UNIT 6 Safety and Securityin The Learning Environment

UNIT 6: SAFETY
AND SECURITY IN
THE LEARNING
ENVIRONMENT
UN Convention on the
Rights of the Child and
PD 603
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UN Convention on the Rights of the Child
- The UN Convention on the Rights of the Child is a comprehensive,
internationally, binding agreements on the rights of the children, which
was adopted by the United Nations General Assembly in 1989.
- It is the most widely ratified human rights treaty in history. All
countries have ratified it with the exception of the United States of
America and Somalia.
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Source: https://www.childrensrights.ie/sites/default/files/information_sheets/files/SummaryUNCRC.pdf
Summary of the UN Convention on the Rights of the Child
 Article 1: Definition of a child Children are defined as all people under 18 years of
age.
 Article 2: Non-discrimination All rights in the Convention apply to all children
without exception, and the State has an obligation to protect children from all forms
of discrimination including that resulting from their parents or guardian’s status.
 Article 3: Best interests of the child All actions concerning the child must be based
on his or her best interests.
 Article 4: Implementation of rights The State has an obligation to translate the
rights of the Convention into reality.
 Article 5: Parental guidance and the child’s evolving capacities as he or she grows
The State has a duty to respect the rights and responsibilities of parents and the
wider family or others involved in the upbringing of the child in a manner
appropriate to the child’s evolving capacities.
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 Article 6: Survival and development The child has an inherent right to life, and the State
has an obligation to ensure to the maximum extent possible the survival and development
of the child.
 Article 7: Name and nationality The child has the right to be registered, to have a name
from birth and to be granted a nationality. In addition, the child has the right to know and
be cared for his or her parents.
 Article 8: Preservation of identity The State has an obligation to protect and, if necessary,
re-establish the basic aspects of the child’s identity (name, nationality and family relations).
 Article 9: Separation from parents The child has the right to live with his or her parents
unless it is not deemed to be in his or her best interests; the child has the right to maintain
contact with both parents if separated from one or both.
 Article 10: Family reunification The State has an obligation to foster and enable family
reunification where children and parents live in separate countries; the child whose parents
live in a different state has the right to maintain
personal relations and direct contact with 5
 Article 11: Illicit transfer and non-return of children from abroad The State has an obligation
to try to prevent and to remedy the illicit transfer and non-return of children abroad by a
parent or third party.
 Article 12: The child’s opinion The child has the right to express an opinion, and to have that
opinion taken into account, in any matter or procedure affecting the child, in accordance with
his or her age and maturity.
 Article 13: Freedom of expression The child has the right to obtain and make known
information, and to express his or her own views, unless this would violate the rights of
others.
 Article 14: Freedom of thought, conscience and religion The child has the right to freedom of
thought, conscience and religion, subject to appropriate parental guidance and national law.
 Article 15: Freedom of association The child has the right to meet with others and to join or
set up associations, unless doing so would violate the rights of others.
 Article 16: Protection of privacy The child has the right to protection from interference with 6
 Article 17: Access to appropriate information The State has an obligation to ensure
that the child has access to information and material from a diversity of media sources
and to take measures to protect children from harmful materials.
 Article 18: Parental responsibilities The State has an obligation to recognise and
promote the principle that both parents or legal guardians have common
responsibilities for the upbringing and development of the child; the State shall support
parents or legal guardians in this task through the provision of appropriate assistance.
 Article 19: Protection from abuse and neglect The State has an obligation to protect
children from all forms of abuse and neglect, to provide support to those who have
been abused and to investigate instances of abuse.
 Article 20: Protection of children without families The State has an obligation to
provide special protection for children without families and to ensure that appropriate
alternative family care or institutional placement is made available to them, taking into7
account the child’s cultural background.
 Article 21: Adoption In countries where adoption is recognized and/or allowed, it shall only be
carried out in the best interests of the child, with all necessary safeguards for the child and under the
authorization of competent authorities.
 Article 22: Refugee children Special protection is to be granted to children who are refugees or
seeking refugee status, and the State has an obligation to co-operate with competent organizations
providing such protection and assistance.
 Article 23: Children with a disability Children with a mental or physical disability have the right to
special care, education and training designed to help them to achieve the greatest possible self-
reliance and to lead a full active life in society.
 Article 24: Health and health services The child has the right to the enjoyment of the highest
possible standard of health and to have access to healthcare and medical services. In its provision of
health services, the State shall place special emphasis on primary and preventative health care and
public health education.
 Article 25: Periodic review of placement in care settings The child who has been placed in a care
setting by the State for reasons of care, protection or treatment has the right to have all aspects of
that placement reviewed and evaluated regularly. 8
 Article 26: Social security The child has the right to benefit from social security.
 Article 27: Growing up free from poverty The child has the right to an adequate standard of
living; parents have the primary responsibility to provide this, and the State has a duty to
assist parents, where necessary, in fulfilling this right.
 Article 28: Education The child has the right to education; the State has a duty to make
primary education compulsory and free to all; to take measures to develop different forms of
secondary education and to make this accessible to all children. School discipline should be
administered in a manner consistent with the child’s human dignity.
 Article 29: Aims of education should be directed at developing the child’s personality and
talents; preparing the child for active life as an adult; fostering respect for basic human rights;
developing respect for the child’s own cultural and national values and those of others; and
developing respect for the natural environment.
 Article 30: Children of minorities or indigenous peoples Children of minority communities
and indigenous peoples have the right to enjoy their own culture, to practice their own
religion and to use their own language. 9
 Article 31: Leisure, recreation and cultural activities The child has the right to rest and to
engage in leisure, play and recreational activities and to participate in cultural and artistic
activities.
