The Hurting Words: Unveiling Verbal Bullying in Elementary Classrooms

Abstract

This study analyzes the phenomenon of verbal bullying occurring among fifth-grade students at SDN Susukan 06, Jakarta. Verbal bullying refers to aggressive behavior expressed through speech, such as teasing, mocking, or using derogatory names related to physical appearance or family members. This research employs a descriptive qualitative approach using observation, interviews, and documentation as data collection techniques. The study involved students (both perpetrators and victims), classroom teachers, and the school principal as participants. Results show that the most common forms of verbal bullying include physical mockery (e.g., calling peers “bald” or “fat”) and the repeated use of parents’ names as ridicule. Contributing factors include peer influence, excessive joking behavior, and lack of awareness about the emotional consequences of hurtful speech. The impacts on victims range from shame, anger, and sadness to decreased learning motivation and self-confidence. Preventive and corrective efforts made by the school include direct warnings, character education programs, collaboration w1ith parents, and promoting a positive school climate. The study concludes that verbal bullying remains a critical issue requiring consistent attention from teachers, parents, and school administrators to ensure a safe and supportive learning environment.