Study Finds Physical Bullying at Home Hampers Student Learning

A recent study by the Philippine Institute for Development Studies (PIDS) has revealed a troubling link between domestic physical bullying and poor academic performance among Filipino students.

Presented during a PIDS webinar on April 10, the study emphasized that physical harm inflicted by adults—particularly parents—has a significant negative impact on a child’s ability to succeed in school. Alejandro Herrin, policy adviser at the University of San Carlos’ Office of Population Studies Foundation, underscored this connection, noting that such bullying is a strong predictor of learning setbacks.

The study, launched in 2018, analyzed data from 5,000 students and drew from the 2018 Programme for International Student Assessment (PISA), where the Philippines ranked among the lowest in Reading, Math, and Science, but had one of the highest rates of reported school bullying.

“Physical bullying by adults and parents has clear, harmful effects on students’ educational outcomes,” Herrin said.

According to the findings, one in five students aged 16 was found to be academically behind for their age. Boys were particularly susceptible to the negative academic effects of domestic bullying, revealing a gendered pattern in how such experiences affect learning trajectories.

Psychology professor Delia Belleza from the University of San Carlos explained that true bullying is characterized by repetition, intent to harm, and a clear imbalance of power. The study evaluated educational indicators—such as average grades, class attendance, and overall performance—against different forms of bullying, including those by classmates, peers, and family members.

Interestingly, the research uncovered a surprising trend: emotional bullying by peers sometimes correlated with improved school performance among girls. Researchers attributed this to girls’ possible resilience, though they labeled the outcome “unexpected” and called for further examination.

The findings prompted calls to reinforce the Anti-Bullying Act of 2013 (Republic Act 10627), highlighting the critical role of parents and the importance of school-based child protection committees. Herrin also pointed to the need to connect bullying issues with broader mental health strategies, noting their close relationship.

De La Salle University psychology professor Allan Benedict Bernardo echoed this sentiment, emphasizing the legal mandate for parent involvement in school anti-bullying programs. Meanwhile, Professor Belleza advocated for nurturing children’s resilience and self-identity as protective tools against bullying.