UNIT 6: SAFETY AND SECURITY IN THE care, nutrition, education and protection from

LEARNING ENVIRONMENT violence. Childhoods continue to be cut short when

children are forced to leave school, do hazardous
At the end of the unit, the pre-service teacher (PST)
work, get married, fight in wars or are locked up in
can:
adult prisons.
1. Discuss the laws, policies, guidelines, and
procedures that protect children’s rights
And global changes, like the rise of digital
and assure their safety and security in
technology, environmental change, prolonged
school in consonance with Sustainable
conflict and mass migration are completely changing
Development Goal 4. ensure inclusive and
childhood. Today’s children face new threats to their
equitable quality education and promote
rights, but they also have new opportunities to
lifelong learning opportunities for all; and
realize their rights.
2. Draw implications of policies and
procedures on child protection, and
What needs to happen?
positive/non-violent discipline in the
The hope, vision and commitment of world leaders
management of behavior.
in 1989 led to the Convention. It is up to today’s
generation to demand that world leaders from
A. UN Convention on the Rights of the Child and PD
government, business and communities end child
603
rights violations now, once and for all. They must
commit to action to make sure every child, has every
CONVENTION ON THE RIGHTS OF THE CHILD - For
right.
every child, every right.
The Convention on the Rights of the Child: The
In 1989 something incredible happened. Against the
children’s version
backdrop of a changing world order world leaders
came together and made a historic commitment to
The United Nations Convention on the Rights of the
the world’s children. They made a promise to every
Child is an important agreement by countries who
child to protect and fulfil their rights, by adopting an
have promised to protect children’s rights.
international legal framework – the United Nations
The Convention explains who children are, all their
Convention on the Rights of the Child.
rights, and the responsibilities of governments. All
the rights are connected, they are all equally
Contained in this treaty is a profound idea: that
important and they cannot be taken away from
children are not just objects who belong to their
children.
parents and for whom decisions are made, or adults
in training. Rather, they are human beings and
1. Definition of a child - A child is any person under
individuals with their own rights. The Convention
the age of 18.
says childhood is separate from adulthood, and lasts
until 18; it is a special, protected time, in which
2. No discrimination - All children have all these
children must be allowed to grow, learn, play,
rights, no matter who they are, where they live,
develop and flourish with dignity.
what language they speak, what their religion is,
what they think, what they look like, if they are a boy
What has the Convention achieved?
or girl, if they have a disability, if they are rich or
The Convention is the most widely ratified human
poor, and no matter who their parents or families
rights treaty in history. It has inspired governments
are or what their parents or families believe or do.
to change laws and policies and make investments
No child should be treated unfairly for any reason.
so that more children finally get the health care and
nutrition they need to survive and develop, and
3. Best interests of the child - When adults make
there are stronger safeguards in place to protect
decisions, they should think about how their
children from violence and exploitation. It has also
decisions will affect children. All adults should do
enabled more children to have their voices heard
what is best for children. Governments should make
and participate in their societies.
sure children are protected and looked after by their
parents, or by other people when this is needed.
Childhood today: new threats, new opportunities
Governments should make sure that people and
Despite this progress, the Convention is still not fully
places responsible for looking after children are
implemented or widely known and understood.
doing a good job.
Millions of children continue to suffer violations of
their rights when they are denied adequate health
4. Making rights real - Governments must do all they
can to make sure that every child in their countries 14. Freedom of thought and religion - Children can
can enjoy all the rights in this Convention. choose their own thoughts, opinions and religion,
but this should not stop other people from enjoying
5. Family guidance as children develop - their rights. Parents can guide children so that as
Governments should let families and communities they grow up, they learn to properly use this right.
guide their children so that, as they grow up, they
learn to use their rights in the best way. The more 15. Setting up or joining groups - Children can join or
children grow, the less guidance they will need. set up groups or organisations, and they can meet
with others, as long as this does not harm other
6. Life survival and development - Every child has the people.
right to be alive. Governments must make sure that
children survive and develop in the best possible 16. Protection of privacy - Every child has the right to
way. privacy. The law must protect children’s privacy,
family, home, communications and reputation (or
7. Name and nationality - Children must be good name) from any attack.
registered when they are born and given a name
which is officially recognized by the government. 17. Access to information - Children have the right to
Children must have a nationality (belong to a get information from the Internet, radio, television,
country). Whenever possible, children should know newspapers, books and other sources. Adults should
their parents and be looked after by them. make sure the information they are getting is not
harmful. Governments should encourage the media
8. Identity - Children have the right to their own to share information from lots of different sources,
identity – an official record of who they are which in languages that all children can understand.
includes their name, nationality and family relations.
No one should take this away from them, but if this 18. Responsibility of parents - Parents are the main
happens, governments must help children to quickly people responsible for bringing up a child. When the
get their identity back. child does not have any parents, another adult will
have this responsibility and they are called a
9. Keeping families together - Children should not be “guardian”. Parents and guardians should always
separated from their parents unless they are not consider what is best for that child. Governments
being properly looked after – for example, if a parent should help them. Where a child has both parents,
hurts or does not take care of a child. Children both of them should be responsible for bringing up
whose parents don’t live together should stay in the child.
contact with both parents unless this might harm
the child. 19. Protection from violence - Governments must
protect children from violence, abuse and being
10. Contact with parents across countries - If a child neglected by anyone who looks after them.
lives in a different country than their parents,
governments must let the child and parents travel so 20. Children without families - Every child who
that they can stay in contact and be together. cannot be looked after by their own family has the
right to be looked after properly by people who
11. Protection from kidnapping - Governments must respect the child’s religion, culture, language and
stop children being taken out of the country when other aspects of their life.
this is against the law – for example, being
kidnapped by someone or held abroad by a parent 21. Children who are adopted - When children are
when the other parent does not agree. adopted, the most important thing is to do what is
best for them. If a child cannot be properly looked
12. Respect for children's views - Children have the after in their own country – for example by living
right to give their opinions freely on issues that with another family – then they might be adopted in
affect them. Adults should listen and take children another country.
seriously.
22. Refugee children - Children who move from their
13. Sharing thoughts freel - Children have the right home country to another country as refugees
to share freely with others what they learn, think (because it was not safe for them to stay there)
and feel, by talking, drawing, writing or in any other should get help and protection and have the same
way unless it harms other people. rights as children born in that country.
 dangerous or bad for their education, health or
23. Children with disabilities - Every child with a development. If children work, they have the right to
disability should enjoy the best possible life in be safe and paid fairly.
society. Governments should remove all obstacles
for children with disabilities to become independent 33. Protection from harmful drugs - Governments
and to participate actively in the community. must protect children from taking, making, carrying
or selling harmful drugs.
24. Health, water, food, environment - Children have
the right to the best health care possible, clean 34. Protection from sexual abuse - The government
water to drink, healthy food and a clean and safe should protect children from sexual exploitation
environment to live in. All adults and children should (being taken advantage of) and sexual abuse,
have information about how to stay safe and including by people forcing children to have sex for
healthy. money, or making sexual pictures or films of them.

