This study aimed to examine the strategies in handling classroom bullying in schools, There is no respondents in this study. A systematic review was used, it is the type of design that uses systematic methods to collect secondary data, critically appraise research studies, and synthesize findings qualitatively or quantitatively. It is designed to provide a complete, exhaustive summary of current evidence relevant to a research question. The finding revealed, that the common strategies used across all studies are reactive strategies which it is evident from some reports and used by schools to respond to bullying immediately, ratings are generally positive, local authorities and schools approached agreement over restorative approaches which was one of the local authorities most highly recommended strategies and rated as a having positive effect in reducing bullying. The second strategies used across all studies are proactive strategies, there is significant reductions in aggressive behaviour reported and the use of systematic application of rewards and punishment is considered to be more effective when students are informed and continually reminded of what actions are acceptable or unacceptable in their interpersonal relations. The third common used strategies across all studies are collaborative strategies, the findings point out considerable divergence in views about how cases of bullying should be treated, and indicate a need for better education and training of school personnel in this area.Finally, school violence and bullying prevention and intervention programs must start as early as possible. Teachers need to become more acquainted with alternative methods of intervention and their distinctive rationales, and encourage to explore the appropriateness of their application in relation to different kinds of cases of bullying.
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