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The development of social media has significantly changed human communication patterns. On the one hand, digital media provides a space for freedom of expression, but on the other hand, it has also given rise to digital judgmental cultural phenomena such as Cancel culture and cyberbullying. These phenomena often give rise to verbal violence, public humiliation, and massive social exclusion in cyberspace. This article aims to analyze the phenomena of Cancel culture and cyberbullying from a Christian ethical perspective. The research method used is a literature review with a theological-ethical approach. The results of the study indicate that the digital judgmental culture contradicts the principles of love, respect for human dignity as the Imago Dei, and Christian communication ethics taught in the Bible. Christian ethics views every individual as having value before God, so the practices of humiliation, digital bullying, and public judgment are unjustifiable. The church and believers are called to present constructive, loving, communication in the digital space.

A safe and inclusive learning environment is an important factor in supporting the educational process. However, various forms of bullying behavior, such as teasing, giving negative nicknames, and social exclusion, are still found in schools and may hinder the creation of a comfortable and child-friendly learning environment. This community service activity aimed to improve students’ understanding of bullying and its impacts, as well as to instill the values of mutual respect as an effort to create a safe and inclusive learning environment. The activity was conducted at SD Negeri 2 Muara Batu, Aceh Utara Regency, through the XXXVIII Community Service and Empowerment Program (KKN-PPM) of Malikussaleh University in 2026. The methods used were educational and participatory approaches implemented through preparation, implementation, and evaluation stages. The activities were carried out through socialization sessions, discussions, question-and-answer sessions, simulations, and educational games. The results showed an improvement in students’ understanding of the forms, causes, and impacts of bullying, including verbal, physical, and social bullying. In addition, students demonstrated more positive attitudes, such as increased awareness of respecting differences, treating peers with respect, reducing teasing behavior, and developing empathy and concern for others. The activity also received positive responses from the school, as it was considered supportive of character education and the creation of a more conducive learning atmosphere. Therefore, anti-bullying education through educational and participatory approaches can serve as an effective strategy for creating a safe, comfortable, and inclusive learning environment for elementary school students.

Perundungan di sekolah menengah pertama sering kali tidak muncul sebagai agresi verbal yang terang-terangan, melainkan tersembunyi dalam candaan yang telah menjadi norma di kalangan remaja. Bentuk dominan yang ditemukan adalah ejekan yang melibatkan nama orang tua siswa. Penelitian ini bertujuan untuk meneliti alasan di balik penggunaan ejekan nama orang tua sebagai candaan dalam interaksi remaja, serta memaknainya sebagai bentuk kekerasan simbolik dalam bullying verbal. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologis. Data diperoleh melalui wawancara mendalam dengan guru Bimbingan dan Konseling serta peserta didik, observasi langsung terhadap interaksi siswa di sekolah, dan dokumentasi pendukung. Hasil penelitian mengungkap bahwa pelaku memandang ejekan nama orang tua sebagai humor dan sarana membangun kedekatan sosial, namun korban mengalami dampak psikologis yang serius, seperti rasa malu, sedih, takut, dan ketidaknyamanan di lingkungan sekolah. Fenomena ini diperkuat oleh dinamika kelompok sebaya, agresi relasional, serta normalisasi bahasa yang dilegitimasi melalui respons lingkungan. Kesimpulan penelitian ini menyatakan bahwa ejekan nama orang tua adalah manifestasi kekerasan simbolik yang dinormalisasi dalam budaya pergaulan remaja, namun kerap luput dari perhatian institusional, sehingga memerlukan perhatian mendalam dalam layanan bimbingan dan konseling di sekolah.

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 di lingkungan sekolah merupakan permasalahan yang berdampak pada kesehatan mental dan perkembangan psikososial anak. Tingginya kejadian bullying, baik secara fisik, verbal, maupun digital, menyebabkan siswa merasa tidak aman, mengalami kecemasan, serta penurunan interaksi sosial dan prestasi belajar. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan kesadaran siswa mengenai bahaya bullying serta upaya pencegahannya. Metode  pengabdian  yang  dilakukan  berupa  pemberian  penyuluhan  kesehatan menggunakan participatory  action  research (PAR)  dengan  tema “Edukasi Kesehatan Tentang Bullying Pada Anak: “Berani Baik, Bukan Berani Membuli“. Hasil kegiatan menunjukkan adanya peningkatan pemahaman siswa tentang bentuk, dampak, dan cara mencegah bullying, serta meningkatnya sikap empati dan keberanian untuk melaporkan kejadian bullying. Selain itu, siswa menjadi lebih mampu mengenali perilaku bullying dan berpartisipasi dalam menciptakan lingkungan sekolah yang aman. Kesimpulannya, kegiatan edukasi melalui pengabdian masyarakat efektif dalam meningkatkan kesadaran dan pengetahuan siswa terkait bullying, sehingga perlu dilakukan secara berkelanjutan sebagai upaya promotif dan preventif dalam menjaga kesehatan mental anak.

