UNIVERSITI KUALA LUMPUR BUSINESS SCHOOL

SEMESTER 1 2023

EIB20103
BUSINESS ETHICS AND CORPORATE GOVERNANCE

TITLE:
THE ROLE OF PEER SUPPORT AND MANAGEMENT IN PREVENTING BULLYING
AMONG STUDENTS

PREPARED FOR:
MADAM NUR FAIZAH BINTI AB AZIZ

PREPARED BY:
NAME NO ID
NUR AMANINA NATASHA BINTI CHE MOHD ZALIZAN 62212223162
NOR SYAFIQAH BINTI MOHD RAMDZAN 62212223156
NUR LIYANA BINTI KAMARUL ZAMAN 62212223148
NIK NADIRA BINTI NIK ZAHARI 62212223329
NOR YASMIN FATINI BINTI AHMAD SHAFIEI 62212223454

DATE SUBMISSION:
11 JUNE 2023
 TABLE OF CONTENT

CONTENT NUMBER PAGE

1.0 INTRODUCTION 3

2.0 TYPE OF BULLYING 4

3.0 CAUSES OF BULLYING 5-6

4.0 CONSEQUENCES OF BULLYING 7

5.0 RESEARCH METHODOLOGY 8-24

6.0 DISCUSSION 25

7.0 CONCLUSION 26

APPENDICES 27

REFERENCES 28

RUBRIC 29

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1.0 INTRODUCTION
Bullying is one of the symptoms that can leave a bad impact on the physical and mental
of its victims. Often, we see news reports and sharing in the media about cases of bullying
that happen among students at school. This is so because these bullies are influenced by
the actions of gangsterism that happen in their environment or shown in the mass media.
There are also cases of bullies who bully because they are victims of bullying first and want
to do the same to others. Lately, the word cyberbullying has become more and more popular
because there is cyberbullying that has a lot of impact on victims, especially young people in
our country. For the feedback we want to achieve, we will complete a study of the actions
that can be taken by each party. As the saying goes, uprooting must be done by the roots.
Therefore, let's describe the steps to overcome the symptoms of bullying at school.

Cases of bullying in schools are significant in many countries but there are educational leaders
who have succeeded in reducing school bullying by implementing certain strategies. Some of the
strategies used to reduce or prevent school bullying include educating students about bullying,
blocking recording devices in the classroom, using safety technology and hiring school safety officers.
How schools respond to bullying, however, varies widely. Effects on victims of school bullying
include feelings of depression, anxiety, anger, stress, helplessness, and decreased school performance.
This behaviour is not a one-time episode, it must be repeated and become a habit to be considered
bullying. Students who are LGBT, have low-educated parents, are considered provocative, are
considered vulnerable, or are atypical or are considered outsiders at a higher risk of becoming victims
of bullies. Baron (1977) defined "aggressive behaviour as behaviour directed towards the goal of
harming or injuring another living being motivated to avoid such behaviour".

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2.0 TYPE OF BULLYING
Bullying in schools remains a pervasive issue worldwide demanding effective
interventions and empirical research. This review focuses exclusively on school bullying,
specifically targeting incidents involving children and adolescents aged between 4 and 18
years. The study's findings emphasize the urgent need for successful intervention and
prevention programs to combat school bullying among this age group across the globe.
Although the variations in outcomes between bullies and victims in different countries are not
yet fully understood, researchers have proposed that experiences of school bullying can act
as steppingstones toward numerous undesirable life consequences (Arsenault et al.). In line
with this, a recent study revealed a significant correlation between childhood bullying
experiences and elevated rates of school dropout and absenteeism. These findings
underline the importance of addressing bullying in schools to mitigate its detrimental effects
on educational outcomes and overall well-being.

Bullying represents a global concern that can have detrimental consequences for the
overall school climate, potentially creating an unsafe learning environment. Within schools,
students frequently encounter physical and verbal forms of bullying, which can profoundly
impact their self-esteem, motivation, and enthusiasm for learning (Galabo, 2019). Among the
various types of bullying mentioned earlier, verbal bullying appears to be particularly
prevalent within school settings. This negative behaviour obstructs the learning process and
inflicts suffering upon its victims, making bullying a distressing form of violence in schools.
However, this situation should never be accepted, as students deserve a safe and
supportive learning environment that fosters high-quality education (Bendanillo, 2022).
Efforts must be made to address and prevent bullying, ensuring that schools prioritize the
well-being and educational experiences of all students.

