"The persistence of bullying in educational settings reflects a critical disjunction
between formal moral instruction and students’ lived social practices, a challenge
increasingly recognized across global education systems. This study aims to
investigate the structural patterns of bullying behavior and to analyze the
preventive strategies employed by Akidah Akhlak teachers within an Islamic junior
secondary school context. A qualitative case study design was employed, involving
one principal, two teachers, and twelve students selected through purposive
sampling, with data collected via semi-structured interviews, participatory
observation, and document analysis, and analyzed using triangulation and thematic
analysis to ensure analytical rigor. The findings reveal that bullying is socially
reproduced through normalized peer interactions, with verbal aggression
emerging as the most dominant and persistent form. The study identifies an
integrated set of teacher strategies, including moral exemplification, contextual
Quranic value internalization, restorative discipline, and collaborative learning,
which collectively function as a preventive system fostering moral awareness,
emotional regulation, and prosocial behavior. However, the effectiveness of these
strategies is constrained by external influences, particularly family environment
and digital media exposure, which introduce competing value systems beyond the
school context. This study offers a novel contribution by advancing an integrated
Islamic-based framework that bridges moral pedagogy with socio-emotional and
contextual dimensions of student interaction, thereby moving beyond fragmented
approaches to bullying prevention. Positioned within the global educational
discourse, the proposed framework provides a comprehensive and context-
sensitive model for addressing complex social challenges, while offering practical
insights for educators and policymakers in designing sustainable anti-bullying
interventions across diverse educational settings."