 Article 32: Child labour The State has an obligation to protect children from engaging in
work that negatively impacts their health, education or development; to set a minimum age
for employment; and to regulate conditions of employment.
 Article 33: Drug abuse The child has a right to protection from illicit use of narcotic and
psychotropic drugs and from being involved in their production and distribution.
 Article 34: Sexual exploitation The child has the right to protection from all forms of sexual
exploitation and sexual abuse, including prostitution and involvement in pornography.
 Article 35: Sale, trafficking and abduction The State has an obligation to prevent any form
of abduction of children or sale of or traffic in children.
 Article 36: Other forms of exploitation The child has the right to protection from all other
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forms of exploitation prejudicial to their welfare.
 Article 37: Torture and deprivation of liberty The State has an obligation to ensure that no
child is subject to torture, cruel, inhuman or degrading treatment or punishment, capital
punishment, life imprisonment, and unlawful arrest or deprivation of liberty. A child who
is deprived of liberty must be treated with humanity and respect and in a manner that is
appropriate to his or her age. Children who are detained should be separated from adults,
have the right to contact with family, and access to legal and other assistance.
 Article 38: Armed conflicts The State has an obligation to respect, and to ensure respect
for humanitarian law as it applies to children in situations of armed conflict. States must
ensure that no child under the age of fifteen can take direct part in hostilities or be
recruited into the armed forces. States must take all feasible measures to ensure protection
and care of children who are affected by armed conflict.
 Article 39: Rehabilitative care The State has an obligation to take all appropriate measures
to promote the physical and psychological recovery and social integration of children who
have been victims of any form of neglect, exploitation or abuse, torture or degrading 11
treatment or of armed conflict.
 Article 40: Administration of juvenile justice Children accused of or
recognized as having committed an offence have the right to respect for their
human rights and in particular to benefit from all aspects of the due process of
law, including legal or other assistance in preparing and presenting their
defense. States have an obligation to promote alternative procedures and
measures so as to ensure that recourse to judicial proceedings and institutional
placements can be avoided wherever possible and appropriate.
 Article 41: Respect for existing standards If standards set in the national law of
a country which has ratified the Convention, or in other applicable international
instruments, are higher than those in the Convention on the Rights of the Child,
it is the higher standard that will apply.
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Articles 42-45 define how compliance with the Convention is to be monitored and fostered.
 Article 42 The State has an obligation to make the rights contained in the Convention widely known to
adults and children alike.
 Article 43 and Article 44 States which ratify the Convention must submit a report on implementation
two years after ratification and every five years thereafter. This report is submitted to the UN Committee
on the Rights of the Child which consists of eighteen child rights experts elected by State Parties for the
purposes of examining progress made by State Parties in implementing the Convention. State Parties are
required to make their reports widely available to the general public in their own country.
 Article 45 In order to “foster the effective implementation of the Convention and to encourage
international cooperation”, the specialized agencies of the UN (such as the ILO, WHO, UNHCR,
UNESCO and UNICEF3 ) are involved in the process of considering international reports. Non-
governmental organizations (NGOs) may also submit relevant information to the UN Committee on the
Rights of the Child. The Committee may invite the UN specialized agencies and NGOs to advise on the
optimal implementation of the Convention. 13
Presidential Decree No. 603, s. 1974
Presidential Decree No. 603, otherwise known as the Child

and Youth Welfare Code and issued in December 1974, legally
defines special categories of youths, including youthful offenders,
and directs the Ministry of Social Services and Development
(MSSD) to provide comprehensive services to assist in youth
development.
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Article 1. Declaration of Policy. – The Child is one of the most important assets of the nation. Every effort should be exerted
to promote his welfare and enhance his opportunities for a useful and happy life.
The child is not a mere creature of the State. Hence, his individual traits and aptitudes should be cultivated to the utmost
insofar as they do not conflict with the general welfare.
The molding of the character of the child starts at the home. Consequently, every member of the family should strive to
make the home a wholesome and harmonious place as its atmosphere and conditions will greatly influence the child’s
development.
Attachment to the home and strong family ties should be encouraged but not to the extent of making the home isolated and
exclusive and unconcerned with the interests of the community and the country.
The natural right and duty of parents in the rearing of the child for civic efficiency should receive the aid and support of the
government.
Other institutions, like the school, the church, the guild, and the community in general, should assist the home and the State
in the endeavor to prepare the child for the responsibilities of adulthood.
Art. 2. Title and Scope of Code. – The Code shall be known as the “Child and Youth Welfare Code”. It shall apply to
persons below twenty-one years of age except those emancipated in accordance with law. “Child” or “minor” or “youth” as
used in this Code, shall refer to such persons.
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Art. 3. Rights of the Child. – All children shall be entitled to the rights herein set forth without distinction as to
legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors.
(1) Every child is endowed with the dignity and worth of a human being from the moment of his conception, as
generally accepted in medical parlance, and has, therefore, the right to be born well.
(2) Every child has the right to a wholesome family life that will provide him with love, care and understanding,
guidance and counseling, and moral and material security.
The dependent or abandoned child shall be provided with the nearest substitute for a home.
(3) Every child has the right to a well-rounded development of his personality to the end that he may become a
happy, useful and active member of society.
The gifted child shall be given opportunity and encouragement to develop his special talents.
The emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding and shall
be entitled to treatment and competent care.
The physically or mentally handicapped child shall be given the treatment, education and care required by his
particular condition.
(4) Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and
all the basic physical requirements of a healthy and vigorous life.
(5) Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the
strengthening of his character.
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(5) Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the
strengthening of his character.
(6) Every child has the right to an education commensurate with his abilities and to the development of his skills for
the improvement of his capacity for service to himself and to his fellowmen.
(7) Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as well
as social, for the wholesome use of his leisure hours.