The rapid advancement of technology and the widespread use of the Internet have
presented new challenges in combating bullying, making it more difficult to address
effectively. One of the key issues is that cyberbullies can now hide their identity while
inflicting harm on their victims. This anonymity is a crucial distinction between traditional
bullying and cyberbullying, and it is the Internet that grants such an advantage to the bully.
With just a laptop, smartphone, or any device with internet access, a cyberbully can target
and victimize someone regardless of their location. Furthermore, cyberbullying is not limited
to any specific age group, unlike traditional bullying. This means that victims may never fully
grow out of the traumatic experiences inflicted upon them in the online realm. These factors
highlight the need for comprehensive strategies and education to address the unique
challenges posed by cyberbullying and protect individuals from its harmful effects.

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3.0 CAUSES OF BULLYING
One of the main serious factors for the problem of bullying in every school in this
country is the lack of religious education. A rapidly developing country requires its people to
work hard to meet the needs of life. In the pursuit of worldly affairs, parents are too busy to
have time to educate their children. For high-income families, childcare is left to maids who
are from foreign countries. Parents should be aware that the application of good values in
children is more effective if they are educated from the beginning. Parents who are too busy
with their respective careers do not have free time to communicate and understand their
children. The weakness of the family institution causes the children to be left free and with
less monitoring from their parents. As a result, parents fail to provide religious education and
inculcate good values in their children. Some of the perpetrators of this bullying activity
consider their actions to be just a hobby. This shows that an increasingly advanced and
highly educated society does not produce sane people.

Besides, reason of factors for a student to bully another student is that the student
who bullies is facing pressure. The pressure experienced can be released when the student
can bully and impose on other students. The pressure faced stems from the student's home
or environment. For students who live in dormitories, environmental factors are very relevant
to be used as a factor in why they bully students. Shafie, A. A. H., Anuar, A. A., Rozudi, N.
C., Kamaruddin, W. A. Z. W., & Mohamad, M. (2017). In addition, another factor is peer
influence. This situation occurs when the groups of bullies are classmates where bullying
becomes easier. This is because teenagers are said to be easily influenced by friends
because throughout their teenage years, they trust their friends more and want to protect
their hearts. Therefore, they are willing to do anything and will be easily influenced by the
behaviour of their friends. For example, reports state that a group of male students like to
tease and assault female students in class. When these students do not fight back or fight
back, they feel good and will repeat the act causing the victims of bullying to feel disturbed
and uncomfortable with the act.

In addition, the physical characteristics of victims of bullying such as physical

weakness, always seeming worried or anxious, seeming unable to make connections with
peers and low social skills are among the causes of being bullied by other students. Often,
they are passive and have a weak physical level compared to bullies. the characteristics of
bullying victims are those who have weak physical strength, small stature, may have a
disability, have an ugly face, younger age, quiet, loved by teachers, passive and have low
self-esteem. Isa, N. I. M., Hussin, M. R., Rahim, N. H. F. A., Izham, W. N. I. W., Bakeri, N. A.
I., Anuar, F. N. S., & Mohbob, N. (2020). Due to these characteristics, the victims of bullying
are vulnerable to the violence of the bullies. Reports also state that victims of physical
bullying, they may be quite weak and the effects of being bullied often have an impact long
term to them. victims of bullying who look physically different and have some deviations from
other students, so they are easy targets for bullies.

Lastly, the personality of the victim of bullying looks weak, lifeless, lacking popular
among other students and have self-confidence the low leads to them being bullied. These
personality traits signal to the bully that they are safe to bully the victim of this bullying and
the victim of this bullying are also unable to act respond if bullied. The report also states that
behaviour and the passive attitude of bullies seems to be a sign that they feel insecure and
feel themselves as useless individuals and cannot fight back if attacked or insulted. Mokhlis,

5
S. (2019). Bullying victims also have problems adjusting to other friends. A passive victim is
a victim who is easily bullied and has no self-defence. Victims of this kind of bullying will try
to get along with the bullies to avoid being bullied again. This passive victim can be said to
be a very weak victim. Most of them blame themselves and they believe that their weakness
and incompetence contributed to the reasons why they were chosen by the bullies to be
bullied.

