This quantitative-correlational study determined the prevalence of bullying incidents and the extent of teachers’ classroom management practices in selected public secondary and integrated schools in Diffun Districts I and II, Division of Quirino, School Year 2025–2026. Grade 7–10 students and homeroom advisers served as respondents, using an adapted survey questionnaire to measure four forms of bullying: verbal and physical. The results showed that teachers and students often observed all four forms of bullying in the classroom, indicating that bullying remains a common and recurring feature of school life. Social/relational and cyberbullying, including exclusion, gossip, online shaming, and hurtful digital communication, were frequently experienced, while physical and verbal bullying also obtained mean ratings within the “often observed” range. Teachers likewise reported that preventive routines, vigilant incident monitoring, and restorative practices were often implemented, reflecting active but still partially realized efforts to manage bullying. Correlational findings revealed that higher classroom management practice levels were associated with greater teacher awareness and lower student-reported cyberbullying, yet showed no significant relationship with student-reported verbal, physical, and social/relational bullying, suggesting limited impact on traditional forms of aggression. Teachers strongly agreed that curriculum overload, limited homeroom guidance time, inadequate materials, and lack of specialized training constrained full integration of anti-bullying education. The study concludes that multi-component classroom management practices must be intensified and systematized to more effectively reduce bullying and that a supplementary Homeroom Guidance enhancement training program, anchored on DepEd policies and Olweus Bullying Prevention principles, is necessary to strengthen teachers’ capacity for preventive, monitoring, and restorative interventions.