Experiences of Violence and Level of School-Based Support System
DOI:
https://doi.org/10.5281/zenodo.20293155Keywords:
school related violence school-based support systems, inclusive education, psychological violenceAbstract
This study examined the experiences of violence among Grade 5 and Grade 6 learners in selected public elementary schools in District II, San Fernando, Bukidnon, and their perceptions of school-based support systems. Specifically, it aimed to determine the prevalence and forms of violence, identify learners’ coping strategies, assess the effectiveness of school support mechanisms, and explore the relationship between experiences of violence and perceived support. Using a descriptive-correlational design, data were collected from 250 learners through a structured questionnaire adapted from the UNGEI School-Related Violence Toolkit and validated scales on coping and support. Responses were analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings indicated that learners experienced various forms of violence, with psychological and emotional forms, such as gossip, exclusion, and unfair treatment, being most frequent. Coping strategies included problem-focused approaches, such as reporting incidents, and emotion-focused strategies, including self-isolation and seeking peer support. Although school-based support systems were generally perceived as available, they were not significantly associated with reduced experiences of violence (r = .012, p = .886), highlighting the influence of peer behavior, cultural norms, and systemic factors beyond school control. The study recommends strengthening preventive measures through socio-emotional learning, teacher training, policy reinforcement, and active student engagement. Community involvement and inclusive school programs are also essential to enhance the effectiveness of support systems and foster safe, supportive, and empowering learning environments.
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