Bullying remains a pervasive issue in schools, workplaces, and communities worldwide, with profound and lasting effects on individuals’ mental and emotional well-being. Despite increased awareness and efforts to combat it, the deceptive nature of bullying continues to challenge our societal fabric. Reflecting on my own experiences, I recall being a victim of bullying from elementary school through high school, and perhaps even in college. However, during those times, we were not yet aware as children that the actions and treatment we received from aggressors constituted bullying.
Constant exposure to bullies led me to believe I was inferior compared to my elementary and high school classmates, who were often prominently involved in school activities, whether performing or receiving recognition for their active participation in academic and extracurricular pursuits. These bullies seemed to be part of what I perceived as ‘the privileged few,’ coming from families with the resources to support them financially in any field of interest they wished to pursue. I believed it would be impossible for a child like me to be noticed, even if I had the potential if I didn’t belong to their circle. I simply thought the reason for my discrimination, and feeling of being unwanted, irrelevant, and undervalued was because I was poor.
Now I am more than sure that being poor or perceived as poor, and ordinary, makes one a target of bullies. I experienced bullying, but I did not play the victim. I knew I lacked certain aspects in life, but I confronted bullies head-on. I stood up to them regardless of their size and social standing. I would question their treatment of me and call them out.
Consistently, I resisted and engaged them in arguments that made them feel uncomfortable until they decided to leave me alone.
Sometimes, I laugh at the thought that those bullies who targeted me may have regretted their choice, as they all ended up being publicly called out, engaged in debates with me, and eventually feeling embarrassed for their mistreatment of me.
But not all children can defend themselves the way I did when I was their age. According to the 2018 Indicators of School Crime and Safety report, only 20% of school bullying incidents were reported. I never went to school authorities to report that I was being bullied. Why aren’t children speaking up? StopBullying.gov enumerates many reasons why kids don’t tell. One reason could be the fear of backlash. Most children choose to suffer in silence because they typically do not want adults to know what is being said about them. They may feel socially isolated and believe that no one cares or understands them.
My parents were not aware I was being bullied. I chose not to tell them or anyone. I did not want to cause trouble. I thought my parents had more than enough problems already. I did not want to add to their concerns. I did not seek help in school because I thought no one would care to help or believe a student who does not belong to the popular crowd. Numerous factors contribute to children’s reluctance to inform their parents or school authorities about bullying incidents. Unlike adults, children often lack discernment— defined by Vocabulary.com Dictionary as “the capacity to judge effectively—or a wise and perceptive perspective on matters”.
In the Philippines, Republic Act No. 7610, also known as the “Special Protection of Children Against Abuse, Exploitation, and Discrimination Act,” stands as a key legislation among various laws aimed at legally safeguarding children from any forms of abuse and violence. The Anti-Bullying Act (R.A. 10627) is another legislation designed to safeguard children in kindergarten through secondary schools from bullying, mandating schools to implement policies for addressing bullying complaints. The legislation encompasses any action that harms the victim’s psychological and/or emotional health. Bullying includes slanderous statements or accusations that cause the victim significant emotional distress, such as the use of foul language or profanity directed at them, name-calling, tormenting, and making negative comments about their appearance, clothing, or body. Additionally, it addresses cyberbullying, which involves bullying conducted through technology or electronic means.
However, despite the existence of numerous child protection laws, their efficacy diminishes when incidents of bullying go underreported. Statistics indicate a necessity for authorities to enhance efforts aimed at educating and empowering children about bullying, as well as raising community awareness and promoting active participation in ensuring children’s protection from all forms of abuse.
But let me point out that bullying does not happen in schools alone. It is also present at work and even in our own homes. So we must be quick to detect bullying, that policies about it are well-placed, and that organizations are serious about nipping it in the bud. While it is perfectly understandable why children usually opt not to tell their families and authorities that they are being bullied, it is unforgivable for adults like us to remain silent and turn a blind eye to very obvious forms of bullying and harassment against our children and all children. When wrong is allowed to persist, impunity reigns. When misconduct goes unpunished, it can become normalized within society, leading to a culture where unethical behavior is tolerated or even encouraged. We cannot allow that to happen.
ENGLISH LANGUAGE PROFICIENCY COURSE GRADUATES
Sixty-nine Korean students from National Korea Maritime and Ocean University and Pukyong National University in South Korea received certificates of completion for finishing the English Language Proficiency Course offered by the Institute of Language (IOL) in partnership with STI West Negros University.
The foreign students underwent training in correct pronunciation, grammar writing, and other language skills. They also underwent ToEIC or Test of English for International Communication.
Song Yikyung expressed gratitude to the partnership of STIWNU and IOL for providing the opportunity to learn and understand the English language while forming friendships with fellow students and their teachers.
“You have all played a major role in shaping each of us into the individuals we are today, for which we are grateful,” Yikyung stated. “
We did not anticipate the transformative impact of our decision. STIWNU – IOL has taught us how to think critically and speak confidently in English, making us stronger and intellectually, socially, and morally prepared as we advance to the next stage of our development and education,” she added.
Je Yujin of KMOU thanked his teachers for the wonderful classes. Yujin shared that their one-month stay in Bacolod City was challenging, but the discomforts and challenges they faced also helped shape their character.
“I believe the most important experience we had here was the time spent in class with our teachers. Conversing with them for six hours a day significantly contributed to the improvement of my conversational skills and those of many other students. Additionally, I gained insights into the theoretical aspects of English through grammar and pronunciation classes,” said Yujin.
“I also noticed an improvement in my social skills. Engaging in conversations with classmates and teachers allowed me to discuss various topics and think on my feet during conversations,” he added.”
Meanwhile, Dr. Mima Villanueva, Vice President for Academic Affairs of STIWNU, congratulated the students for completing the course and pointed out how well they hosted the ceremonies and delivered their speeches using the English language. On the other hand, Dr. Rey Eslabon, Assistant Vice President for Academic Affairs, challenged the graduates to continue learning new skills and to never stop improving.
“Don’t stop until your good becomes better and your better becomes best,” stressed Eslabon to the finishers.
The students completed the English Language Proficiency Course, undertaken annually as part of the partnership between STIWNU and IOL.*
