This study aimed to determine whether bullying affects the personal attributes of pupils. 197 Grade 5 and 6 pupils from the School District of Valencia for the School Year 2023–2024 served as respondents. The researcher used a descriptive–correlational research design and a validated questionnaire. The questionnaire underwent a dry run to ensure item content reliability. The researcher also used weighted mean, frequency, and percentage, Pearson product-moment coefficient of correlation, and Kruskal–Wallis H test to analyze the data. The study revealed several findings: (a) the pupils exhibited a very high level of confidence and were not significantly affected by bullying, and (b) the pupils demonstrated high personal attributes. It was found that bullying experiences do not significantly affect or influence the pupils’ attributes. In addition, bullying experiences affect all pupils regardless of their age and sex. Since all the variables have correlation coefficients (r values) greater than the tabular value of 0.1946 at the 0.05 level of significance with 190 degrees of freedom, this demonstrates a significant relationship between the extent to which pupils experience bullying and the personal attributes they manifest, including self-confidence, socialization, school engagement, motivation, and emotional well-being. This implies that bullying can influence a child’s characteristics and behavior. On the other hand, it is revealed that pupils manifest a low extent of the various negative effects of bullying in all personal attributes, particularly self-confidence, socialization, school engagement, emotional well-being, and motivation. The weighted mean of the five personal attributes ranges from 1.84 to 2.43, with a composite mean of 2.06. These results indicate that pupils have high personal attributes. This implies that the personal attributes of the respondents are manifested positively.