(8) Every child has the right to protection against exploitation, improper influences, hazards, and other conditions or
circumstances prejudicial to his physical, mental, emotional, social and moral development.
(9) Every child has the right to live in a community and a society that can offer him an environment free from
pernicious influences and conducive to the promotion of his health and the cultivation of his desirable traits and
attributes.
(10) Every child has the right to the care, assistance, and protection of the State, particularly when his parents or
guardians fail or are unable to provide him with his fundamental needs for growth, development, and improvement.
(11) Every child has the right to an efficient and honest government that will deepen his faith in democracy and
inspire him with the morality of the constituted authorities both in their public and private lives.
(12) Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding, tolerance,
and universal brotherhood, and with the determination to contribute his share in the building of a better world.
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Art. 4. Responsibilities of the Child. – Every child, regardless of the circumstances of his birth, sex, religion, social
status, political antecedents and other factors shall:
(1) Strive to lead an upright and virtuous life in accordance with the tenets of his religion, the teachings of his elders
and mentors, and the biddings of a clean conscience;
(2) Love, respect and obey his parents, and cooperate with them in the strengthening of the family;
(3) Extend to his brothers and sisters his love, thoughtfulness, and helpfulness, and endeavor with them to keep the
family harmonious and united;
(4) Exert his utmost to develop his potentialities for service, particularly by undergoing a formal education suited to
his abilities, in order that he may become an asset to himself and to society;
(5) Respect not only his elders but also the customs and traditions of our people, the memory of our heroes, the duly
constituted authorities, the laws of our country, and the principles and institutions of democracy;
(6) Participate actively in civic affairs and in the promotion of the general welfare, always bearing in mind that it is
the youth who will eventually be called upon to discharge the responsibility of leadership in shaping the nation’s
future; and
(7) Help in the observance of individual human rights, the strengthening of freedom everywhere, the fostering of
cooperation among nations in the pursuit of their common aspirations for programs and prosperity, and the
furtherance of world peace.
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Art. 5. Commencement of Civil Personality. – The civil personality of the child shall commence from the time of
his conception, for all purposes favorable to him, subject to the requirements of Article 41 of the Civil Code.
Art. 6. Abortion. – The abortion of a conceived child, whether such act be intentional or not, shall be governed by
the pertinent provisions of the Revised Penal Code.
Art. 7. Non-disclosure of Birth Records. – The records of a person’s birth shall be kept strictly confidential and no
information relating thereto shall be issued except on the request of any of the following:
(1) The person himself, or any person authorized by him;
(2) His spouse, his parent or parents, his direct descendants, or the guardian or institution legally in-charge of him if
he is a minor;
(3) The court or proper public official whenever absolutely necessary in administrative, judicial or other official
proceedings to determine the identity of the child’s parents or other circumstances surrounding his birth; and
(4) In case of the person’s death, the nearest of kin.
Any person violating the prohibition shall suffer the penalty of imprisonment of at least two months or a fine in an
amount not exceeding five hundred pesos, or both, in the discretion of the court.
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Art. 8. Child’s Welfare Paramount. – In all questions regarding the care, custody, education and property of the
child, his welfare shall be the paramount consideration.
Art. 9. Levels of Growth. – The child shall be given adequate care, assistance and guidance through his various
levels of growth, from infancy to early and later childhood, to puberty and adolescence, and when necessary, even
after he shall have attained age 21.
Art. 10. Phases of Development. – The child shall enjoy special protection and shall be given opportunities and
facilities, by law and by other means, to ensure and enable his fullest development physically, mentally, emotionally,
morally, spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity
appropriate to the corresponding developmental stage.
Art. 11. Promotion of Health. – The promotion of the Child’s health shall begin with adequate pre-natal and post-
natal care both for him and his mother. All appropriate measures shall be taken to insure his normal total
development.
It shall be the responsibility of the health, welfare, and educational entities to assist the parents in looking after the
health of the child.
Art. 12. Education. – The schools and other entities engaged in non-formal education shall assist the parents in
providing the best education for the child.
Art. 13. Social and Emotional Growth. – Steps shall be taken to insure the child’s healthy social and emotional
growth. These shall be undertaken by the home in collaboration with the schools and other agencies engaged in the
promotion of child welfare.
Art. 14. Morality. – High moral principles should be instilled in the child, particularly in the home, the school, and
the church to which he belongs. 20
Art. 15. Spiritual Values. – The promotion of the child’s spiritual well-being according to the precepts of his
religion should, as much as possible, be encouraged by the State.
Art. 16. Civic Conscience. – The civic conscience of the child shall not be overlooked. He shall be brought up in an
atmosphere of universal understanding, tolerance, friendship, and helpfulness and in full consciousness of his
responsibilities as a member of society.
Title II. Child And Youth Welfare And The Home
Chapter 1. Parental Authority
Section A. In General
Art. 17. Joint Parental Authority. – The father and mother shall exercise jointly just and reasonable parental
authority and responsibility over their legitimate or adopted children. In case of disagreement, the father’s decision
shall prevail unless there is a judicial order to the contrary.
In case of the absence or death of either parent, the present or surviving parent shall continue to exercise parental
authority over such children, unless in case of the surviving parent’s remarriage, the court, for justifiable reasons,
appoints another person as guardian.
In case of separation of his parents, no child under five years of age shall be separated from his mother unless the
court finds compelling reasons to do so.
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Art. 18. Grandparents. – Grandparents shall be consulted on important family questions, but they shall not interfere
in the exercise of parental authority by the parents.
Art. 19. Absence or Death of Parents. – Grandparents and in their default, the oldest brother or sister who is at least
eighteen years of age, or the relative who has actual custody of the child, shall exercise parental authority in case of
absence or death of both parents, unless a guardian has been appointed in accordance with the succeeding provision.