Social interaction is an important part of students' lives, especially in the school environment and socializing with peers. In the process of this interaction, verbal bullying behavior often appears which is often considered a form of joke or a natural thing. In fact, verbal bullying can have a quite serious psychological impact on students who experience it. This study aims to examine various forms of verbal bullying that occur in social interactions in students and analyze the psychological impact it causes. This study uses a literature review method by analyzing various scientific sources in the form of research journals, scientific articles, and relevant books published in the range of 2016–2026. The results of the study show that verbal bullying in students can appear in various forms, such as mockery of physical or ability, insults, the use of harsh words, yelling, and humiliation in front of others or the general public. Various studies have also shown that these behaviors are influenced by the factors of the friendship environment, lack of emotional control, and excessive joke culture among students. The psychological impact caused includes decreased self-confidence, the emergence of feelings of sadness, anxiety, stress, and a tendency to withdraw from the social environment. Therefore, attention from various parties, especially the school and family environment, is needed to prevent and reduce the occurrence of verbal bullying so that students' psychological development can take place in a healthy manner.

This study aims to analyze the victimological aspects of adolescents who are victims of bullying in the school environment. Bullying remains a significant social issue that negatively affects the psychological, social, and academic development of adolescents. This research employs a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving adolescents who have experienced bullying. The data were analyzed through data reduction, data display, and conclusion drawing.The results indicate that victims of bullying tend to have certain characteristics such as low self-confidence, introverted behavior, and limited social interaction skills. The forms of bullying identified include verbal bullying, social bullying, and cyberbullying. The impacts experienced by victims include psychological distress such as anxiety and low self-esteem, difficulties in social interaction, and decreased academic performance. From a victimological perspective, both individual and environmental factors play a significant role in the occurrence of victimization. Therefore, active involvement from schools, families, and communities is necessary to prevent and address bullying in order to create a safe environment for adolescents.

Bullying in schools continues to be a serious concern that adversely impacts students’ psychological well-being, social relationships, and academic performance. Factors such as low empathy, inadequate social skills, and limited environmental control contribute significantly to this behavior. This study seeks to examine the implementation of group guidance as an approach to reducing bullying among students. A qualitative descriptive method was utilized, involving participants consisting of students identified as bullying perpetrators, school counselors, and victims. Data collection techniques included interviews, observations, and documentation, which were analyzed through processes of data reduction, data presentation, and conclusion drawing. The results reveal that group guidance leads to positive behavioral changes in students, such as enhanced empathy, greater self-awareness, and improved communication and social interaction abilities. Furthermore, a reduction in both verbal and social bullying behaviors was observed. The group dynamics established during the sessions enabled students to better understand the consequences of their actions and gain insights from the experiences of others. These findings imply that group guidance can serve as an effective and sustainable strategy for preventing and managing bullying in school settings.

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.  

Bullying remains a critical issue in elementary school environments and significantly affects students’ social-emotional development. The lack of confidence among students to report negative experiences often results in bullying cases remaining undetected. This study aims to describe the implementation of Padlet as a reflective digital tool to encourage students’ self-expression and to analyze students’ reflections as indicators of a safe and supportive learning climate. This research employed a descriptive qualitative approach involving 14 sixth-grade students at SD Negeri 3 Demulih. Data were collected through reflective Padlet posts, activity documentation, and thematic deductive analysis based on the Aggression Continuum Theory. The findings reveal three categories of social interaction: (1) high-risk behaviors related to dominance and indicators of bullying, (2) medium-risk interactions involving verbal teasing normalization and ambiguous conflicts, and (3) low-risk interactions indicating positive peer relations and social needs. Padlet proved effective as a safe digital space for students to express emotional experiences anonymously and facilitated early identification of potential bullying. These results highlight the importance of utilizing reflective digital platforms to foster preventive, inclusive, and psychologically secure classroom environments.

