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The observation of guidance and counseling activities was conducted at SDN 2 Pasaleman, located in Pasaleman Village, Kresna Street, Dusun Pon. This study aimed to identify the problems faced by students and to examine the role of teachers in implementing guidance and counseling services at the elementary school level. Data were collected through direct observation in the school environment and interviews with homeroom teachers. The results indicated several student-related issues, including verbal bullying such as teasing, low learning motivation, fighting behavior among lower-grade students, and a tendency to skip school among upper-grade students. These issues were influenced by peer environments, limited supervision, and low awareness of the importance of education. Teachers have made various efforts, including providing guidance, applying individual approaches, and maintaining communication with parents. Additionally, character values are integrated into daily learning activities. In general, guidance and counseling services have been implemented, but further improvement in more systematic strategies and broader support is still required.

Bullying is a psychosocial hazard that can occur in the school environment and may negatively affect students’ mental health, social interactions, and learning processes. Bullying can take various forms, including physical, verbal, and psychological actions that occur repeatedly and cause victims to experience emotional distress, decreased learning motivation, and feelings of insecurity at school. This Community Service Program (PKM) aimed to increase high school students’ knowledge and awareness regarding the dangers of bullying and its prevention through the principles of Occupational Safety and Health (OSH). The methods used in this activity included delivering educational materials through lectures, conducting question-and-answer sessions to assess students’ initial understanding, and facilitating interactive discussions to encourage active participation. Monitoring and evaluation were also conducted to assess the effectiveness of the activity. The results of the program indicated a significant improvement in students’ understanding and awareness of the forms, impacts, and prevention strategies related to bullying in the school environment. Students also demonstrated a more critical attitude toward bullying behavior and a greater awareness of the importance of creating a safe, healthy, and respectful school environment. The application of an OSH-based approach in bullying prevention is expected to strengthen the safety culture in schools and support the development of a conducive learning environment for all students.  

Relational bullying is a form of bullying that often occurs in the school environment and has a significant impact on the psychological and academic aspects of students. This research aims to analyze the influence of relational bullying on students’ interest in learning at various levels of education. The research method used is literature review by reviewing 11 relevant national journals indexed by Google Scoler, DOAJ and Sinta, which were published between 2018 and 2024. The results of the study show that relational bullying generally appears in the form of exclusion, spreading gossip, manipulation of social relationships, indirect mockery, and seniority behavior. The impacts caused include a decrease in academic confidence, increased anxiety and depression, loss of study concentration, and low student motivation and participation in class. This condition implies a decrease in learning achievement and student involvement in school activities. Based on the findings, it is concluded that relational bullying has a significant negative effect on students’ interest in learning. Therefore, prevention efforts are needed through the establishment of a positive school climate, strengthening the value of empathy, and the provision of sustainable counseling services to create a safe learning environment and support the development of students.

From an early age, basic education plays a crucial role in shaping a child's character and personality. However, bullying is becoming increasingly common, including at the elementary school level. This study focused on fifth-grade students at Muruy 2 Elementary School in Menes District to identify the forms of bullying that occur, the contributing factors, and the school's role in addressing it. Initial observations and interviews indicated that bullying often takes the form of teasing, exclusion, and verbal abuse. This negatively impacts students' mental health and learning motivation. A less responsive school environment tends to exacerbate the situation. The study, conducted from April–July 2025, used a qualitative approach with a case study method. Data were collected through observation, documentation, and interviews with students in the 2025/2026 academic year. The primary objective was to determine teachers' strategies for dealing with bullying. The findings revealed that bullying most often occurs verbally and physically, such as teasing, pushing, hitting, or disturbing friends while studying. Victims are generally shy, quiet, or physically weak, while perpetrators tend to be low-achieving and have prominent physical characteristics. Bullying typically occurs in classrooms or other less-supervised school areas. Its impacts are widespread, ranging from declining academic performance to psychological distress for both victims and perpetrators, as well as the surrounding community. Driving factors include peer pressure and personal circumstances. Despite still facing obstacles such as limited supervision and a lack of parental involvement, the school strives to enforce rules and build cooperation among stakeholders. This study aims to provide a descriptive overview of bullying behavior at Muruy 2 Elementary School, Menes District, as well as the causes, characteristics, and role of schools in eradicating it.

Education is a very well-planned way to produce a generation of young people who are intelligent, brave, and talented. However, in recent years, there have been many reports of brawls and violence committed by students in schools, indicating that humanitarian values are starting to fade. The fact that bullying often occurs in schools, which reduces students' desire to learn. According to Law No. 20 of 2003 on the National Education System, schools should create a safe learning environment and support the development of students' potential. However, the practices observed in schools actually create an unsafe atmosphere, causing students to lose interest and desire to learn. The purpose of this research is to analyze the impact of bullying behavior on the learning motivation of elementary school students and to provide solutions to this problem. The method used in this research is a Systematic Literature Review (SLR) by analyzing 10 related journals published between 2015 and 2024. Data were collected through a search on Google Scholar using the keywords "the influence of bullying behavior" and "student learning motivation." The analysis includes the identification of variables, searching for relevant references, and comparing previous research results. The research results show that bullying has a significant impact on students' learning motivation. Students who are victims of bullying tend to experience anxiety, depression, and low self-esteem, which ultimately disrupt their concentration and academic performance. Several studies also found that interventions from teachers, parents, and strict school policies can reduce the negative effects of bullying. The conclusion of this research is that bullying is a serious problem that affects students' motivation and academic achievement. Therefore, a comprehensive approach involving all parties, including teachers, parents, and school policies, is necessary to create a safe and supportive learning environment. Effective prevention and intervention efforts are crucial to addressing the negative impacts of bullying in schools.