Influence of Social and Emotional Competencies on Bullying among Grade Six Pupils: Evidence from Consuelo Elementary School

Mary Sheila C Digal, Alvin O Cayogyog, Charles L. Digal, Pareja Alma Mae C., Daniel Lawrence. Ortillano and Robert Joy. Daclan
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Mary Sheila C Digal: Agusan del Sur State College of Agriculture and Technology
Alvin O Cayogyog: Agusan del Sur State College of Agriculture and Technology
Charles L. Digal: Agusan del Sur State College of Agriculture and Technology
Pareja Alma Mae C.: Agusan del Sur State College of Agriculture and Technology
Daniel Lawrence. Ortillano: Agusan del Sur State College of Agriculture and Technology
Robert Joy. Daclan: Agusan del Sur State College of Agriculture and Technology

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 5, 1300-1310

Abstract: This study used a correlation research design to determine the factors affecting bullying among Grade Six pupils in Consuelo Elementary School. The respondents were 61 grade six students. A validated questionnaire and the Social Emotional Competence Questionnaire (SECQ) were employed to measure students’ social-emotional competence. The results demonstrated that social-emotional learning (SEL) is an effective and significant component in comprehensive bullying prevention interventions, aligning with findings that SEL interventions can improve student skills, reduce problem behaviors, and increase academic achievement. Notably, the relational abilities of Grade 6 pupils emerged as the strongest predictor of bullying, indicating that high levels of SEL can effectively reduce bullying incidents in educational settings. To address this issue, it is recommended that educational institutions prioritize comprehensive SEL programs tailored to students’ needs from an early age. Furthermore, educators and school administrators should receive training in SEL strategies to effectively support students, and pupils should actively develop social and emotional competencies to better cope with everyday challenges. Future research should explore the long-term effects of SEL interventions on bullying prevention and identify best practices for implementation across diverse educational settings.

Date: 2024
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