The objective of this study is to investigate several facets of the role that educators play in the verbal abuse and bullying prevention of students at SMP Negeri 1 Tanjung Raja in Tanjung Raja District, Ogan Ilir Regency. The qualitative descriptive method is being used in this study. The researchers conduct observations and interviews as part of their data collection methods. There were seven informants in total for this investigation. This study is being conducted at Tanjung Raja sub-district, Jalan Sultan Mahmud Badaruddin II, in the Ogan Ilir Regency. The study's findings indicate that educators have a positive impact in educating students about bullying and how to protect themselves from various risks. In addition to this, the role of the teacher and the curriculum in the school is crucial in providing a safe and nurturing environment for the development of the students. It is anticipated that the research findings will be able to make a contribution to more effective education reform in SMP Negeri 1 Tanjung Raja and other schools.  

This study aims to describe the perspectives of Akidah Akhlak teachers on the implementation of moral education through the teaching of the Ta’lim al-Muta’allim book as a strategy to prevent bullying at MTs Islamiyah Syafiiyah Sedan. The background of the study is the growing prevalence of bullying in schools, including verbal, physical, and social forms, which demands an approach to moral education that not only transfers knowledge but also internalizes values essential for shaping students’ character and self-control. This research employs a descriptive qualitative method using interviews, observations, and documentation. The research subjects are Akidah Akhlak teachers who directly teach Ta’lim al-Muta’allim. The data were analyzed through reduction, display, and conclusion drawing. The findings show that teachers view the book as strategically valuable for developing students’ moral character because it provides guidance on proper conduct toward teachers, peers, knowledge, and the learning environment. According to the teachers, applying the values presented in the text helps foster respect, empathy, and social responsibility, which contributes to preventing bullying behaviors. In classroom practice, teachers integrate these values through exemplary behavior, contextual advice, and reflective discussions following reading activities. Thus, the teaching of Ta’lim al-Muta’allim serves not only as academic material but also as a medium for instilling moral values that support the creation of a school culture grounded in good morals and free from bullying. These efforts strengthen students’ awareness and encourage positive daily interactions within the school.

Latar Belakang: Remaja merupakan masa peralihan dari anak-anak ke masa menuju dewasa dan selama perubahan tersebut akan ada terjadi perubahan baik secara hormonal, fisik, perilaku serta hubungan sosial. Kekerasan verbal dapat terjadi dimana saja, baik di lingkungan kerja, lingkungan rumah, sesama teman, maupun kedua orangtua terhadap anaknya. Kekerasan verbal tentu bukanlah hal yang dapat dinormalisasi dalam kehidupan. Kekerasan verbal merupakan kekerasan yang dilakukan dengan kata-kata kasar, hinaan, umpatan, olok kan, dan perkataan lain yang membuat lawan bicara marah, tersinggung, atau emosi. Studi pendahuluan pada remaja usia 12-15 tahun dari 5 anak (100%) tersebut semuanya sering menggunakan kata tidak baik, seperti anjay, resek, brengsek, kimey. Tujuan: peningkatan pengetahuan dan penerapan komunikasi verbal dan non verbal yang digunakan kelompok remaja usia 12-15 tahun Metode: Pengabdian masayarakt ini menggunakan motode ceramah dengan bentuk penyuluhan kesehatan Hasil: Penyuluhan yang dilakukan pada remaja yang awalnya sekitar 87% mereka kurang faham jenis komunikasi verbal dan non verbal yang baik dan benar untuk komunikasi sehari-hari, selama ini komunikasi yang digunakan dengan teman merupakan kata-kata umum dikalangan remaja sehingga menganggap kata-kata tersebut hal biasa menjadi 95% mengerti, bisa menerapkan komunikasi verbal dan non verbal yang baik, remaja mengerti bahwa kata-kata selama ini yang mereka ucapkan termasuk tindakan bullying. Kesimpulan: Komunikasi merupakan hal yang mempengaruhi tumbuh kembang anak remaja dalam menjalani kehidupan menuju dewasa nanti. Komunikasi yang baik akan memberikan dampak yang baik pula demikian sebaliknya jika komunikasi tidak baik maka akan terbawa hingga dewasa