25. Review of a child's placement - Every child who 35. Prevention of sale and trafficking - Governments
has been placed somewhere away from home - for must make sure that children are not kidnapped or
their care, protection or health – should have their sold, or taken to other countries or places to be
situation checked regularly to see if everything is exploited (taken advantage of).
going well and if this is still the best place for the
child to be. 36. Protection from exploitation - Children have the
right to be protected from all other kinds of
26. Social and economic help - Governments should exploitation (being taken advantage of), even if
provide money or other support to help children these are not specifically mentioned in this
from poor families. Convention.

27. Food, clothing, a safe home - Children have the 37. Children in detention - Children who are accused
right to food, clothing and a safe place to live so they of breaking the law should not be killed, tortured,
can develop in the best possible way. The treated cruelly, put in prison forever, or put in prison
government should help families and children who with adults. Prison should always be the last choice
cannot afford this. and only for the shortest possible time. Children in
prison should have legal help and be able to stay in
28. Access to education - Every child has the right to contact with their family.
an education. Primary education should be free.
Secondary and higher education should be available 38. Protection in war - Children have the right to be
to every child. Children should be encouraged to go protected during war. No child under 15 can join the
to school to the highest level possible. Discipline in army or take part in war.
schools should respect children’s rights and never
use violence. 39. Recovery and reintegration - Children have the
right to get help if they have been hurt, neglected,
29. Aims of education - Children’s education should treated badly or affected by war, so they can get
help them fully develop their personalities, talents back their health and dignity.
and abilities. It should teach them to understand
their own rights, and to respect other people’s 40. Children who break the law - Children accused of
rights, cultures and differences. It should help them breaking the law have the right to legal help and fair
to live peacefully and protect the environment. treatment. There should be lots of solutions to help
these children become good members of their
30. Minority culture, language and religion - Children communities. Prison should only be the last choice.
have the right to use their own language, culture
and religion - even if these are not shared by most 41. Best law for children applies - If the laws of a
people in the country where they live. country protect children’s rights better than this
Convention, then those laws should be used.
31. Rest, play, culture, arts - Every child has the right
to rest, relax, play and to take part in cultural and 42. Everyone must know children's rights -
creative activities. Governments should actively tell children and adults
about this Convention so that everyone knows about
32. Protection from harmful work - Children have children’s rights.
the right to be protected from doing work that is
 accession, a country normally reviews the treaty to
43 to 54. How the Convention works - These articles determine whether national laws are consistent with
explain how governments, the United Nations – its provisions and to consider the most appropriate
including the Committee on the Rights of the Child means of promoting compliance with the treaty.
and UNICEF - and other organisations work to make
sure all children enjoy all their rights. Most commonly, countries that are promoting a
Convention sign shortly after it has been adopted.
How the Convention on the Rights of the Child They then ratify the treaty when all of their
works - Joining, implementing and monitoring the domestically required legal procedures have been
world’s most widely ratified human right treaty. fulfilled. Other States may begin with the domestic
approval process and accede to the treaty once their
International human rights treaties and agreements domestic procedures have been completed, without
such as the Convention on the Rights of the Child are signing the treaty first.
developed through a process of negotiation among
United Nations Member States. Individual States Both ratification and accession involve two steps.
then decide for themselves whether to be legally First, the appropriate national organ of the country –
bound by the treaty. Parliament, Senate, the Crown, Head of State or
Government, or a combination of these – follows
There are two ways for a State to become a party: by domestic constitutional procedures and makes a
signature and ratification or by accession. In ratifying formal decision to be a party to the treaty. Second,
or acceding to the Convention or an Optional the instrument of ratification or accession, a formal
Protocol, a State accepts an obligation to respect, sealed letter referring to the decision and signed by
protect and fulfil the rights as outlined – including the State’s responsible authority, is prepared and
adopting or changing laws and policies that are deposited with the United Nations Secretary-General
needed to implement the provisions of the in New York.
agreement. PRESIDENTIAL DECREE NO. 603: CHILD AND YOUTH
WELFARE CODE IN THE PHILIPPINES
The Optional Protocols to the Convention are
The Child and Youth Welfare Code, also known as
considered independently of the Convention and
Presidential Decree No. 603 in the Philippines, is a
must be ratified or acceded to separately, but the
cornerstone of the country`s commitment to
process is the same. States do not need to be a party
nurturing and protecting its younger population. This
to the Convention in order to ratify or accede to one
comprehensive legal framework addresses every
or both of the Optional Protocols.
aspect of child welfare, ranging from ensuring rights
to family life, development, and access to basic
Signature
needs, to fostering a safe and supportive
Signature constitutes a preliminary endorsement of
environment for all children and youth under the
the Convention or Protocol. Signing the instrument
age of 18.
does not create a binding legal obligation, but does
