<![CDATA[This article aims to bullying remains a form of social conflict that persists in residential educational settings, including madrasahs based on Islamic boarding schools (pesantren). Intensive daily interactions, senior–junior relations, and diverse socio-cultural backgrounds may increase the risk of bullying if they are not systematically managed. This study aims to examine: (1) madrasah principals’ leadership planning for bullying prevention, (2) the implementation of ethnopedagogy-based conflict management, and (3) best practices that support sustainable bullying prevention in Islamic boarding school–based madrasahs in Bengkulu Province. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, pesantren caregivers, teachers, and students across seven Islamic boarding schools designated as pilot child-friendly pesantren. Data were analyzed using an interactive model comprising data condensation, data display, and conclusion drawing. The findings indicate that bullying prevention is effectively embedded in leadership planning through the integration of anti-bullying policies into the vision, mission, and programs of child-friendly pesantren grounded in Islamic values and local wisdom. Ethnopedagogy-based conflict management is implemented through dialogical, deliberative (musyawarah), and restorative approaches that prioritize education, moral reflection, and relationship restoration over punitive sanctions. Sustainable bullying prevention is further strengthened by best practices such as continuous value habituation, senior–junior mentoring systems, and periodic program evaluations. Overall, the study concludes that madrasah principals’ leadership grounded in ethnopedagogical and Islamic values provides an effective and contextually relevant model for preventing bullying in residential religious education settings. ]]>
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