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4.0 CONSEQUENCES OF BULLYING
Bullying is aggressive and causes visible harm that can lead to legal consequences.
A study in Norway found that children identified as bullies in school were four times more
likely to face legal charges later. Habitual bullies are often linked to higher levels of
depression and thoughts of suicide but the exact reasons behind these connections are
unclear. When evaluating studies on the consequences of bullying attention should be given
to how bullying is defined and measured which aspects of health and social behaviour are
studied whether the research establishes correlations or causation. Cross-sectional surveys
consistently show that being victimized by peers is associated with lower psychological well-
being, social adjustment issues and higher psychological distress and physical health
symptoms. The specific types of bullying that are most damaging to well-being and health
are unclear but relational bullying aimed at destroying social connections may be particularly
harmful. Factors such as social support, the ability to share feelings and coping strategies
can mitigate the harm caused by bullying.

Besides, Various types of studies provide evidence that being bullied at school has
significant health consequences. The stress of bullying can lead to impaired mental or
physical health in a proportion of students. The empirical evidence consistently supports the
link between bullying and health issues, although establishing causal connections can be
challenging. Limited research has been conducted on the academic impact of bullying, but it
is plausible that bullied children may struggle to concentrate and perform well in school.
Some children who experience bullying may avoid school, leading to further academic
setbacks. Further research is needed to explore the effects of bullying on academic
development and confirm related speculations. To address bullying effectively, more rigorous
studies are necessary to understand its potential harm. Some educational authorities and
schools still need to acknowledge the adverse impact of bullying on children's mental and
physical health. Well-designed interventions can reduce bullying in schools which is leading
to minimized personal and social harm.

Limited evidence exists regarding the negative relationship between bullying and
academic performance. Studies suggest that bullying victimization affects academic skills.
The effects of bullying on educational performance among high school students in the U.S.
need to be analysed. Bullying may deter student learning and achievement. School
attendance may prevent bullying behaviours but also increase exposure to bullying. Then,
concentration of students in school may increase in-school bullying incidents. Bullying may
lead to school absenteeism and decreased health, impacting academic performance.
Negative feelings and preoccupation with bullying can affect mental concentration on
academics. Bullying may lead to substitution away from productive school time and other
educational activities. Bullying can have deleterious effects on student academic
performance. Other than that, students may respond to bullying by investing in non-cognitive
skills or building stronger peer networks. Anti-bullying laws may decrease incidents of in-
school bullying and improve academic outcomes for bullied students.

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5.0 RESEARCH METHODOLOGY

This project employs a quantitative research design in which an online questionnaire

is distributed among Unikl students. We collected all the data for the research through an
online survey of google forms questionnaires. We managed to collect 52 respondents as our
research to review the research of this project about the role of peer support and
management in preventing bullying among students. This online survey is structured to get
us an idea about the experience respondents have been through. The benefits of using this
survey questionnaire include more convenience, faster responses, cost savings, and device
accessibility. It is convenient and could result in better responses because it enables survey
participants to react instantly, resulting in more accurate results. Next, cost-cutting. There is
no need for us to spend time doing an interview, printing for paper-based surveys and other
related cost consuming. Other than that, it gives accessibility from any device where online
surveys take advantage of this technological advancement which gives respondents
convenience and flexibility. We simply send the complete link of the questionnaire to the
respondents, and they are just required to fill out survey forms. Online surveys let people
answer honestly and anonymously which leads to more accurate responses.

5.1 RESULT ANALYSIS

5.1.1 DEMOGRAPHIC INFORMATION

Chart 5.1.1 Demographic Information Age

Analysing the responses regarding age distribution, several patterns emerge. The
highest percentage of respondents falls within the age group of 23, comprising 13.5% of the
total. This indicates a significant participation rate from individuals in their early twenties.
Additionally, age groups 20 and 21 had relatively higher responses, accounting for 7.7% and
6.9% respectively. The age groups of 18, 19, 22, and 24 each received a similar response
rate of 5.8%. Lastly, age groups 25, 26, and 28 had the lowest response rate at 1.9% each.
These findings provide insight into the age distribution of respondents and highlight the
greater representation of individuals in their early twenties in the survey.

