Initiatives of implementing peace-related strategies in schools are integral in attaining the desired peace and development of the country. It is believed that school is a good venue for implementing peace education. Culture of peace strategies have been implemented in schools; however, evidence is still inadequate to conclude that they have influence on the attitudes of the pupils.

Recently, Katangawan Central Elementary School had recorded various cases of bullying incidents inside the classroom such as verbal, physical, and psychological. This issue was pointed out as one of the reasons for the poor academic performance of the pupils who were victims of classroom bullying. Pupils who are repeatedly bullied receive poorer grades and participate less in class discussions. (Juvonen, 2010)

This research aimed to determine the culture of peace learning strategies and attitudes of the pupils in school. Specifically, this study found the answer to what extent teachers use strategies using PEACE (Protection, Equality, Acceptance, Cooperation and Environment) Books to promote culture of peace. This study also aimed to determine the level of pupils’ attitudes in promoting culture of peace in terms of respect, cooperation, tolerance, justice, and social responsibility. Also, it aimed to investigate if there is a significant relationship between the culture of peace strategies and behavior of the pupils?

This study employed descriptive-correlative research design which aimed to determine the culture of peace learning strategies and attitudes developed by the pupils in school. The purposive sampling was used in choosing the respondents which include sixty-four (64) grade VI pupils in Katangawan Central Elementary School, Katangawan, General Santos City. The adviser identified the pupil-respondents based on their anecdotal record. Specifically, this study focused on the pupils who were involved in school bullying. It employed two (2) data-gathering tools, namely: (1) a questionnaire to assess the extent of culture of peace learning strategies employed by teachers, and (2) a 25-item attitude scale to evaluate pupils’ attitudes based on relevant literature.