demonstrate the State’s intent to examine the treaty It is especially aimed at vulnerable groups like
domestically and consider ratifying it. While signing abandoned, neglected, or abused children, as well
does not commit a State to ratification, it does oblige as those with disabilities, the code ensures that the
the State to refrain from acts that would defeat or legal, educational, and health-related needs to these
undermine the treaty’s objective and purpose. groups are met comprehensively. As we dive deeper,
we will explore the structure of this code, the
Ratification or accession specific benefits it provides, and practical steps on
Ratification or accession signifies an agreement to how individuals and communities can ensure these
be legally bound by the terms of the Convention. rights are upheld, contributing to holistic
Though accession has the same legal effect as development of the Filipino youth.
ratification, the procedures differ. In the case of
ratification, the State first signs and then ratifies the What is the Child and Youth Welfare Code?
treaty. The procedure for accession has only one The Child and Youth welfare code, established by
step – it is not preceded by an act of signature. Presidential Decree No. 603, is a comprehensive
legal framework designed to protect and promote
The formal procedures for ratification or accession the rights and welfare of the young generation in the
vary according to the national legislative Philippines. It covers various aspects of child welfare,
requirements of the State. Prior to ratification or including rights to family life, development and basic
needs, ensuring that children receive the care, emotional development of children,
education, and legal protection they deserve. including special provisions for those who
are gifted or have special needs.
Significance of the Code  Basic needs fulfillment: Guarantees access
The Child and Youth welfare code, officially known as to a balanced diet, adequate clothing,
Presidential Decree No. 603 in the Philippines, plays sufficient shelter, and proper medical
a foundational role in safeguarding the rights and attention.
welfare of children and youth, a demographic that Eligibility/Qualifications
constituted approximately 40% of the country`s
population according to the 2015 census by the The CYWC covers all children and youth under the
Philippines Statistic Authority. This legislative age of 18 in the Philippines. Special attention is given
framework, alongside subsequent laws such as the to vulnerable groups such as abandoned, neglected,
Juvenile Justice and Welfare Act of 2006 (Republic or abused children, as well as those who are
Act No. 9344) and the Special Protection of Children physically or mentally challenged.
Against Abuse, Exploitation and Discrimination Act
(Republic Act No. 7610), underscores the Philippine Requirements
government`s commitment to ensuring the holistic To benefit from the CYWC, the children involved
development and protection of its younger citizens. must be recognized as being under the age of 18 and
The Department of Social Welfare and Development legally classified as needing protection or assistance
(DSWD), along with other child-focused agencies, under the stipulations of the code.
reports annually on the various programs and
interventions implemented under these laws, aiming Step-by-Step Guide on How to Benefit from the
to reduce cases of child abuse, neglect, and Child and Youth Welfare Code
exploitation, which have been significant, with the
Philippine National Police (PNP) and the DSWD 1. Report to Authorities: Contact the DSWD,
documenting thousands of cases yearly, The Child your local barangay Council for the
and Youth Welfare Code`s significance, therefore, Protection of Children (BCPC), or other
lies in its comprehensive approach to addressing to relevant authorities if a child`s rights are
multifaceted needs of children and youth, promoting being violated or if they need protection.
their best interests, and ensuring their rights are 2. Document Evidence: Collect any evidence
protected, against the backdrop of challenging social that can support the child`s case while
issues and the need for sustained advocacy and ensuring the child`s safety and privacy.
action to protect this vulnerable sector. 3. Seek Legal Advice: Consult a child welfare
attorney or legal aid organization to
Legal Basis understand the best course of action and
ensure the child`s rights are upheld.
The CYWC operates under the authority of various 4. Maintain Confidentiality: Keep all
governmental bodies, including the Department of information about the child and their
Social Welfare and Development (DSWD), the situation confidential to protect their
National Youth Commission (NYC), and the Council privacy and well-being.
for Welfare of Children (CWC). These agencies work 5. Follow Legal Procedures: Cooperate with
together to enforce the code, formulate policies, and legal processes and authorities to ensure
overseas the implementation of programs aimed at the child receives the necessary protection
safeguarding children`s rights. and care
Benefits Tips and Reminders for Utilizing CYWC
The Child and Youth Welfare Code provides 1. Understand the Rights of Children and Youth:
numerous benefits designed to ensure the healthy Familiarize yourself with the specific rights afforded
development and protection of children. to children and youth under the welfare code,
 Right to be born well: Recognition of including the right to proper care and nutrition,
children`s rights from conception. protection from abuse and exploitation, and access
 Wholesome family life: Ensures children to education.
have access to a loving and supportive 2. Report Abuse or Neglect: If you suspect a child is
family environment. being abused, neglected, or exploited, it's imperative
 Development opportunities: Provides to report it to the appropriate authorities
support for the mental, physical, and immediately. This could be the local Department of
Social Welfare and Development (DSWD) Office, a Be it enacted by the Senate and House of
child protection unit, or law enforcement. Representatives of the Philippines in Congress
assembled:
3. Promote Positive Discipline: The welfare code
often emphasizes the importance of positive, non- Section 1. Short Title. – This Act shall be known as
violent discipline. Encourage and practice forms of the "Anti-Bullying Act of 2013".