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 5.1.2 DEMOGRAPIC INFORMATION

Chart 5.1.2 Demographic Information Gender

Out of the 52 respondents to the Google form titled "The Role of Peer Support and
Management in Preventing Bullying Among Students," it is noteworthy that the majority of
respondents were female, comprising 58.8% of the total. On the other hand, male
respondents accounted for 41.2% of the total respondents. This distribution indicates a
higher participation rate from females compared to males in the survey. Understanding these
gender-specific perspectives and experiences is valuable in assessing the effectiveness of
peer support and management in preventing bullying among students. It may also be
worthwhile to explore potential reasons behind the disparity in response rates between
genders to ensure a more representative understanding of the issue.

5.1.3 DEMOGRAPHIC INFORMATION

Chart 5.1.3 Demographic Information Race

The responses indicate that most respondents, at 94.2%, identified as Malay, while
5.8% identified as Chinese. However, there were no respondents who identified as Indian.
These findings highlight a significant representation of the Malay race and a lesser
representation of the Chinese race, with no Indian respondents in the survey.

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 5.1.4 DEMOGRAPHIC INFORMATION

Chart
5.1.4

Demographic Information Education Level

When examining the responses based on educational qualifications, notable trends
emerge. Most respondents, at 61.5%, reported having a degree, indicating a higher
proportion of individuals with undergraduate education. Meanwhile, 32.7% of respondents
stated having a diploma, signifying a significant portion with vocational or technical
qualifications. In contrast, post-graduate, working, and high school respondents each
accounted for a lower percentage of 1.9%. These findings highlight the prevalence of degree
holders among the respondents, followed by those with diplomas, while a smaller proportion
reported post-graduate education, currently being employed, or having completed high
school.

5.1.5 QUESTIONNAIRES 1

Chart 5.1.5 Questionnaires 1

Based on the research that has been done, according to the respondents, as much
as 70.6% percent stated that they have not experience bullying in the academy and as many
as 29.4% have been suffered and it is possible that they belong to the victims of bullying at
the academic or university. This shown that, bullying in academic still exist and and our
important role as students should be emphasized to deal with this issue.

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 5.1.6 QUESTIONNAIRES 2

Chart 5.1.6 Questionnaires 2

This research question has been asked if they know anyone who a victim of bullying
in academia and university is. A few respondents of 55.8% percent chose yes, and 44.2%
percent chose no. We as students should pay attention to what is happening around us and
if we see bullying behaviour, we should immediately report it to the responsible authorities to
avoid this from becoming worse.

5.1.7 QUESTIONNAIRES 3

Chart 5.1.7 Questionnaires 3

Most of the respondents have never experienced bullying because based on the
research that has been done, as many as 34.6% percent chose never to have been bullied
compared to other respondents. While the type of bullying for physical is 21.2% and verbal
has the score which is 23.1% percent. This shows that the problem of bullying is still
prevalent in schools, universities and workplaces. Next, the type of bullying for cyberbullies
showed a percentage of 19.2%. Lastly, the type of bullying for mental. For the type of mental

11
bullying, the score displayed shows a percentage of 1.9%. This shows that the type of
mental bullying is less in schools and universities.

5.1.8 QUESTIONNAIRES 4

Chart 5.1.8 Questionnaires 4

Based on the research, this question questioning how the victims were bullied and
most of the respondents who told us that they have not experience of bullying amounted to
61.5% percent. While the respondents have been experience physically attacked amounted
to 13.5%. Next, the respondents were bullied on social media is by 11.5% and other
response to other answers is not serious.

5.1.9 QUESTIONNAIRES 5

Chart 5.1.9 Questionnaires 5

Most of the respondents feel safe to come to university because according to the
research that has been done, as many as 67.3% percent feel safe and have no problem to
come to university because of the bullying problem. Respondents mostly admitted that they
were afraid to go to university 1-2 per month because in the study 21.2% percent of

12
respondents chose the answer 1-2 per month for this question. As much as 11.5% percent
have chosen 1-2 per week to not be safe to attend university due to bullying. Studies have
proven that the problem of bullying is still rampant so that some feel unsafe to attend
university.

