Abstract
This study examined the relationship between bullying experiences and student outcomes—specifically academic performance, psychological well-being, and behavioral changes—among Grade 6 students in South II District, Iligan City. Employing a quantitative descriptive-correlational design, data were collected during the 2024–2025 school year through a researcher-developed survey administered across seven public elementary schools. Demographic variables such as age and sex were included to account for individual differences. Statistical tools, including frequency and percentage distributions, weighted mean, Pearson correlation, and multiple regression, were used to analyze the data. Results indicated that all forms of bullying (physical, verbal, cyber, and relational) had a significant impact on students' psychological well-being. Additionally, the location of bullying emerged as a significant predictor of academic performance, psychological well-being, and behavioral changes. Both the types and locations of bullying, along with demographic factors, were found to predict student outcomes significantly. These findings underscore the pivotal role of both environmental and individual factors in shaping the consequences of bullying, providing empirical support for the development of a comprehensive Action Plan. The Action Plan aims to inform targeted intervention strategies within school settings to address and mitigate the impact of bullying effectively.
