are relevant to

the phenomenon to be investigate. These important statements will be carefully

documented on a separate sheet, along with their associated page and line numbers

for easy reference.

The third step is to articulate the meanings that will be derive from important

statements. Researchers should "bracket" their preconceptions to ensure they focus

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closely on the phenomenon as it is experienced. This approach helps to capture the

essence of the experience without being influenced by bias or prior beliefs.

The fourth step sorting the created meanings into groups, themes, and

clusters of themes. Premises must be bracket to prevent any possible impact from

the current theory.

The fifth phase involves incorporating the study's results into a thorough

explanation of the phenomenon to be examine. A narrative account will be used to

offer the detailed description. The researchers will create the overall structure and

will make sure the study will include experience-based components by incorporating

emergent themes, topic clusters, and formed meanings into the description.

The six step is to determine the phenomenon's basic structure.

Lastly, the research participants themselves should be will consult for

validation of the findings so that their experiences can be compared with the

researcher's descriptive results. Participants will be asked if it accurately reflects

their experience, and the researcher may revisit and adjust previous analytic

procedures based on their responses.

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Trustworthiness of the Study

In qualitative research, particularly phenomenological studies, demonstrating

trustworthiness is essential to ensure the rigor, reliability, and validity of the findings.

Trustworthiness in this context refers to the confidence readers can have in the

authenticity and credibility of the research outcomes. To achieve trustworthiness in

exploring the lived experiences of bullied students, various strategies and

approaches must be applied throughout data collection, analysis, and description.

Establishing reliability in qualitative research is crucial for influencing future

research paths. Researchers will utilize reliable discoveries as a basis for

information, which can then inform the development of hypotheses and the planning

of future investigations (Humphreys, L (2021).

Transferability pertains to the degree to which the research findings can be

extrapolated to alternative contexts or situations (Haq, Z. U (2023). By providing

detailed and comprehensive explanations, researchers allow readers to evaluate

how applicable the findings are to similar situations, thus improving the study's

transferability.

Dependability pertains to the enduring and unwavering nature of the research

findings across time. In order to assure reliability, researchers rigorously document

their approaches, techniques for data gathering, and procedures for analysis (Amin,

M. E. K., (2020).

Confirmability pertains to the impartiality and objectivity of the findings,

guaranteeing that they remain unaffected by any biases or preferences of the

researchers (Haq, Z. U (2023). Member checking, a process in which participants

thoroughly examine and validate the accuracy of the findings, enhances the level of

confirmability.
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