<![CDATA[Background: Bullying is sustained not only by perpetrators but also by how peers respond when witnessing it. Although students may reject bullying, uncertainty, fear, and avoidance can limit their willingness to intervene. This study examined students’ self-reported bystander tendencies in bullying situations and identified related needs for guidance and counseling services. Method: A quantitative descriptive survey was conducted as a needs assessment involving 130 students aged 13–15 years in Singaraja City, Bali, recruited through convenience sampling. Result and Discussions: Data were collected using a 48-item, four-point Likert-scale questionnaire covering defender, passive bystander, and reinforcer tendencies and were analyzed using item- and dimension-level mean scores. Defender tendencies had the highest overall mean (M = 3.40), followed by passive bystander (M = 2.08) and reinforcer tendencies (M = 1.35). Despite the relatively high defender score, uncertainty about what to do remained prominent (M = 2.76), while silence and avoidance yielded means ranging from 1.71 to 1.79. The coexistence of strong defender tendencies with uncertainty and avoidance suggests that rejecting bullying does not necessarily ensure readiness to intervene. Guidance and counseling services should emphasize safe intervention skills, decision-making, and confidence in responding to bullying, enabling students to translate their prosocial tendencies into appropriate action.]]>
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