ABSTRACT

Purpose.  Bullying is a negative behavior that can occur in schools from elementary school to tertiary level. This study aims to explore efforts to deal with bullying in schools and provide an overview of the impact of bullying behavior on victims and perpetrators, The study also attempts to recommend prevention of bullying behavior, treatment efforts for victims and perpetrators Design/methodology/approach. This research adopted a qualitative research design with a descriptive analysis approach, taking a purposive sample of ten participants comprising students, school principals, student representatives, Guidance Counseling teachers, and religious teachers. Data was collected through observation, interviews and documentation search. Data analysis used the stages of organizing and preparing data, reading all the data, coding, compiling themes and data descriptions, constructing pieces, interpreting and giving meaning to documents on the subject. Findings/results. The results of this study show that bullying in junior high schools takes the form of verbal and physical bullying. School prevention efforts include (a) complying school rules regarding violence against fellow students, (b) Holding anti-bullying outreach, (c) Involving students in looking for factors that cause bullying, (d) Carrying out mediation between victims and perpetrators if bullying occurs, (e) Giving special attention to victims and perpetrators of bullying (e) providing sanctions and monitoring for perpetrators of bullying , (f) giving special attention to victims and perpetrators of bullying . The obstacles to preventing bullying are (a) differences in student character, (b) seniority (c) holding competitions to make anti- bullying posters (d) mediating between victims and perpetrators of bullying. Implications for research and practice.  The findings that have been revealed in research on bullying prevention policies, some policy implementations have had an impact on students and institutions. The existence of regulations on points of violence, socialization, mediation, sanctions, and treatment for bullying victims provide changes in student behavior in interacting. Theoretically, this also supports a more conducive, safe and comfortable learning process for students. Teachers as mentors who directly have intensive interactions with students also need to be provided with the ability and skills to identify bullying. Teacher sensitivity will greatly influence early and rapid handling of bullying victims. The results of this study can be a simple guideline for further research.