5.1.10 QUESTIONNAIRES 6

Chart 5.1.10 Questionnaires 6

The findings of the study show that personality is a factor in the problem of bullying in
universities. This is because most respondents have chosen yes over maybe and no. the
percentage of respondents who chose yes was the highest at 63.5% compared to maybe or
no. Studies have proven that personality is one factor in the problem of bullying. In addition,
as many as 28.8% percent of respondents chose maybe compared to 7.7% percent of
respondents who chose no.

5.1.11 QUESTIONNAIRES 7

Chart 5.1.11 Questionnaires 7

The responses to the question on factors contributing to bullying reveal some
interesting trends. Most respondents, at 28.8%, identified environmental factors as influential

13
in bullying situations. This highlights the impact of the physical and social environment on
bullying incidents. Another significant factor chosen by 26.9% of participants was the
influence of television and media, indicating the potential role of media portrayals in shaping
bullying behaviour. Additionally, 23.1% of respondents attributed bullying to the failure of
parents in educating their children, underscoring the importance of parental guidance and
values. Some respondents, at 17.3%, pointed to the relaxation of discipline at school or at
home as a contributing factor, suggesting the need for consistent and effective disciplinary
measures. Lastly, 3.9% of participants believed that student learning problems played a role
in bullying. These findings emphasize the complex nature of bullying and the need for
comprehensive approaches to address various contributing factors effectively.

5.1.12 QUESTIONNAIRES 8

Chart 5.1.12 Questionnaires 8

Research findings have shown that one of the reasons students bully each other is
the effect of their peers and almost half of the respondents have said yes, because currently
teenagers prioritize their peers in their lives. The findings of the study have also shown a
percentage of 84.6% compared to those who chose no. Less than half of the respondents
have chosen no because peer influence can lead us to the right path or the wrong path in
the reason students bully each other is the effect of peers because the percentage in the
findings of the study is only 15.4% percent choose no.

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 5.1.13 QUESTIONNAIRES 9

Chart 5.1.13 Questionnaires 9

In this research, mostly respondent’s opinion about the causes of bullying is lack of
religious education and amounted to 36.5% agreed while 32.7% agreed on the preparator
may have less monitoring from parents and 19.2% agreed on the causes is because they
have been instilled with pure values.

5.1.14 QUESTIONNAIRES 10

Chart 5.1.14 Questionnaires 10

The responses to the question on the effects of bullying reveal some key trends.
Most respondents, at 51.9%, noted that bullying makes victims feel alone and left out,
emphasizing the isolating impact. Another significant response, chosen by 15.4% of
participants, highlighted the long-lasting mental health effects of bullying trauma.
Additionally, 7.7% of respondents believed that bullying could make victims feel accepted by
their peers, showcasing the complexity of responses within bullying situations. Smaller
percentages mentioned fear 1.9%, loss of confidence 5.8%, and chronic stress and anxiety
1.9% as consequences of bullying. These findings underscore the various negative effects of
bullying, emphasizing the importance of addressing and preventing it to create a supportive
and inclusive environment for all.

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 5.1.15 QUESTIONNAIRES 11

Chart 5.1.15 Questionnaires 11

In the results of the question the university has methods or bullies programmed to
combat this issue. Respondents have answered yes as much as 30.8%, while respondents
have answered no, as much as 15.4%. Next, the respondents answered maybe as much as
42.3% and I don't care is as much as 11.5%.

5.1.16 QUESTIONNAIRES 12

Chart 5.1.16 Questionnaires 12

In the results of the findings, how effective is anti-bullying and prevention in reducing
the negative effects of bullying on university students 26.9% is very effective. In addition, for
effective respondents as much as 40.4%. Meanwhile, respondents who are less effective are
17.3%. Next, it is not effective and gets a few responses. And to depend on various factors
as much as 13.5%.