Bullying remains a serious issue in elementary school environments that has negative impacts on children’s mental health, social relationships, as well as emotional and character development. Recognizing the importance of early prevention efforts, students of the Community Service Program (Kuliah Kerja Nyata/KKN) from Universitas Negeri Padang (UNP) initiated and implemented an anti-bullying outreach program for children in Nagari Harau. This program aims to increase children’s awareness, understanding, and sensitivity toward various forms of bullying, including physical, verbal, and non-verbal bullying, as well as to introduce the impacts caused and simple strategies to deal with and prevent such behavior. The outreach activities were carried out using participatory and interactive methods to ensure the material was easily understood by children, supported by PowerPoint presentations, educational quizzes, light discussions, and simulations of everyday situations relevant to their lives. The target participants were elementary school students in the Nagari Harau area who are vulnerable to bullying practices in school and social settings. The evaluation results showed a significant improvement in participants’ understanding of bullying, where only about 30% of participants understood the material before the activity, increasing to 85% after the program was implemented. Positive responses from children, teachers, and the local community emphasize the importance of this program as an effective form of social intervention. This program demonstrates that child-friendly educational approaches can contribute to creating a safer, more comfortable, and bullying-free learning environment.

This study aims to explore and evaluate the implementation of the Curriculum of Love as a comprehensive preventive approach to addressing bullying in Senior High Schools. Bullying, defined as repeated negative behaviors intended to harm others through verbal, physical, or social actions, has become a serious problem in schools across Indonesia. Its effects on victims include physical and psychological health issues, reduced self-confidence, and in severe cases, suicidal thoughts. The research uses a literature review method, analyzing various academic sources such as journals and scholarly reports because the topic is closely related to theoretical concepts and theological values. The Curriculum of Love is a humanistic, holistic, and transformative educational model that emphasizes love, empathy, care, and compassion as central to all learning activities. Its core values of love, tolerance, and harmony form the foundation for promoting positive behavior. Findings indicate that this curriculum effectively addresses the complex causes of bullying, including individual, family, and social factors, by systematically instilling these core values. Implementation involves cultivating love for God to strengthen moral responsibility, love for fellow humans to foster respect and empathy, and practical activities such as role play, classroom companion programs, peaceful conflict resolution training, and teacher modeling. The Curriculum of Love creates a safe and supportive school environment and serves as an essential preventive and transformative educational strategy.

This  study investigates  the  influence  of  verbal  bullying  on  the  interpersonal  mental  condition  of  students  at  SDI  Harekakae.  Verbal  bullying  refers  to  aggressive  behavior  involving  harsh  words,  insults,  or  threats  that  may  negatively  affect  a  student’s  psychological  well-being.  A  quantitative  method  with  a  correlational  design  was  used.  The  research  involved  320  students  selected  through  proportional  random  sampling.  Instrument  validity  and  reliability  were  confirmed,  with  a  Cronbach’s  Alpha  value  of  0.821,  indicating  strong  consistency.  Normality  testing  using  the  Shapiro-Wilk  method  showed  that  the  data  were  normally  distributed.  Pearson  correlation  analysis  showed  a  weak  and  statistically  insignificant  relationship  (r  =  0.143;  p  =  0.452)  between  verbal  bullying  and  interpersonal  mental  condition.  Although  the  t-test  resulted  in  a  p-value  of  0.032,  further  interpretation  indicated  no  significant  effect  of  the  independent  variable  on  the  dependent  variable.  These  findings  suggest  that  verbal  bullying  does  not  significantly  affect  students'  interpersonal  mental  health  and  highlight  the  importance  of  further  research  to  explore  other  contributing  factors.

Bullying is an act of intentionally hurting an individual or group verbally, physically, psychologically, or socially, with serious impacts on victims. According to data from the Indonesian Child Protection Commission (KPAI) in 2024, cases of physical and psychological abuse against children increased from 7.8% in 2023 to 11.7% in 2024. In response to this, the community service team from UNSULBAR conducted an anti-bullying awareness program at SMPN 6 Wonomulyo. This activity aimed to improve students’ understanding, attitudes, and behavior in preventing and responding to bullying. The program consisted of three stages: preparation, implementation, and evaluation. The awareness campaign was delivered through interactive education, short educational films, group discussions, and quizzes with prizes to encourage active participation. The material covered types of bullying (verbal, physical, relational, and cyber), the roles involved in bullying incidents, and practical ways to handle them. A total of 73 students participated in the activity, which was positively received by students and school staff. Evaluation was conducted via Q&A sessions and direct feedback from students and teachers. The results showed increased student awareness and a collective commitment to fostering a safe and inclusive school environment.

