Reconstructing Anti-Bullying Awareness through Persuasive Community Engagement: Evidence from School-Based Intervention in Eastern Indonesia

Afdhal Afdhal; Feky Manuputty; Simona Christina Henderika Litaay; Nathalia Debby Makaruku

Authors

Afdhal Afdhal Universitas Pattimura, Indonesia
Feky Manuputty Univesitas Pattimura, Indonesia
Simona Christina Henderika Litaay Univesitas Pattimura, Indonesia
Nathalia Debby Makaruku Univesitas Pattimura, Indonesia

Keywords:

Anti-Bullying Awareness, Community Engagement, Empathy, Participatory Research, Persuasive Communication

Abstract

This study reconstructs students’ anti-bullying awareness through a persuasive community engagement approach implemented in a school-based intervention in Eastern Indonesia. It addresses the persistent normalization of bullying behaviors, such as teasing, exclusion, and humiliation, that are often overlooked as forms of psychological violence in everyday student interactions. Adopting a qualitative design within a community-based participatory research framework, the study integrates service-learning activities involving students, teachers, and school stakeholders. Data were collected through semi-structured interviews, participatory observation, and reflective narratives, and analyzed using thematic analysis. The findings indicate that persuasive and participatory engagement significantly transforms students’ perceptions, shifting bullying from a normalized social practice to a recognized harmful behavior with psychological, social, and legal implications. The intervention also fosters empathy and promotes more responsible social conduct among students. Furthermore, the involvement of teachers enhances the sustainability of these changes by embedding anti-bullying values into school culture. The study’s novelty lies in proposing a persuasive community engagement model that integrates empathy-driven communication, active participation, and experiential learning as a transformative mechanism for behavioral change. This approach advances beyond conventional punitive strategies by emphasizing dialogical and reflective processes. The study contributes to interdisciplinary scholarship and offers practical implications for sustainable, community-based educational interventions in developing contexts.

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