discipline that do not harm the child physically or
psychologically. Section 2. Acts of Bullying. – For purposes of this
Act, "bullying" shall refer to any severe or repeated
4. Support Education and Development: Ensure that
use by one or more students of a written, verbal or
children and youth have access to quality education
and opportunities for development. This includes electronic expression, or a physical act or gesture, or
not only formal education but also life skills and any combination thereof, directed at another
vocational training as appropriate. student that has the effect of actually causing or
placing the latter in reasonable fear of physical or
5. Ensure Participation in Decisions: Children and emotional harm or damage to his property; creating
youth have the right to participate in decisions a hostile environment at school for the other
affecting their lives, in accordance with their
student; infringing on the rights of the other student
evolving capacities. Listen to their opinions and
at school; or materially and substantially disrupting
involve them in discussions relevant to their care,
the education process or the orderly operation of a
education and future.
school; such as, but not limited to, the following:
6. Provide Special Protection for Vulnerable Groups:
Some children and youth, such as those with a. Any unwanted physical contact between
disabalities, from indigenous communities, or in the bully and the victim like punching,
conflict with the law, may require additional pushing, shoving, kicking, slapping, tickling,
protection and support. Be aware of and advocate headlocks, inflicting school pranks, teasing,
for their specific needs. fighting and the use of available objects as
weapons;
7. Access to Health Care: Ensure that children and
b. Any act that causes damage to a victim’s
youth receive regular health check-ups and have
access to necessary medical care. This includes psyche and/or emotional well-being;
mental health services and support for those who c. Any slanderous statement or accusation
have experienced trauma or abuse. that causes the victim undue emotional
distress like directing foul language or
8. Encourage Family or Community-Based Care: profanity at the target, name-calling,
Whenever possible, support efforts to maintain tormenting and commenting negatively on
children in family or community-based care settings,
victim’s looks, clothes and body; and
rather than institutional care, to promote their social
d. Cyber-bullying or any bullying done through
and emotional development.
the use of technology or any electronic
9. Stay Informed About Legal Updates: Laws and means.
policies regarding child and youth welfare can
change. Stay informed about any updates or Section 3. Adoption of Anti-Bullying Policies. – All
amendments to the welfare code to ensure elementary and secondary schools are hereby
compliance and the best possible care. directed to adopt policies to address the existence of
bullying in their respective institutions. Such policies
10. Advocacy and Community Involvement: Get
shall be regularly updated and, at a minimum, shall
involved in community efforts to promote the rights
include provisions which:
and welfare of children and youth. Advocacy can
lead to stronger policies and programs to support (a) Prohibit the following acts:
their development and protection.
(1) Bullying on school grounds; property
immediately adjacent to school grounds; at
B. Anti-Bullying Act of 2013 (Republic Act 10627) school-sponsored or school-related
activities, functions or programs whether
AN ACT REQUIRING ALL ELEMENTARY AND on or off school grounds; at school bus
SECONDARY SCHOOLS TO ADOPT POLICIES TO
stops; on school buses or other vehicles
PREVENT AND ADDRESS THE ACTS OF BULLYING IN
owned, leased or used by a school; or
THEIR INSTITUTIONS
 through the use of technology or an (e) Subject a student who knowingly makes a false
electronic device owned, leased or used by accusation of bullying to disciplinary administrative
a school; action;
(2) Bullying at a location, activity, function or
(f) Educate students on the dynamics of bullying, the
program that is not school-related and
anti-bullying policies of the school as well as the
through the use of technology or an
mechanisms of such school for the anonymous
electronic device that is not owned, leased
reporting of acts of bullying or retaliation;
or used by a school if the act or acts in
question create a hostile environment at (g) Educate parents and guardians about the
school for the victim, infringe on the rights dynamics of bullying, the anti-bullying policies of the
of the victim at school, or materially and school and how parents and guardians can provide
substantially disrupt the education process support and reinforce such policies at home; and
or the orderly operation of a school; and
(3) Retaliation against a person who reports (h) Maintain a public record of relevant information
bullying, who provides information during and statistics on acts of bullying or retaliation in
an investigation of bullying, or who is a school: Provided, That the names of students who
witness to or has reliable information committed acts of bullying or retaliation shall be
about bullying; strictly confidential and only made available to the
school administration, teachers directly responsible
(b) Identify the range of disciplinary administrative for the said students and parents or guardians of
actions that may be taken against a perpetrator for students who are or have been victims of acts of
bullying or retaliation which shall be commensurate bullying or retaliation.
with the nature and gravity of the offense: Provided,
That, in addition to the disciplinary sanctions All elementary and secondary schools shall provide
imposed upon a perpetrator of bullying or students and their parents or guardians a copy of the
retaliation, he/she shall also be required to undergo anti-bullying policies being adopted by the school.
a rehabilitation program which shall be administered Such policies shall likewise be included in the
by the institution concerned. The parents of the said school’s student and/or employee handbook and
perpetrator shall be encouraged by the said shall be conspicuously posted on the school walls
institution to join the rehabilitation program; and website, if there is any.

