INFLUENCE OF PEER COUNSELLING IN REDUCING BULLYING IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

Bullying has emerged as one of the most pervasive issues in educational institutions worldwide, significantly impacting students' physical, emotional, and psychological well-being. In Nigeria, particularly in Delta State, the prevalence of bullying behavior in public secondary schools has become a growing concern demanding innovative intervention strategies. Despite traditional approaches relying heavily on punitive measures, there remains a critical gap in understanding the effectiveness of peer counselling as an intervention strategy for reducing bullying behavior within the specific cultural, social, and educational context of Delta State. This study aimed to determine the extent of bullying behavior, assess peer counselling implementation levels, evaluate intervention effectiveness, identify implementation challenges, and examine gender and age influences on peer counselling effectiveness in public secondary schools in Delta State. The study's significance lies in providing empirical evidence for educational administrators, policymakers, teachers, and students to develop comprehensive anti-bullying policies specifically tailored to Delta State contexts, while contributing to global literature on peer-based interventions in African educational settings. The theoretical framework was grounded in Bandura's Social Learning Theory, Bronfenbrenner's Ecological Systems Theory, and Cognitive Behavioral Theory, which collectively explain how peer counselling can influence behavior change through modeling, environmental modification, and cognitive restructuring. A descriptive survey design was employed, utilizing multi-stage sampling to select 450 students across 18 public secondary schools, with 420 questionnaires properly completed (93.3% response rate). Data were collected using the Peer Counselling Assessment Questionnaire (PCAQ) and Bullying Behavior Assessment Scale (BBAS), both validated and reliable instruments. Statistical analyses included descriptive statistics, Pearson correlation, independent samples t-test, and one-way ANOVA. Findings revealed moderate-level bullying behavior (Mean = 2.79), with verbal bullying most prevalent (Mean = 3.21). Peer counselling implementation was moderate (Mean = 2.63), demonstrating significant effectiveness in bullying reduction (r = -.524, p < .01). Gender differences emerged, with females perceiving peer counselling as more effective than males, while age differences were non-significant. Implementation challenges included inadequate resources, training deficiencies, and limited administrative support. The study concludes that peer counselling represents a promising, culturally appropriate intervention requiring systematic implementation and adequate support. Recommendations include establishing comprehensive anti-bullying programs, developing systematic peer counselling initiatives, implementing gender-sensitive approaches, and creating dedicated funding mechanisms for program sustainability.