Art. 20. Guardian. – The court may, upon the death of the parents and in the cases mentioned in Arts. 328 to 332 of
the Civil Code, appoint a guardian for the person and property of the child, on petition of any relative or friend of
the family or the Department of Social Welfare.
Art. 21. Dependent, Abandoned or Neglected Child. – The dependent, abandoned or neglected child shall be under
the parental authority of a suitable or accredited person or institution that is caring for him as provided for under the
four preceding articles, after the child has been declared abandoned by either the court or the Department of Social
Welfare.
Art. 22. Transfer to the Department of Social Welfare. – The dependent, abandoned or neglected child may be
transferred to the care of the Department of Social Welfare or a duly licensed child-caring institution or individual in
accordance with Articles 142 and 154 of this Code, or upon the request of the person or institution exercising
parental authority over him.
From the time of such transfer, the Department of Social Welfare or the duly licensed child-caring institution or
individual shall be considered the guardian of the child for all intents and purposes.
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Art. 23. Case Study. – It shall be the duty of the Department of Social Welfare to make a case study of every child
who is the subject of guardianship or custody proceedings and to submit its report and recommendations on the
matter to the court for its guidance.
Art. 24. Intervention of Department of Social Welfare. – The Department of Social Welfare shall intervene on
behalf of the child if it finds, after its case study, that the petition for guardianship or custody should be denied.
Art. 25. Hearings Confidential. – The hearing on guardianship and custody proceedings may, at the discretion of the
court, be closed to the public and the records thereof shall not be released without its approval.
Art. 26. Repealing Clause. – All provisions of the Civil Code on parental authority which are not inconsistent with
the provisions of this Chapter shall remain in force: Provided, That Articles 334 up to 348 inclusive on Adoption,
are hereby expressly repealed and replaced by Section B of this Chapter.
Note: Please see Republic Act 8552 (Domestic Adoption Act of 1998), and Republic Act 8043 (Inter-Country
Adoption Act).
Art. 27. Who May Adopt. – Any person of age and in full possession of his civil rights may adopt: Provided, That
he is in a position to support and care for his legitimate, legitimated, acknowledged natural children, or natural
children by legal fiction, or other illegitimate children, in keeping with the means, both material and otherwise, of
the family.
In all cases of adoption the adopter must be at least fifteen years older than the person to be adopted.
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Art. 28. Who May Not Adopt. – The following persons may not adopt:
(1) A married person without the written consent of the spouse;
(2) The guardian with respect to the ward prior to final approval of his accounts;
(3) Any person who has been convicted of a crime involving moral turpitude;
(4) An alien who is disqualified to adopt according to the laws of his own country or one with whose government
the Republic of the Philippines has broken diplomatic relations.
Art. 29. Adoption by Husband and Wife. – Husband and Wife may jointly adopt. In such case, parental authority
shall be exercised as if the child were their own by nature.
Art. 30. Who May Not Be Adopted. – The following may not be adopted:
(1) A married person, without the written consent of the spouse;
(2) An alien with whose government the Republic of the Philippines has broken diplomatic relations;
(3) A person who has already been adopted unless the adoption has been previously revoked or rescinded in
accordance with this Chapter.
Art. 31. Whose Consent is Necessary. – The written consent of the following to the adoption shall be necessary:
(1) The person to be adopted, if fourteen years of age or over;
(2) The natural parents of the child or his legal guardian of the Department of Social Welfare or any duly licensed
child placement agency under whose care the child may be;
(3) The natural children, fourteen years and above, of the adopting parents.
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Art. 32. Hurried Decisions. – In all proceedings for adoption, steps should be taken by the court to prevent the
natural parents from making hurried decisions caused by strain or anxiety to give up the child, and to ascertain, that
all measures to strengthen the family have been exhausted and that any prolonged stay of the child in his own home
will be inimical to his welfare and interest.
Art. 33. Case Study. – No petition for adoption shall be granted unless the Department of Social Welfare, or the
Social Work and CounsellingDivision, in case of Juvenile and Domestic Relations Courts, has made a case study of
the child to be adopted, his natural parents as well as the prospective adopting parents, and has submitted its report
and recommendations on the matter to the court hearing such petition. The Department of Social Welfare shall
intervene on behalf of the child if it finds, after such case study, that the petition should be denied.
Art. 34. Procedure. – The proceedings for adoption shall be governed by the Rules of Court in so far as they are not
in conflict with this Chapter.
Art. 35. Trial Custody. – No petition for adoption shall be finally granted unless and until the adopting parents are
given by the court a supervised trial custody period of at least six months to assess their adjustment and emotional
readiness for the legal union. During the period of trial custody parental authority shall be vested in the adopting
parents.
The court may, upon its own motion or on motion of the petitioner, reduce or dispense with the trial period if it finds
that it is to the best interest of the child. In such case, the court shall state its reasons for reducing said period.
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Art. 36. Decree of Adoption. – If, after considering the report of the Department of Social Welfare or duly licensed
child placement agency and the evidence submitted before it, the court is satisfied that the petitioner is qualified to
maintain, care for, and educated the child, that the trial custody period has been completed, and that the best
interests of the child will be promoted by the adoption, a decree of adoption shall be entered, which shall be
effective as of the date the original petition was filed. The decree shall state the name by which the child is
thenceforth to be known.
Art. 37. Civil Registry Record. – The adoption shall be recorded in the local civil register and shall be annotated on
the record of birth, and the same shall entitle the adopted person to the issuance of an amended certificate of birth.
