The Impact of Bullying Victims' Forgiveness on Early Childhood Learning Achievement

Abstract

The phenomenon of bullying in early childhood impacts emotional disturbances and learning engagement because early childhood is still in the immature phase of social-emotional development. Although there has been a lot of research discussing the impact of bullying, those that link forgiveness with learning achievement in early childhood are still limited. This study aims to analyze the role of forgiveness as a psychological mechanism in supporting the learning achievement of early childhood victims of bullying. This study was conducted with a quantitative approach using a correlation design at a PAUD institution in Banda Aceh City. The study subjects were 40 children aged 5-6 years who experienced mild to moderate bullying. They were selected using a criterion-based purposive sampling technique and identified as victims of bullying. Data were collected using forgiveness observation sheets completed by teachers and assessments of learning achievement based on the Child Development Achievement Level Standards (STPPA). The results of this study indicate that forgiveness plays a role as a positive psychological factor related to increased learning engagement and learning achievement in early childhood. Children with better forgiveness skills show more stable emotional conditions and more optimal learning readiness. These findings confirm the novelty that forgiveness functions not only as an emotional response but also as a protective factor supporting academic functioning in early childhood. This study recommends the integration of forgiveness-based interventions into social-emotional learning and guidance and counseling services in early childhood education.