The Role of Teachers as Counsellors in Handling Bullying Cases Against Students with Special Needs

Sep 30, 2025 | berita

Sep 15, 2025 | Uncategorized

  • This community service activity was conducted for junior high school teachers participating in the North Surabaya Principals’ Working Group (MKKS) on July 30, 2025, from 9:00 to 11:00 a.m., through an online webinar via Zoom Meeting and was a complete success. The activity was titled “The Role of Teachers as Counsellors in Handling Bullying Cases Against Students with Special Needs.” This activity was aimed at all junior high school teachers participating in the North Surabaya Principals’ Working Group (MKKS) (especially English teachers) and students at Universitas Nahdlatul Ulama Surabaya. It was hoped that they would understand the strategies of how to handle and prevent bullying case to the special needs students and the implementation of the teacher’s role as a counsellor to handle bullying case at school. There are five strategies for handling bullying case especially to the special needs by applying: 1. Building positive relationship, 2. Early Detection and Observation, 3. Counselling Service, 4. Collaboration, 5. Education and Mediation. The goal was to improve their understanding on how to handle and prevent bullying case to the special needs students and teachers can implement the teacher’s role as a counsellor to handle bullying case at school.
  • The results achieved through community service include:

1. Increased knowledge about how to prevent and handle bullying.

2. Increased role of teachers as counsellors in handling bullying cases.

  • The material delivery during webinar of community service was successful. It was attended by 90 North Surabaya MKKS Junior High School English teachers. For the material itself, it was delivered directly by Dr. Tiyas Saputri, S.S., M. Pd. and Dr. Machmudah, S. Psi., M. Psi. In the webinar, the English teachers were enthusiastic in implementing the role of teachers as counsellors in handling bullying cases against students with special needs and it was not difficult for them to implement it. They could follow the webinar from the beginning until the end. The results that have been achieved in implementing community service included:
  • -The English teachers’ participation, attendance and activeness of participants during the webinar and mentoring was good.
  • The target of the participants at first was only 50 people but in the reality, there were 90 North Surabaya MKKS Junior High School English teachers joined webinar through Zoom meeting. It can be seen from the attendance list. There was an increase of participations totally 40 people. They were so enthusiastic to join the webinar. They were so active to join the webinar starting from the beginning until the end of the webinar. They were active to ask questions dealing with the topic as they faced some problems in handling bullying cases against students with special needs at school.
  • -The English teachers’ perception on English Teaching Strategies for ASD Students through community service was positive.
  • According to the interview data to five English teachers involving five questions taken from recording, it can be obtained that after asking the first question, “Do you have any passions and desires to succeed in handling bullying cases against students with special needs?”, they answered “Yes, I do”. It means that they have passions and desires to succeed in handling bullying cases against students with special needs. After asking the second question, “Do you have an encouragement and a need to learn handling bullying cases against students with special needs?”, they answered “Yes, I do”. It means that they have an encouragement and a need to learn handling bullying cases against students with special needs. After asking the third question, “Do you have any hopes and aspirations in the future to learn handling bullying cases against students with special needs?”, they answered “Yes, I do”. It means that they have hopes and aspirations in the future to learn handling bullying cases against students with special needs. Even most of them stated that they hope they could master handling bullying cases against students with special needs for ASD Students well and implement it to their ASD students in the class. After asking the fourth question, “Do you think strategies of handling bullying cases against students with special needs for ASD Students will be effective in handling bullying cases against students with special needs?”, they answered “Yes, I do”. It means that using strategies of handling bullying cases against students with special needs for ASD Students will be effective in handling bullying cases against students with special needs for ASD Students and they will get more knowledge and master to teach them. After asking the fifth question, “Do you think strategies of handling bullying cases against students with special needs for ASD Students can solve the problem of bullying?”, they answered “Yes, I do”. It means that they think that strategies of handling bullying cases against students with special needs for ASD students can solve the problem of bullying. It could be made a summary that all of them were positive to learn strategies of handling bullying cases against students with special needs for ASD Students.
  • -The English teachers’ mastery on handling bullying cases against students with special needs for ASD Students through community service was increased.
  • Based on pre-test and post-test data, there was a significant difference of score before and after socialization and simulation. All scores of them were increased. It means that the English teachers’ mastery on strategies of handling bullying cases against students with special needs for ASD Students through community service was increased.