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 5.1.17 QUESTIONNAIRES 13

Chart 5.1.17 Questionnaires 13

In the results of the findings of what are the social and mental health effects of
bullying on both those who bullied and those who do the bullying, (34.6%) usually thought
that Victims may feel alone, have low confidence, and worry a lot, while those who bully may
become more aggressive and struggle to make friends, (32.7%) of Victims may feel very
sad, doubt themselves, and be afraid of talking to people, while those who bully may act
mean and have a hard time caring about others, (13.5%) of Victims may lose friends, feel
bad about themselves, and avoid other people, while those who bully may feel guilty,
ashamed, and find it difficult to get along with others, (11.5%) of Both victims and
perpetrators may face rejection from others, feel sad or upset, and have trouble making
good relationships and (7.8%) of Both victims and perpetrators may find it hard to make
friends, trust others, and have good feelings about themselves.

5.1.18 QUESTIONNAIRES 14

Chart 5.1.18 Questionnaires 14

Based on the research of 52 respondents (76.9%) answered that if they report or post the
person, the bullying could stop, and they will report to the disciplinary unit while another

17
(23.1%) stated that they rather not report and just told their friends about the bullying that
happening.

5.1.19 QUESTIONNAIRES 15

Chart 5.1.19 Questionnaires 15

Based on the methodology research that have been doing, the amount of 52 respondents
did not agree that bullying get worse after you tell someone which is the total amount
percentage of (61.5%) and while (38.5%) agreed about bullying will get worse after you tell
someone.

5.1.20 QUESTIONNAIRES 16

Chart 5.1.20 Questionnaires 16

In the results of the findings, the question about what the measures are to overcome
bullying among university students, a total of 46.2% have given respondents to students who
should be good at choosing friends. While the respondents for parents need to play a big

18
role in providing early education to their children is as much as 34.6%. Meanwhile, the role
of mass media is very important in curbing the problem of bullying among students is as
much as 19.2%.

5.1.21 QUESTIONNAIRES 17

Chart 5.1.21 Questionnaires 17

Based on the research and findings of 52 respondents about the opinion on bullying
among university students, most of the opinions from the respondents stated that bullying is
inappropriate and should not be practiced in academics because it will have an impact on
the victim. Various positive responses from the respondents said to prevent bullying from
happening. Among the opinions are “Bullying is not necessary, please respect other”, “It can
affect students mental health and physical health, “It’s very unethical” and “It’s n not okay for
bullying. Because this thing can keep the person who got bullied feeling no hope or can
survive this situation and make them take the last step, which is suicide. And the reason why
because of shy or scared of people and family, members surround them and thinks people
or family, members will make fun for this small thing but it’s not a small thing in a person who
got bullied”.

5.1.22 QUESTIONNAIRES 18

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 Chart 5.1.22 Questionnaires 18

Based on the research and findings of 52 respondents about the question of opinion
about if the issues happen to you, how do you deal with the issue, many respondents giving
the good positive impact that they will try to overcome the bullying with the wise way
possible. Among the opinions of the respondents includes they said “try to be brave and
stronger to fight with them with manners”, “I will give myself a try to consult with my parents
and management”, “if I were bullied, I would talk to someone I trust about it and try to find a
solution together and also “take action to report to discipline.

5.1.23 QUESTIONNAIRES 19
Chart 5.1.23 Questionnaires 19

Based on this research, this question was asked to have you had peer support in
dealing with bullying at your university? Respondents answered yes by 63.0% percent and
those who answered no by 36.5% percent.

5.1.24 QUESTIONNAIRES 20

Chart 5.1.24 Questionnaires 20

Peers are the people most often referred to by victims of bullying regarding the
bullying they have experienced. The findings of the study show that respondents are more

20
likely to choose scale 3 which is neutral 34.6% percent compared to other scales that
support peer support in dealing with and reducing courtesy in academics. This shows that in
the group of respondents, trusting peers in dealing with and reducing bullying in academics
is common for some respondents. For some respondents, they prefer scale 5 30.8% which
is very effective. in addition, scale 4 shows a percentage of 25% and scale 1 is ineffective
showing a percentage of 5.8%. Lastly is scale 2 which is 3.8% percent.

5.1.25 QUESTIONNAIRES 21

Chart 5.1.25 Questionnaires 21

Research results on the question of the type of support you have experienced or witnessed
in your academic management, 90% of the respondents are experienced in peer mentors
while for peer counselling by 46.2% and for peer support group, respondents stated is
34.6%.