Art. 38. Confidential Nature of Proceedings and Records. – All hearings in adoption cases shall be confidential and
shall not be open to the public. All records, books and papers relating to the adoption cases in the files of the court,
of the Department of Social Welfare, and of any other agency or institution participating in the adoption
proceedings, shall be kept strictly confidential.
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Art. 39. Effects of Adoption. – The adoption shall:
(1) Give to the adopted person the same rights and duties as if he were a legitimate child of the adopter: Provided,
That an adopted child cannot acquire Philippine citizenship by virtue of such adoption:
(2) Dissolve the authority vested in the natural parent or parents, except where the adopter is the spouse of the
surviving natural parent;
(3) Entitle the adopted person to use the adopter’s surname; and
(4) Make the adopted person a legal heir of the adopter: Provided, That if the adopter is survived by legitimate
parents or ascendants and by an adopted person, the latter shall not have more successional rights than an
acknowledged natural child: Provided, further, That any property received gratuitously by the adopted from the
adopter shall revert to the adopter should the former predecease the latter without legitimate issue unless the adopted
has, during his lifetime, alienated such property: Provided, finally, That in the last case, should the adopted leave no
property other than that received from the adopter, and he is survived by illegitimate issue or a spouse, such
illegitimate issue collectively or the spouse shall receive one-fourth of such property; if the adopted is survived by
illegitimate issue and a spouse, then the former collectively shall receive one-fourth and the latter also one-fourth,
the rest in any case reverting to the adopter, observing in the case of the illegitimate issue the proportion provided
for in Article 895 of the Civil Code.
The adopter shall not be a legal heir of the adopted person, whose parents by nature shall inherit from him, except
that if the latter are both dead, the adopting parent or parents take the place of the natural parents in the line of
succession, whether testate or interstate.
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Art. 40. Rescission by Adopted. – The adopted person or the Department of Social Welfare or any duly licensed
child placement agency if the adopted is still a minor or otherwise incapacitated, may ask for the rescission of the
adoption on the same grounds that cause the loss of parental authority under the Civil Code.
Art. 41. Revocation by Adopter. – The adopter may petition the court for the revocation of the adoption in any of
these cases:
(1) If the adopted person has attempted against the life of the adopter and/or his spouse;
(2) When the adopted minor has abandoned the home of the adopter for more than three years and efforts have been
exhausted to locate the minor within the stated period;
(3) When by other acts the adopted person has definitely repudiated the adoption.
Art. 42. Effects of Rescission or Revocation. – Where the adopted minor has not reached the age of majority at the
time of the revocation or rescission referred to in the next preceding articles, the court in the same proceeding shall
determine whether he should be returned to the parental authority of his natural parents or remitted to the
Department of Social Welfare or any duly licensed child placement agency or whether a guardian over his person
and property should be appointed.
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Chapter 2. Rights Of Parents
Art. 43. Primary Right of Parents. – The parents shall have the right to the company of their children and, in relation
to all other persons or institutions dealing with the child’s development, the primary right and obligation to provide
for their upbringing.
Art. 44. Rights Under the Civil Code. – Parents shall continue to exercise the rights mentioned in Articles 316 to
326 of the Civil Code over the person and property of the child.
Art. 45. Right to Discipline Child. – Parents have the right to discipline the child as may be necessary for the
formation of his good character and may therefore require from him obedience to just and reasonable rules,
suggestions and admonitions.
Chapter 3. Duties Of Parents
Art. 46. General Duties. – Parents shall have the following general duties toward their children:
(1) To give him affection, companionship and understanding;
(2) To extend to him the benefits of moral guidance, self-discipline and religious instruction;
(3) To supervise his activities, including his recreation;
(4) To inculcate in him the value of industry, thrift and self-reliance;
(5) To stimulate his interest in civic affairs, teach him the duties of citizenship, and develop his commitment to his country;
(6) To advise him properly on any matter affecting his development and well-being;
(7) To always set a good example;
(8) To provide him with adequate support, as defined in Article 290 of the Civil Code; and
(9) To administer his property, if any, according to his best interests, subject to the provisions of Article 320 of the Civil Code. 29
Art. 47. Family Affairs. – Whenever proper, parents shall allow the child to participate in the discussion of family
affairs, especially in matters that particularly concern him.
In cases involving his discipline, the child shall be given a chance to present his side.
Art. 48. Winning Child’s Confidence. – Parents shall endeavor to win the child’s confidence and to encourage him
to conduct with them on his activities and problems.
Art. 49. Child Living Away from Home. – If by reason of his studies or for other causes, a child does not live with
his parents, the latter shall communicate with him regularly and visit him as often as possible.
The parents shall see to it that the child lives in a safe and wholesome place and under responsible adult care and
supervision.
Art. 50. Special Talents. – Parents shall endeavor to discover the child’s talents or aptitudes, if any, and to
encourage and develop them.
If the child is especially gifted, his parents shall report this fact to the National Center for Gifted Children or to other
agencies concerned so that official assistance or recognition may be extended to him.
Art. 51. Reading Habit. – The reading habit should be cultivated in the home. Parents shall, whenever possible,
provide the child with good and wholesome reading material, taking into consideration his age and emotional
development. They shall guard against the introduction in the home of pornographic and other unwholesome
publications.
Art. 52. Association with Other Children. – Parents shall encourage the child to associate with other children of his
own age with whom he can develop common interests of useful and salutary nature. It shall be their duty to know
the child’s friends and their activities and to prevent him from falling into bad company. The child should not be
allowed to stay out late at night to the detriment of his health, studies or morals.
30
Art. 53. Community Activities. – Parents shall give the child every opportunity to form or join social, cultural,
educational, recreational, civic or religious organizations or movements and other useful community activities.
Art. 54. Social Gatherings. – When a party or gathering is held, the parents or a responsible person should be
present to supervise the same.