(c) Establish clear procedures and strategies for: The Department of Education (DepED) shall include
(1) Reporting acts of bullying or retaliation; in its training programs, courses or activities which
(2) Responding promptly to and investigating shall provide opportunities for school administrators,
reports of bullying or retaliation; teachers and other employees to develop their
(3) Restoring a sense of safety for a victim and knowledge and skills in preventing or responding to
assessing the student’s need for protection; any bullying act.
(4) Protecting from bullying or retaliation of a
Section 4. Mechanisms to Address Bullying. – The
person who reports acts of bullying,
school principal or any person who holds a
provides information during an
comparable role shall be responsible for the
investigation of bullying, or is witness to or
implementation and oversight of policies intended to
has reliable information about an act of
address bullying.
bullying; and
(5) Providing counseling or referral to Any member of the school administration, student,
appropriate services for perpetrators, parent or volunteer shall immediately report any
victims and appropriate family members of instance of bullying or act of retaliation witnessed,
said students; or that has come to one’s attention, to the school
principal or school officer or person so designated by
(d) Enable students to anonymously report bullying
the principal to handle such issues, or both. Upon
or retaliation: Provided, however, That no
receipt of such a report, the school principal or the
disciplinary administrative action shall be taken
designated school officer or person shall promptly
against a perpetrator solely on the basis of an
investigate. If it is determined that bullying or
anonymous report;
retaliation has occurred, the school principal or the Section 8. Separability Clause. – If, for any reason,
designated school officer or person shall: any provision of this Act is declared to be
(a) Notify the law enforcement agency if the unconstitutional or invalid, the other sections or
school principal or designee believes that provisions hereof which are not affected thereby
criminal charges under the Revised Penal shall continue to be in full force or effect.
Code may be pursued against the
Section 9. Repealing Clause. – All laws, decrees,
perpetrator;
orders, rules and regulations or parts thereof which
(b) Take appropriate disciplinary administrative
are inconsistent with or contrary to the provisions of
action;
this Act are hereby repealed, amended or modified
(c) Notify the parents or guardians of the
accordingly.
perpetrator; and
(d) Notify the parents or guardians of the Section 10. Effectivity. – This Act shall take effect
victim regarding the action taken to prevent fifteen (15) days after its publication in at least two
any further acts of bullying or retaliation. (2) national newspapers of general circulation.
If an incident of bullying or retaliation involves
students from more than one school, the school first C. CHILD PROTECTION POLICY
informed of the bullying or retaliation shall promptly POSITIVE DISCIPLINE
notify the appropriate administrator of the other
school so that both may take appropriate action. CHILD PROTECTION POLICY