5.1.26 QUESTIONNAIRES 22

Chart 5.1.26 Questionnaires 22

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 The results of the research about the question of how frequently do you interact with
peers who have supported you in dealing with bullying incidents is likely to answer that they
frequently interact with peers with the amount of (46.2%) and followed by Rarely the total
amount of (32.7%) , not at all interact with peers the total amount of (11.5%) and very
frequently interact with peers who have supported in dealing with bullying incidents is the
total amount of (9.6%).

5.1.27 QUESTIONNAIRES 23

Chart 5.1.27 Questionnaires 23

The results of the research on the question of how peer support have an impact
about bullying in academia, rrspondents agreed on to reduce the frequency of bullying
incidents was 9.6% percent. In addition, respondents agreed on increased awareness and
understanding of bullying by 50% percent while respondents agreed it is regaining their
confidence and self-esteem by 40.4% percent.

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 5.1.29 QUESTIONNAIRES 24

Chart 5.1.29 Questionnaires 24

Based on the methodology of 52 respondents, they likely thought that it is important
of to recommend implementing peer support programs as a strategy to fight bullying in
academic as it stated (86.3%) agreed that it is important, and while (13.7%) stated it is not
important.

5.1.30 QUESTIONNAIRES 25

Chart 5.1.30 Questionnaires 25

Based on the research and findings of 52 respondents about there is anything you
would like to share about the effect of peer support on bullying in academics. Various
positive responses from respondents are said to avoid bullying from choosing peers. Among
the opinions are "it's important for students who witness or experience bullying to speak up
and report to appropriate authorities, “I think it is important to choose whom you friends with
to avoid getting bullied or be the one who bully and one more opinion from respondents is “If
the victim received support from their peers, so it is very good for the mental health as the

23
victim may not feel lonely and they know there’s still have person who support them. Not feel
disgust at all. And it may help the victim knows that they are the one who is good here and
must stay strong and try to stop the bully in any matter.

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6.0 DISCUSSION

From the results of the survey, we can conclude that verbal and physical bullying
were the most common types that have been reported happened. Research also has proven
that personality is one of the factors in the problem of bullying. Besides, most respondents
identified environmental factors as influential in bullying situations. This highlights the impact
of the physical and social environment on bullying incidents. As to overcome these issues,
respondents likely thought that it is important of to recommend implementing peer support
programs as a strategy to fight bullying in academic. Many strategies that can be
implemented to avoid these issues such as promote a positive school culture that promotes
respect and kindness to avoid bullying and educate children, teachers, and parents about
the dangers of bullying. Besides, put in place explicit anti-bullying measures that have
repercussions. Teachers should be trained to recognise and respond to bullying and
encourage assistance from others and make safe ways to report incidents available. Other
than that, parents and the community should be involved in anti-bullying measures. Lastly,
the authorities and management should encourage strong peer interactions and monitor and
respond to incidents swiftly which can create a safe and inclusive environment necessitates
everyone's participation.

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7.0 CONCLUSION

Currently, all parties need to play a role in overcoming this problem. If examined
transparently, the causes of bullying occur because of the attitude of the people themselves
who lack religious beliefs and love from their parents. In addition, the influence of peers is
also the cause of this issue which is difficult to solve. The influence of the mass media as
well as school practices and policies that laxity is also the reason why this issue continues to
be prevalent. This problem needs to be eradicated because bullying will have a bad effect
especially on the individuals involved in bullying. Among the effects is that the victim will lose
self-confidence, stress and long-term and short-term injuries. In addition, the effect on the
bully is to cultivate gangsterism in the bully himself.

So, all parties need to play a role in overcoming this problem. Among them, giving
more authority to the authorities to deal with this bullying problem like teachers, police and
so on. In addition, awareness campaigns about the dangers of bullying also need to be
emphasized and the role of parents in observing children also needs to be given attention. If
all these things are emphasized, then the problem of bullying can be overcome in Malaysia
and the country can form a charismatic and disciplined society

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APPENDICES
Survey of 52 Respondents about The Role of Peer Support and Management in
Preventing Bully
Link survey: https://forms.gle/qaKzgMb3SWidwHiZ6

27
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Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of

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Rigby, K. (1999, June). What harm does bullying do. In Children and Crime: Victims and

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