Bullying Awareness and Experiences of Tertiary Students in a Higher Education Institution in Region II

Bullying in higher education poses a significant threat to student mental health, self-esteem, and academic achievement. Grounded in Agnew’s General Strain Theory and Paludi’s framework on social power dynamics in higher education, this study assessed awareness, personal experiences, reporting barriers, and institutional responses to campus bullying and cyberbullying at Aldersgate College during Academic Year 2022–2023. The study employed a descriptive survey design and gathered responses from N = 441 tertiary students across various degree programs and year levels. The study analyzed quantitative data using frequency and percentage distributions, while qualitative feedback underwent thematic synthesis. Results indicated that while physical classroom bullying occurred infrequently, cyberbullying was prominent, with 30% of respondents frequently observing online harassment. Overall, 37% of participants reported direct experiences with bullying, primarily perpetrated by groups through verbal insults, rumors, and social exclusion, which severely compromised their self-esteem, psychological well-being, and social relationships. Primary barriers to reporting included fear of retaliation, anxiety about escalation, and a lack of trust in existing reporting mechanisms. To foster a safe academic environment, institutional recommendations include enforcing zero-tolerance anti-bullying policies, deploying confidential digital reporting channels, expanding proactive mental health counseling, and conducting mandatory cyber-wellness orientations.