Silent Struggles of Bullying: Live Experience of Deaf Learners

Bullying is a pervasive issue that affects learners of all backgrounds, yet the unique experiences of Deaf students remain insufficiently explored in existing literature. Despite growing awareness of bullying in educational settings, there is a gap in understanding how Deaf learners experience and respond to such aggression. This study aimed to investigate the lived experiences of Deaf learners in bullying and the contexts in which these experiences occur. It sought to illuminate the silent struggles they endure and provide insights into potential interventions. Employing a qualitative phenomenological research design, the study was conducted in a government school in Ozamiz City, Misamis Occidental, involving eight Deaf learners selected through snowball sampling. Approval was secured from relevant authorities, and informed consent was obtained from participants before data collection. Semi-structured interviews and focus group discussions were conducted using audio and video recordings, supported by field notes and document reviews. The data collected were then transcribed and subjected to thematic analysis to identify key patterns and themes. Findings revealed that Deaf learners experienced four key forms of bullying: verbal bullying, social exclusion, emotional distress, and physical health effects. These experiences often took place in classrooms, across the school environment, during childhood, and in peer interactions. Notably, teacher interventions were observed to provide some relief, yet inconsistencies remained. The study uncovered that bullying deeply affected participants emotionally—causing sadness, anger, and isolation—and physically, with symptoms such as stomachaches and disrupted sleep. It was concluded that bullying significantly affects Deaf learners’ emotional and physical well-being, emphasizing the widespread and multifaceted nature of the issue across various contexts. It was recommended that schools implement targeted anti-bullying policies inclusive of Deaf learners’ needs, and that educators, families, and communities collaboratively engage in creating safer, more inclusive environments that nurture resilience and positive peer interactions.