Eko Perianto, Mungin Eddy Wibowo, Heru Mugiarso, Sugiyo
Bullying in the school environment is still a significant challenge for educational institutions in Indonesia, affecting students’ resilience, emotional well-being, confidence, and academic engagement. Victims with low resilience often experience social withdrawal, academic difficulties, and psychological distress. This makes schools, especially counseling guidance teachers, play an important role in creating a healthy school environment. This study examines bullying behavior and its impact on the resilience of junior high school students in Yogyakarta. A descriptive qualitative method was used in this study with data collected through interviews by 140 students and 14 guidance and counseling teachers from 14 schools. The results showed that 77.1% of students had experienced bullying, which led to insecurity, anxiety, lack of confidence, frustration, isolation, and helplessness, all of which were closely linked to resilience. Additionally, cyberbullying has emerged as a growing problem, with some students reporting online harassment, negative comments, and ostracization on social media, often in conjunction with bullying at school. Cyberbullying poses a greater risk due to its persistence, anonymity, and wide audience reach, making it more difficult for victims to escape its effects. To mitigate these impacts, schools should adopt comprehensive intervention strategies, including counseling services for victims and perpetrators, anti-bullying education, Cognitive Behavioral Therapy (CBT), the KiVa Anti-Bullying Program, and digital literacy training. Strengthening school policies, safe reporting systems, and support networks is essential to fostering student resilience, enabling them to overcome bullying experiences and thrive academically and socially. © Little Lion Scientific
Universitas Negeri Semarang, Department of Guidance and Counseling, Semarang, Indonesia