Section 5. Reporting Requirement. – All schools shall The Child Protection Policy is designed to safeguard
inform their respective schools division students within the school environment, shielding
superintendents in writing about the anti-bullying them from physical, social, emotional, and mental
policies formulated within six (6) months from the abuse and violence. These policies form a crucial
effectivity of this Act. Such notification shall likewise foundation for creating a secure atmosphere for
be an administrative requirement prior to the students. The development and execution of such
operation of new schools. policies represent a significant stride in guaranteeing
Beginning with the school year after the effectivity of safety within the learning environment.
this Act, and every first week of the start of the The Department of Education has embraced this
school year thereafter, schools shall submit a report policy to extend special protection to children facing
to their respective schools division superintendents serious threats or endangerment due to
all relevant information and statistics on acts of circumstances beyond their control. The policy
bullying or retaliation. The schools division serves as a framework to aid concerned agencies in
superintendents shall compile these data and report the rehabilitation of children affected by such
the same to the Secretary of the DepED who shall challenges, ensuring their normal development is
likewise formally transmit a comprehensive report to supported.
the Committee on Basic Education of both the House
of Representatives and the Senate. IMPORTANCE OF CHILD PROTECTION POLICY

Section 6. Sanction for Noncompliance. – In the rules Child protection policy is important because it
and regulations to be implemented pursuant to this provides guidelines and rules to create a safe
Act, the Secretary of the DepED shall prescribe the environment for children. It protects both learners
appropriate administrative sanctions on school and school personnel by clearly defining
administrators who shall fail to comply with the arrangements and measures for child protection.
requirements under this Act. In addition thereto, Child protection systems vary in nature and level of
erring private schools shall likewise suffer the state intervention, but they all aim to address the
penalty of suspension of their permits to negative impact of child maltreatment and ensure
operate.1âwphi1 the right balance between protecting children and
respecting family life. Child protection policies also
Section 7. Implementing Rules and Regulations. – play a crucial role in addressing child abuse and
Within ninety (90) days from the effectivity of this supporting children who come into the care of local
Act, the DepED shall promulgate the necessary rules authorities. Additionally, child-sensitive social
and regulations to implement the provisions of this protection is essential for improving child outcomes
Act. and reducing child poverty. Implementing child
protection policies in schools, such as the proposed Teaching children all they need to learn in order to
policy, can help create a safe environment and be successful in life is one of the world’s most
support maltreated pupils. important jobs. But many teachers begin a new
school year without thinking about the impact they
Reference on the Full Text of the Policy: May 14,
will have on their students’ later lives. We tend to
2012 DO 40, s. 2012 – DepEd Child Protection Policy
focus on short-term goals — do your homework,
| Department of Education
stop talking, give me an answer now. Short term
POSITIVE DISCIPLINE situations can cause stress and frustration. The
problem is that the way we react to short-term
Positive discipline in the classroom is an approach to stress often interferes with our long-term goals.
managing student behavior that focuses on Teachers can easily react to short-term frustration in
developing mutually respectful relationship a way that blocks their long-term goals by yelling,
solutions. The definition of positive discipline humiliating or hitting.
encompasses a philosophy where teachers use kind
but firm guidance to foster a cooperative and Every time you react this way, you lose an
problem-solving environment. Positive discipline is opportunity to show your students a better way —
understanding the reasons behind a student's and to strengthen their interest and motivation.
behavior and working with them to develop Teachers want their students to be confident, kind,
appropriate and constructive behaviors. motivated, responsible, and non-violent people.
Yelling, humiliating and hitting will only teach your
Positive discipline in the classroom involves
students the opposite of what you want them to
discussing techniques and strategies that promote
learn in the long run. This is one of the hardest
students' self-discipline, responsibility, and problem-
challenges for teachers — to handle short term
solving skills. The term positive guidance refers to
stress in a way that helps them to achieve their long-
directing students toward positive behavior choices
term goals.
by understanding their needs and motivation rather
than relying on punishment or rewards. The purpose
The aim of education is to prepare students for
of positive discipline in the classroom is to create a
success in their adult lives. We can turn short-term
supportive learning environment where students
challenges into opportunities to work towards our
feel valued and empowered to make good decisions,
long-term goals by teaching children how to manage
leading to better engagement and a more
stress, respect themselves and others, and be
harmonious classroom atmosphere.
successful learners
Positive discipline is about long-term solutions that
develop students’ own self-discipline and their life- 2. Providing warmth and structure
long learning. It is about clear and consistent Your long-term goals are your blueprints. They keep
communication, and consistent reinforcement of you focused on the impact you want to have on your
your expectations, rules and limits. Positive students. Achieving those goals requires two tools –
discipline is about teaching nonviolence, empathy, warmth and structure.
self-respect, human rights, and respect for others.
Warmth
Warmth affects students academically, emotionally
Positive discipline has 5 components: and behaviorally. As teachers and adults, we are
1. Identifying your long-term goals motivated to try, to learn from our mistakes, and do
2. Providing warmth and structure better next time when we are supported by those
3. Understanding child development around us. Students also learn best when they feel
4. Identifying individual differences respected, understood, trusted, and safe. A warm
5. Problem-solving and responding with classroom environment is the foundation for
positive discipline meeting your long-term goals.

