An Ecological Approach to Mental Recovery for Victims of Bullying in Elementary Schools

Abstract

The mental recovery of students who are victims of bullying in elementary schools is a complex process that interrelated individual, school environment, and social interaction factors Influence. Various studies show that partial interventions have not addressed the need for comprehensive, sustainable recovery. This study aims to analyse the mental recovery process of students who are victims of bullying and the supporting and inhibiting factors using an ecological approach. The method used is qualitative research with a case study approach, involving students who are victims of bullying and teachers as research subjects. Data were collected through in-depth interviews, observations, and documentation, then analysed interactively through the stages of data reduction, data presentation, and verification, with data validity maintained through extended collection time and triangulation techniques. The results of the study show that students' mental recovery is supported by school counselling, teachers' active roles, communication with parents, peer support, and school policies, despite limitations in psychological services, variations in family involvement, and students' personal factors. This study recommends strengthening collaboration among schools, families, and professionals and developing a sustainable, trauma-informed approach. The contribution of this research lies in enhancing the application of an ecological approach in understanding the mental recovery of bullying victims in elementary schools holistically and contextually.