Presently, there are multiple values that people should know about human society. Further, young children's ability to choose and achieve their interpersonal objectives has been described as early childhood, and they are capable of working with adults. This paper studies various factors that lead to early childhood social competence and thus presents the sustainable policies for bullying prevention over drug abuse (SPBPDA) from this state-of-the-art research. In systematic bullying prevention and strategies issues, drug abuse is included with resultant social-emotional learning, and it has been essential in social competence. Thus, this paper explores how the competencies gained in instructional strategies are addicted to societal linkages between social-emotional learning and bullying. Educators are given detailed feedback on how to encourage learning and affirm the advantages of social-emotional learning services. The experimental results show that the proposed SPBDA model enhances the belief level of 93.4%, practice level of 98.7, prevention level of 96.7%, monitoring ratio of 97.3%, accessibility ratio of 95.6%, self-efficacy ratio 94.5%, outcome ratio of 96.9% and feasibility ratio of 94.2% compared to other existing models.