The foundation of positive discipline is child rights In warm environments, students feel safe to make
and pedagogical principles. mistakes, which is an important part of learning.
Students also are much more likely to be cooperative
1. Identifying your long-term goals and to have fewer behavior problems. Their
academic success fuels their interest, so they are less All learning builds on prior learning – and forms a
distractible. They are not anxious, so they are less foundation for future learning.
restless. And they come to associate the classroom
with positive feelings, so their love of learning But children do not learn in the same way at every
grows. age. Their ways of thinking and understanding
change, so the ways that we teach them must
Teachers provide warmth to their students by change as well. To reach your long-term goals you
supporting them in their learning, showing interest need to provide warmth and structure that are
in who they are, recognizing their efforts and appropriate to your students’ stage of development.
successes, and looking at situations from their Expectations need to match students’ abilities.
students’ point of view.
Structure When we start to see the world through the eyes of
Structure is the information and support that a 6-yearold or a 13-year-old, we can begin to
students need in order to succeed academically and understand the reasons for their behavior. Then we
behaviourally. It gives students the tools they need can be more effective teachers.
to solve problems when you are not present.
Structure shows students how to work out conflicts Early childhood
with other people in a constructive, non-violent way. Much of students’ development is invisible to
It also informs them about how they can succeed teachers. Children’s experiences before school entry
academically. set the stage for their readiness to learn, their
motivation to learn, and their skills in social
When students know what is expected of them, and interaction.
believe they will get the information needed to meet In many cases, the learning and behavioral
those expectations, they become more confident in difficulties that become evident in school had their
their learning ability and they want to learn more. origins in what children learned about themselves
They are less confused and less frustrated, so they years earlier.
can focus their concentration on their learning. Their
success gives them positive feelings about school It is important for teachers to consider and find out
and the subject being taught. And their behaviour how a child’s preschool experiences might have
improves. formed a self-concept that is expressed in his
attitudes toward learning and his behavior in the
Teachers provide structure for their students by classroom or in the schoolyard.
acting as positive role models and mentors,
explaining the reasons for rules, involving students in Transition to school
setting rules, hearing students’ point of view, helping Making the transition to school is a momentous
them find ways to fix their mistakes in a way that event in a child’s life. It is one of the biggest
helps to learn, being fair, controlling anger, and adjustments she will ever make. From a child’s
avoiding threats. perspective, school is an entirely new world. It is in a
new location, filled with new children and new
Positive discipline combines warmth and structure adults with new expectations. There are new
throughout each student’s school years. It is a way of schedules and routines to follow. And, perhaps for
thinking that helps teachers to meet their short-term the first time, the child is without her parents or
goals, while having a positive life-long impact on caregivers. This situation presents a tremendous
their students. It also is a way of increasing students’ challenge for the child.
interest in learning, strengthening their motivation
to achieve and promoting their academic success. At the moment of school entry, teachers assume a
large share of responsibility for the child’s successful
3. Understanding Child Development transition. Their responses can affect children’s
Teachers are well aware that children change as they feelings toward school and learning for many years
grow. Development is an ongoing, never-ending to come. Teachers can help children to make this
process. It is because children change that we are adjustment when they understand how children
able to teach them new information and new skills. think at this age.
At the time of school entry, children have difficulty By the late primary grades, children are able to solve
understanding things they have not yet experienced. problems mentally, so their mathematical abilities
Children of this age can grasp concrete concepts, but progress quickly. They also become able to think
have difficulty with abstract concepts and about their own thinking (metacognition). This
understanding that there is more than one aspect to means that they can reflect on how they learn,
any situation. They focus on the aspect that is most assess their strategies, and try out new ones.
