Abstract
This study aimed to assess the extent of adherence to anti-bullying policy implementation among learners and its relationship with the school participation rate in Malaybalay City District IX, Division of Malaybalay City, for the School Year 2024–2025. Guided by Albert Bandura's Social Learning Theory, the research examined how key implementation areas—policy clarity and communication, training and professional development, school climate and culture, parental involvement, peer support programs, and community partnerships—contribute to fostering a safe and inclusive learning environment. Using a descriptive-correlational research design, the study employed complete enumeration involving 137 public elementary school teachers. Data were collected through a validated researcher-made survey and statistically analyzed using mean, standard deviation, percentage, and Pearson r correlation. Findings revealed a high extent of adherence across all indicators of policy implementation, particularly in community partnerships and school climate. Moreover, the school participation rate among learners was reported as very high. However, correlation analysis indicated no statistically significant relationship between the extent of policy adherence and school participation rate. This suggests that while anti-bullying measures are crucial for maintaining safe educational environments, they may not directly influence students' attendance or participation levels. Factors such as socioeconomic status, mental health support, and broader institutional dynamics may play a more substantial role in shaping learner engagement. The findings underscore the need for integrated approaches that combine policy enforcement with context-sensitive strategies to address barriers to participation. Strengthening transparency, staff confidence, and inclusivity—particularly for marginalized groups—may improve the overall effectiveness of anti-bullying programs and educational engagement.
