Assignment 2 Article Review and Interactive Video Presentation SCHOOL BULLYING FACTORS, IMPACTS AND SOCIETAL PERCEPTIONS MACALLISTER | AINUR IMAL | AKID IDLAN | IRFAN | KYALE GROUP 20
Content Introduction 03 Articles Summaries 04 Comparative Analysis 05 Key Questions 06 Conclusion 07
Introduction Bullying is a complex and widespread social issue, not only present at the school and higher education levels, but also across diverse cultural and geographical backgrounds. the issue, which is a manifestation of repeated aggressive behavior and power imbalance, has serious impacts on the psychological, emotional, and physical well being of individual. This assignment includes a literature review and comparison of two major articles that touch on the issue of the bullying in different context.
Titled Exploring Students’ Perception of Bullying : Case of Study in a Malaysian Higher Education Institution. This article focuses on the context of higher education institutions in Malaysia and identifies peer influence as the strongest driving factor of bullying, which occurs in the social environment of the physical campus. Article 2 Titled Emotional Impact of Bullying and Cyber Bullying : Perceptions and Effect on Students. This article discusses the issue of bullying and cyber bullying at school and university level in the US. the main focus is on severe emotional effect, such as anxiety, depression and PTSD (post traumatic stress disorder) caused by aggression and power imbalance.
Summaries Article 1 Key Concepts The article focuses on bullying as a serious issue in higher education that affects students’ psychological and physical well-being. It emphasises the importance of understanding students’ perceptions of bullying, as these perceptions reflect how common and acceptable bullying is within the institution. The study views bullying not as an individual problem but as a social issue shaped by peer groups, family environments, and institutional culture. By examining these social influences, the article highlights how societal perceptions within a university can normalise or discourage bullying behaviour. Arguements The authors argue that bullying is mainly influenced by social and environmental factors rather than individual personality traits. Peer influence is identified as the most powerful factor, as students may bully others to fit in, gain approval, or avoid being excluded. Family influence is also significant, as upbringing and emotional support affect students’ values, self-esteem, and responses to social pressure. The article further argues that bullying is not gender-specific, as both male and female students share similar perceptions of bullying. By referring to real cases such as the UPNM incident, the authors stress that bullying can escalate into serious harm if ignored. They strongly argue that effective prevention requires collective responsibility from students, families, and educational institutions.
The findings show that students perceive bullying as a frequent issue in the studied Malaysian higher education institution. Peer influence emerges as the strongest factor contributing to bullying behaviour, followed by family influence, while individual personality traits have the weakest effect. The study finds no significant difference between male and female students’ perceptions, indicating that bullying is viewed as a shared problem across genders. The results suggest that bullying is socially driven and reinforced by group dynamics. Based on these findings, the authors recommend awareness programmes, stronger reporting systems, and supportive peer networks within universities. They also highlight the role of families in building strong emotional bonds and healthy self-esteem to reduce students’ vulnerability to negative peer pressure.
Summaries Article 2 Key Concepts This article examines the emotional impact of bullying and cyberbullying on students at both school and university levels. Bullying is defined as repeated aggression, intimidation, or social exclusion, while cyberbullying occurs through digital platforms such as social media, messaging applications, and email. The study highlights bullying as a serious social issue that affects students’ emotional health, academic performance, and social relationships. It also distinguishes cyberbullying as a growing concern due to digital anonymity and constant online exposure, which intensify its harmful effects. Students’ perceptions of bullying and cyberbullying are central to understanding how these behaviours shape feelings of safety, self-worth, and belonging. Arguements The authors argue that bullying and cyberbullying cause deep emotional harm that extends beyond immediate distress. They emphasise that emotional impacts such as anxiety, depression, anger, and shame can persist over time and affect students’ academic engagement and social development. The article also argues that vulnerability to bullying is influenced by both individual and social factors. Low self-esteem increases emotional sensitivity, making victims more susceptible to harm, while a lack of support from peers, family, or teachers worsens the negative effects. In the case of cyberbullying, the authors argue that anonymity and wide online audiences make the abuse more damaging and difficult to escape. The article further argues that bullying shapes how students see themselves and the world, often leading to feelings of helplessness, insecurity, and constant emotional threat.
The findings show that victims of bullying experience strong negative emotions such as anxiety, depression, sadness, anger, and shame. Longterm effects include low self-esteem, loneliness, and symptoms similar to post-traumatic stress. The study finds that individual factors, particularly low self-esteem, increase emotional vulnerability among victims. Social environmental factors, including weak support systems from peers, family, and educators, further intensify the impact of bullying. For cyberbullying, anonymity and broad online exposure significantly increase feelings of privacy invasion, insecurity, and vulnerability. Students perceive bullying as a constant threat to their emotional wellbeing, while cyberbullying creates an added sense of danger due to its persistent and uncontrollable nature. Overall, the findings show that bullying and cyberbullying strongly shape students’ emotional experiences and societal perceptions of safety and self-worth.
Analysis Feature Article 1 Article 2 Context Local (Malaysia), Higher Education Institution. Global/General, School & University. Primary Domain Physical Campus & Social Environment. Physical & Cyber/Digital Environment. Peer Pressure (Social Conformity). Power Imbalance & Anonymity. Main Impact High awareness/perception of the issue; risk of physical harm. Deep emotional trauma (Anxiety, Depression, PTSD), Academic decline. Solution Family bonding, Reporting, Self-defense. Key Driver Psychological support, Resilience building, Institutional Policy.
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