Home and School Environment Component: Sense of Belongingness and Bullying for the Second Congressional Commission on Education (EDCOM 2)

This paper aims to supplement information from PISA 2018 using the Longitudinal Cohort Study on the Filipino Child (LCSFC). In particular, it explores relationships among schooling outcomes, bullying, and a common set of child, belongingness, family, and community background factors. For this analysis, schooling outcome is measured as being on track with schooling, i.e., children are in age-appropriate grades and have no missed or repeated school years. The bullying variables include physical bullying by friends/classmates, adults, and parents, as well as emotional bullying by friends/classmates and parents. The examination considers the association between being bullied and on-track schooling while controlling for common background factors. The results show that only physical bullying from friends is significant for both sexes, while emotional bullying by friends is significant only for males. However, the association is positive, contrary to expectations. For example, Orbeta (2021) found a consistent and highly significant negative association between measures of bullying and achievement in Mathematics, Science, and Reading. Perhaps the association is greater when it comes to measured academic performance (e.g., scores on standardized tests) and not as pronounced for merely being on track in schooling, after controlling for the challenges of being on track as reflected by the background factors that also influence bullying. This brings attention back to the associations between background factors and on-track schooling, now considering bullying. The significant associations between child factors remain consistent and significant (IQ scores, children with disabilities, child work, attended nursery, and depressive symptoms). What is interesting is the consistent positive association of wasting with on-track schooling. It is not clear what this actually captures—perhaps it is related to the timing of interventions. No significant associations are seen with variables related to belongingness. The importance of family factors remains positive, particularly with household wealth, education of the mother (for males), and the mother’s confidence that the child can achieve a college education (for both sexes). Being part of the IP population is negatively associated for both males and females. An unexpected finding is the association between on-track schooling and an environment of violence at home, controlling for bullying. This association is significant and negative. This unexpected result may be due to unobserved factors, including children’s capacity to cope with unfavorable situations at home. Among community factors, residence in armed conflict areas is associated with poor schooling outcomes, especially for males. In summary, this study using longitudinal data finds a strong association between human capital factors (both child and parents) and schooling. In some instances, human capital factors tend to be protective against bullying (IQ scores, mothers' education, and aspirations for the child), which mitigate the potential effects of bullying and perhaps, in the process, build resilience in children. Further work needs to be done to uncover the underlying factors that current measures may mask. Comments on this paper are welcome within 60 days from the date of posting. Email publications@pids.gov.ph.