obvious to them, unable to consider the less obvious
one at the same time. Socially, children become focused on peer
relationships. They form close friendships – and can
When a child of this age is punished, he is likely to experience intense conflict. In this stage, teachers
feel rejected. When children feel rejected by their need to create a learning climate that fosters both
teachers, they become insecure and anxious in the academic and social confidence.
school environment. As a result they might withdraw
– or they might act up. Children who withdraw Adolescence (13- to 18- year-olds)
become quiet, shy and fearful of making mistakes. If Adolescence is a time of remarkable transformation.
teachers then respond with criticism, these children Youth are crossing the bridge from childhood to
become more anxious. Over time, they can easily adulthood, an amazing change seen in all areas of
lose their motivation to try. Children who act up are their development.
likely to be punished again, leading to greater
anxiety. These children find it hard to concentrate on Youth are able to think hypothetically - they can
their schoolwork and begin to fail. Over time, they approach problems scientifically, proposing
can easily stop caring about school. hypotheses and testing them systematically. They
think about “big issues”, such as politics and
If a child is having difficulty making the adjustment tradition. They might question adults’ ways of
to school, it is important to assess the behavior and thinking. This is not a sign of disrespect, but a sign
find the reasons that lie behind it. Then we can that they are able to think for themselves and to
choose a response that encourages self-discipline figure out what they value and believe.
while motivating the child to learn and achieve.
Adolescents struggle to achieve a sense of identity.
Early Primary (6- to 8-year-olds) Their strong drive for independence, need for peer
If the transition to school has been made acceptance, and difficulty understanding the risks
successfully, children in the early years of they are taking can result in frequent conflict with
elementary/primary school are typically eager to parents and teachers. Attempts to control them or to
learn and highly motivated to master new force them to adopt particular views will create
challenges. They have an innate drive to understand resentment and close down communication.
their world. Physical punishment will humiliate them and lead to
very negative attitudes toward school.
Children’s experiences in primary school set the
stage for their success in later years. At this time, Teachers need to help students develop a sense of
teachers need to create a learning climate that is right and wrong, and a sense of responsibility and
supportive and encouraging, and that nurtures competence. Trust is important - so are listening,
children’s motivation to learn. Some characteristics giving them clear and honest information, clear
of children in this stage can present challenges to expectations and structure.
creating a supportive environment. These children
are active, curious, distractible and independent. 4. Recognizing Individual Differences
While all children go through the same stages of
Each of these characteristics can lead to conflict in development, they do so within different
the classroom. Teachers’ approaches to these environments, cultures, and with different
conflicts can have a powerful impact on children’s personalities, talents and abilities. Every class is
feelings about school. made up of a group of individual students, each with
his or her own story. Teachers need to find out the
Late Primary (9- to 12-year-olds) different stories in their classrooms.
Each child arrives in the classroom with a unique set
of experiences that affects her. It is extremely
important that teachers understand the challenges
each child faces and provide the support they need.
For students who feel “different”, a teacher who
believes in them can make the difference between
their success and failure in school.

5. Problem Solving
Sometimes students behaviors can be mystifying to
teachers. “Why won’t she stop talking?” “Why can’t
he just do his homework?”

Once a teacher has identified her long-term goals,

understands the importance of providing warmth
and structure, understands child development and
recognizes the importance of individual differences,
she will have the information she needs to solve
these challenges by responding with positive
discipline.

Remember that a student needs to feel respected,

understood, and safe. Discipline is not about
punishment. It is not always easy to respond
constructively in challenging situations. Positive
discipline takes thought and practice.

Positive discipline can guide all teachers’

interactions with their students, not just the
challenging ones. It also can guide their teaching of
academic skills, not just social and behavioral skills.
It is important to think ahead and plan a response.
And practice, practice, and practice.