Art. 55. Vices. – Parents shall take special care to prevent the child from becoming addicted to intoxicating drinks,
narcotic drugs, smoking, gambling, and other vices or harmful practices.
Art. 56. Choice of career. – The child shall have the right to choose his own career. Parents may advise him on this
matter but should not impose on him their own choice.
Art. 57. Marriage. – Subject to the provisions of the Civil Code, the child shall have the prerogative of choosing his
future spouse. Parents should not force or unduly influence him to marry a person he has not freely chosen.
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Chapter 4. Liabilities Of Parents
Art. 58. Torts. – Parents and guardians are responsible for the damage caused by the child under their parental authority in
accordance with the Civil Code.
Art. 59. Crimes. – Criminal liability shall attach to any parent who:
(1) Conceals or abandons the child with intent to make such child lose his civil status.
(2) Abandons the child under such circumstances as to deprive him of the love, care and protection he needs.
(3) Sells or abandons the child to another person for valuable consideration.
(4) Neglects the child by not giving him the education which the family’s station in life and financial conditions permit.
(5) Fails or refuses, without justifiable grounds, to enroll the child as required by Article 72.
(6) Causes, abates, or permits the truancy of the child from the school where he is enrolled. “Truancy” as here used means
absence without cause for more than twenty schooldays, not necessarily consecutive.
It shall be the duty of the teacher in charge to report to the parents the absences of the child the moment these exceed five
schooldays.
(7) Improperly exploits the child by using him, directly or indirectly, such as for purposes of begging and other acts which are
inimical to his interest and welfare.
(8) Inflicts cruel and unusual punishment upon the child or deliberately subjects him to indignations and other excessive
chastisement that embarrass or humiliate him.
(9) Causes or encourages the child to lead an immoral or dissolute life.
(10) Permits the child to possess, handle or carry a deadly weapon, regardless of its ownership.
(11) Allows or requires the child to drive without a license or with a license which the parent knows to have been illegally
procured. If the motor vehicle driven by the child belongs to the parent, it shall be presumed that he permitted or ordered the
child to drive.
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Art. 60. Penalty. – The act mentioned in the preceding article shall be punishable with imprisonment from two or six months or a
fine not exceeding five hundred pesos, or both, at the discretion of the Court, unless a higher penalty is provided for in the
Revised Penal Code or special laws, without prejudice to actions for the involuntary commitment of the child under Title VIII of
this Code.
Chapter 5. Assistance To Parents
Art. 61. Admonition to Parents. – Whenever a parent or guardian is found to have been unreasonably neglectful in the
performance of his duties toward the child, he shall be admonished by the Department of Social Welfare or by the local Council
for the Protection of Children referred to in Article 87.
Whenever a child is found delinquent by any court, the father, mother or guardian may be judicially admonished.
Art. 62. Medical and Dental Services. – If the child has special health problems, his parents shall be entitled to such assistance
from the government as may be necessary for his care and treatment in addition to other benefits provided for under existing law.
Art. 63. Financial Aid and Social Services to Needy Families. – Special financial or material aid and social services shall be
given to any needy family, to help maintain the child or children in the home and prevent their placement elsewhere.
The amount of such aid shall be determined by the Department of Social Welfare, taking into consideration, among other things,
the self-employment of any of the family members and shall be paid from any funds available for the purpose.
33
Art. 64. Assistance to Widowed or Abandoned Parent and Her Minor Dependents. – The State shall give assistance to widowed
or abandoned parent or where either spouse is on prolonged absence due to illness, imprisonment, etc. and who is unable to
support his/her children. Financial and other essential social services shall be given by the National Government or other duly
licensed agencies with similar functions to help such parent acquire the necessary knowledge or skill needed for the proper care
and maintenance of the family.
Art. 65. Criterion for Aid. – The criteria to determine eligibility for the aid mentioned in the next two preceding articles shall be
(1) the age of the child or children (2) the financial condition of the family, (3) the degree of deprivation of parental care and
support, and (4) the inability to exercise parental authority.
Art. 66. Assistance to Unmarried Mothers and Their Children. – Any unmarried mother may, before and after the birth of the
child, seek the assistance and advice of the Department of Social Welfare or any duly licensed child placement agency. The said
agencies shall offer specialized professional services which include confidential help and protection to such mother and her child,
including placement of protection to such mother and child, including placement of such mother’s rights, if any, against the
father of such child.
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Chapter 6. Foster Care
Art. 67. Foster Homes. – Foster Homes shall be chosen and supervised by the Department of Social Welfare or any
duly licensed child placement agency when and as the need therefore arises. They shall be run by married couples,
to be licensed only after thorough investigation of their character, background, motivation and competence to act as
foster parents.
Art. 68. Institutional Care. – Assignment of the child to a foster home shall be preferred to institutional care. Unless
absolutely necessary, no child below nine years of age shall be placed in an institution. An older child may be taken
into an institution for childcare if a thorough social case study indicates that he will derive more benefit therefrom.
Art. 69. Day-care service and other substitute parental arrangement. – Day-care and other substitute parental
arrangement shall be provided a child whose parents and relatives are not able to care for him during the day. Such
arrangements shall be the subject of accreditation and licensing by the Department of Social Welfare.
Art. 70. Treatment of Child Under Foster Care. – A child under foster care shall be given, as much as possible, the
affection and understanding that his own parents, if alive or present, would or should have extended to him. Foster
care shall take into consideration the temporary nature of the placement and shall not alienate the child from his
parents.
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Title III. Child And Youth Welfare And Education
Chapter 1. Access To Educational Opportunities
Art. 71. Admission to Schools. – The state shall see to it that no child is refused admission in public schools. All parents are
required to enroll their children in schools to complete, at least, an elementary education.
