M Nurul Ikhsan Saleh, Farida Hanum, Rukiyati
Bullying and cyberbullying remain pervasive threats to student safety and well-being in Indonesian senior high schools, despite the introduction of various intervention programs. This study explores stakeholders’ perspectives on how three culturally diverse high schools in Yogyakarta Province design and implement school-wide strategies to prevent and address these issues. Adopting a qualitative multiple case study within an interpretivist paradigm, data were collected through in-depth semi-structured interviews with 32 stakeholders, including principals, teachers, counselors, staff, and students. Using reflexive thematic analysis, the findings highlight the importance of a multilevel whole-school approach. Stakeholders identify key strategies such as integrating digital literacy and ethics education, fostering peer cohesion and inclusive social relations, and strengthening institutional leadership that embeds anti-bullying values into school visions, missions, and long-term planning. They also emphasized the value of collaborative actions involving parents, students, educators, and external partners such as law enforcement and child protection agencies. Cyberbullying, however, presents persistent challenges due to anonymity, limited school jurisdiction, and blurred boundaries between online and offline spaces. Sustainable prevention requires schools to move beyond punitive measures and adopt restorative practices that emphasize empathy, accountability, and relationship repair. By foregrounding stakeholder perspectives, the study underscores how value-driven and inclusive school cultures contribute to creating safe, respectful, and empathetic environments. The findings provide context-sensitive guidance for policymakers, practitioners, and researchers seeking to institutionalize peace-oriented and culturally grounded responses to bullying and cyberbullying in Indonesia and beyond. © 2025 The Authors.
Graduate School, Universitas Negeri Yogyakarta, Indonesia; Islamic Education Study Program, Universitas Islam Indonesia, Indonesia; Department of Education, Philosophy, and Sociology, Universitas Negeri Yogyakarta, Indonesia