This study aims to examine the relationship between paternal involvement and bullying victimization in Pharmacy students in West Sumatra. Using a quantitative approach, this study involved 320 respondents selected from various Pharmacy colleges in the region. The research instrument was independently developed by the researcher, with the paternal involvement scale compiled based on Lamb's (2010) theory which includes the dimensions of direct involvement, emotional availability, and paternal responsibility. Meanwhile, the scale of bullying victimization refers to the theory of Smith et al. (1999), which includes forms of physical, verbal, social, and cyber victimization. Data analysis was conducted using the Pearson correlation technique, which showed a significant negative association between paternal involvement and bullying victimization (r = -0.728; p = 0.000). These findings indicate that the higher the level of father's involvement in a child's life, the lower the likelihood of the child experiencing bullying victimization. On the other hand, low involvement of fathers can increase the risk of students becoming victims of bullying. The results of this study make an important contribution to understanding the role of fathers as a protective factor against victimization behavior, as well as being the basis for the development of family interventions in the context of higher education. This research also opens up space for further studies on family dynamics and student mental health.

Education plays a fundamental role in shaping character, developing personality, and exploring students' potential. Schools should ideally be safe, comfortable, and conducive spaces for student growth and development. However, reality shows that the school environment is still vulnerable to negative behaviors such as bullying and sexual violence. Bullying is understood as aggressive behavior carried out repeatedly with the aim of harming the victim, whether through physical, verbal, social, or online media (cyberbullying). Meanwhile, sexual violence includes various forms of sexual acts without the victim's consent, which have serious impacts on psychological, social, and academic achievement. Sexual violence in schools not only harms the victims physically but also leaves deep psychological scars that may affect their future. To respond to this problem, KKM Group 30 Bina Bangsa University conducted a socialization activity entitled "Stop Bullying and Sexual Violence" at SMAN X, District Y. The main objective of this activity was to provide in-depth understanding, build awareness, and encourage mutual respect in the school environment. The outreach was conducted through several methods, including presentations by resource persons, educational drama performances depicting real-life cases, and interactive question-and-answer sessions involving active student participation. Interactive sessions are essential to engage students and encourage them to express their thoughts openly. The results of the activities demonstrated high student enthusiasm, increased understanding of the forms and impacts of bullying and sexual violence, and a growing awareness to report victims or witnesses. These activities emphasized that prevention is not solely the responsibility of schools but also requires collaboration between students, teachers, parents, and the wider community. This creates a safe, comfortable learning environment free from all forms of violence.

Early character education plays a fundamental role in shaping a generation that is not only intelligent but also physically healthy, emotionally balanced, and morally responsible. The cultivation of these values from an early age is crucial to equip children with the resilience needed to face various social challenges in the future. This community service activity was designed to increase awareness among elementary school students regarding three critical issues: the dangers of drug abuse, the practices of bullying, and the detrimental impact of corruption. The program was conducted at SDN 1 Citeluk with the participation of approximately 80 students from grades IV to VI. The educational materials were delivered through an interactive approach combining lectures, group discussions, role-playing, and quizzes. This approach was selected to ensure that the learning process was enjoyable, engaging, and easily understood by children at the elementary school level. During the sessions, students were introduced to the basic concepts of drugs, their harmful effects on health and life, and the importance of avoiding them. Additionally, the program emphasized identifying the various forms of bullying—whether physical, verbal, or social—and encouraged students to develop empathy and mutual respect. Another important aspect addressed was corruption, where students were guided to recognize the value of honesty and integrity through relatable examples in daily life. The results of the activity revealed that students were able to clearly understand the dangers of drugs, recognize the different forms of bullying, and provide examples of honest and moral behavior. This indicates that early character education delivered through interactive and participatory methods can effectively enhance children’s comprehension of healthy and moral values. It is expected that similar programs can be carried out sustainably in elementary school settings as part of continuous character-building efforts to support the development of a responsible and ethical young generation