Art. 72. Assistance. – To implement effectively the compulsory education policy, all necessary assistance possible shall be given
to parents, especially indigent ones or those who need the services of children at home, to enable the children to acquire at least
an elementary education. Such assistance may be in the form of special school programs which may not require continuous
attendance in school, or aid in the form of necessary school supplies, school lunch, or whatever constitutes a bar to a child’s
attendance in school or access to elementary education.
Art. 73. Nursery School. – To further help promote the welfare of children of working mothers and indigent parents, and
in keeping with the Constitutional provision on the maintenance of an adequate system of public education, public
nursery and kindergarten schools shall be maintained, whenever possible. The operation and maintenance of such schools
shall be the responsibility of local governments. Aid from local school board funds, when available, may be provided.
Art. 74. Special Classes. – Where needs warrant, there shall be at least special classes in every province, and, if possible, special
schools for the physically handicapped, the mentally retarded, the emotionally disturbed, and the specially gifted. The private
sector shall be given all the necessary inducement and encouragement to establish such classes or schools.
Art. 75. School Plants and Facilities. – Local school officials and local government officials shall see to it that school children
and students are provided with adequate schoolrooms and facilities including playground, space, and facilities for sports and
physical development activities.
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Title III. Child And Youth Welfare And Education
Chapter II. The Home And The School
Art. 76. Role of the Home. – The home shall fully support the school in the implementation of the total school program –
curricular and co-curricular – toward the proper physical, social, intellectual and moral development of the child.
Art. 77. Parent-Teacher Associations. – Every elementary and secondary school shall organize a parent-teacher association for
the purpose of providing a forum for the discussion of problems and their solutions, relating to the total school program, and for
insuring the full cooperation of parents in the efficient implementation of such program. All parents who have children enrolled
in a school are encouraged to be active members of its PTA, and to comply with whatever obligations and responsibilities such
membership entails.
Parent-Teacher Association all over the country shall aid the municipal and other local authorities and school officials in the
enforcement of juvenile delinquency control measures, and in the implementation of programs and activities to promote child
welfare.
Chapter III. Miscellaneous
Art. 78. Contributions. – No school shall receive or collect from students, directly or indirectly, contributions of any kind or
form, or for any purpose except those expressly provided by law, and on occasions of national or local disasters in which case the
school may accept voluntary contribution or aid from students for distribution to victims of such disasters or calamities.
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The Rights of the Child
Children’s rights law is defined as the point where the
law intersects with a child’s life. That includes juvenile
delinquency, due process for children involved in the
criminal justice system, appropriate representation, and
effective rehabilitative services, care and protection for
children in state care; ensuring education for all children
regardless of their race, gender, sexual orientation, gender
identity.
38
Source: https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
Anti-Bullying Act of 2013 (Republic
Act 10627
An act requiring all elementary and secondary schools

to adopt policies to prevent and address the acts of bullying
in their institutions
39
SECTION 1. Short Title. – This Act shall be known as the “Anti-Bullying Act of 2013”.
SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe or repeated use by one or
more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof,
directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical
or emotional harm or damage to his property; creating a hostile environment at school for the other student;
infringing on the rights of the other student at school; or materially and substantially disrupting the education
process or the orderly operation of a school; such as, but not limited to, the following:
a. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking,
slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons;
b. Any act that causes damage to a victim’s psyche and/or emotional well-being;
c. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul
language or profanity at the target, name-calling, tormenting and commenting negatively on victim’s looks, clothes
and body; and
d. Cyber-bullying or any bullying done through the use of technology or any electronic means.
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SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are hereby directed to adopt
policies to address the existence of bullying in their respective institutions. Such policies shall be regularly updated
and, at a minimum, shall include provisions which:
(a) Prohibit the following acts:
(1) Bullying on school grounds; property immediately adjacent to school grounds; at school-sponsored or school-
related activities, functions or programs whether on or off school grounds; at school bus stops; on school buses or
other vehicles owned, leased or used by a school; or through the use of technology or an electronic device owned,
leased or used by a school;
(2) Bullying at a location, activity, function or program that is not school-related and through the use of technology
or an electronic device that is not owned, leased or used by a school if the act or acts in question create a hostile
environment at school for the victim, infringe on the rights of the victim at school, or materially and substantially
disrupt the education process or the orderly operation of a school; and
(3) Retaliation against a person who reports bullying, who provides information during an investigation of bullying,
or who is a witness to or has reliable information about bullying;
41
(b) Identify the range of disciplinary administrative actions that may be taken against a perpetrator for bullying or
retaliation which shall be commensurate with the nature and gravity of the offense: Provided, That, in addition to the
disciplinary sanctions imposed upon a perpetrator of bullying or retaliation, he/she shall also be required to undergo
a rehabilitation program which shall be administered by the institution concerned. The parents of the said
perpetrator shall be encouraged by the said institution to join the rehabilitation program;
(c) Establish clear procedures and strategies for:
(1) Reporting acts of bullying or retaliation;

(2) Responding promptly to and investigating reports of bullying or retaliation;
(3) Restoring a sense of safety for a victim and assessing the student’s need for protection;
(4) Protecting from bullying or retaliation of a person who reports acts of bullying, provides information during an
investigation of bullying, or is witness to or has reliable information about an act of bullying; and
(5) Providing counseling or referral to appropriate services for perpetrators, victims and appropriate family
members of said students;
(d) Enable students to anonymously report bullying or retaliation: Provided, however, That no disciplinary
administrative action shall be taken against a perpetrator solely on the basis of an anonymous report;
(e) Subject a student who knowingly makes a false accusation of bullying to disciplinary administrative action;
42
(f) Educate students on the dynamics of bullying, the anti-bullying policies of the school as well as the mechanisms
of such school for the anonymous reporting of acts of bullying or retaliation;
(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying policies of the school and how
parents and guardians can provide support and reinforce such policies at home; and
(h) Maintain a public record of relevant information and statistics on acts of bullying or retaliation in
school: Provided, That the names of students who committed acts of bullying or retaliation shall be strictly
confidential and only made available to the school administration, teachers directly responsible for the said students
and parents or guardians of students who are or have been victims of acts of bullying or retaliation.
SEC. 4. Mechanisms to Address Bullying. – The school principal or any person who holds a comparable role shall
be responsible for the implementation and oversight of policies intended to address bullying.
(a) Notify the law enforcement agency if the school principal or designee believes that criminal charges under the
Revised Penal Code may be pursued against the perpetrator;
(b) Take appropriate disciplinary administrative action;
(c) Notify the parents or guardians of the perpetrator; and
(d) Notify the parents or guardians of the victim regarding the action taken to prevent any further acts of bullying or
retaliation.
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SEC. 5. Reporting Requirement. – All schools shall inform their respective schools division superintendents in
writing about the anti-bullying policies formulated within six (6) months from the effectivity of this Act. Such
notification shall likewise be an administrative requirement prior to the operation of new schools.
SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be implemented pursuant to this Act, the
Secretary of the DepED shall prescribe the appropriate administrative sanctions on school administrators who shall
fail to comply with the requirements under this Act. In addition, thereto, erring private schools shall likewise suffer
the penalty of suspension of their permits to operate.
SEC. 7. Implementing Rules and Regulations. – Within ninety (90) days from the effectivity of this Act, the DepED
shall promulgate the necessary rules and regulations to implement the provisions of this Act.
SEC. 8. Separability Clause. – If, for any reason, any provision of this Act is declared to be unconstitutional or
invalid, the other sections or provisions hereof which are not affected thereby shall continue to be in full force or
effect.
SEC. 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or parts thereof which are inconsistent
with or contrary to the provisions of this Act are hereby repealed, amended or modified accordingly.
SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in at least two (2) national
newspapers of general circulation.
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Source: https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627 /
Child Protection Policy
Policy and Guidelines on Protecting Children in

School from Abuse, Violence, Exploitation,
Discrimination, Bullying and Other Forms of Abuse
(DepEd Order No. 40, s. 2012)
45
Section 1. Short Title
This Department Order shall be known as the “DepEd Child Protection Policy.”
Section 2. – Statement of Policy

Pursuant to the 1987 Constitution, the State shall defend the right of children to assistance, including proper care
and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions
prejudicial to their development (Article XV, Section 3 [2]).
Section 3. – Definition of Terms
A. “Child” – refers to any person below eighteen (18) years of age or those over but are unable to fully take care
of themselves or protect themselves from abuse, neglect, cruelty, exploitation or discrimination because of a
physical or mental disability or condition; (RA 7610). For purposes of this Department Order, the term also
includes pupils or students who may be eighteen (18) years of age or older but are in school.
B. “Children in School” – refers to bona fide pupils, students or learners who are enrolled in the basic
education system, whether regular, irregular, transferee or repeater, including those who have been temporarily
out of school, who are in the school or learning centers premises or participating in school-sanctioned activities.
C. “Pupil, Student or Learner” – means a child who regularly attends classes in any level of the basic
education system, under the supervision and tutelage of a teacher or facilitator.
D. “School Personnel” – means the persons, singly or collectively, working in a public or private school. They
are classified as follows: source: https://www.teacherph.com/deped-child-protection-policy/ 46
a. “School Head” refers to the chief executive officer or administrator of a public or private school or learning
center.
b. “Other School Officials” include other school officers, including teachers, who are occupying supervisory
positions or positions of responsibility, and are involved in policy formulation or implementation in a school.
c. “Academic Personnel” includes all school personnel who are formally engaged in actual teaching service or
in research assignments, either on a full-time or a part-time basis, as well as those who possess certain prescribed
academic functions directly supportive of teaching, such as registrars, librarians, guidance counselors,
researchers, and other similar persons. They may include school officials who are responsible for academic
matters, and other school officials.
d. “Other Personnel” includes all other non-academic personnel in the school, whatever may be the nature of
their appointment and status of employment.
E. “Child Protection” – refers to programs, services, procedures and structures that are intended to prevent and
respond to abuse, neglect, exploitation, discrimination and violence.
F. “Parents” – refers to biological parents, step-parents, adoptive parents and the common-law spouse or partner
of the parent;
G. “Guardians or Custodians” – refers to legal guardians, foster parents, and other persons, including relatives or even non-
relatives, who have physical custody of the child.
H. “School Visitor or Guest” – refers to any person who visits the school and has any official business with the school, and
any person who does not have any official business but is found within the premises of the school. This may include those
who are within the school premises for certain reasons, e.g. student teachers, catechists, service providers, suppliers, bidders,
parents and guardians of other children. 47
source: https://www.teacherph.com/deped-child-protection-policy/
I. “Child Abuse” – refers to the maltreatment of a child, whether habitual or not, which includes any of the
following:
1) psychological or physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment;
2) any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity of a child as a
human being;
3) unreasonable deprivation of the child’s basic needs for survival, such as food and shelter; or
4) failure to immediately give medical treatment to an injured child resulting in serious impairment of his or her
growth and development or in the child’s permanent incapacity or death (Sec. 3 [b], RA 7610).
J. “Discrimination against children” – refers to an act of exclusion, distinction, restriction or preference which
is based on any ground such as age, ethnicity, sex, sexual orientation and gender identity, language, religion,
political or other opinion, national or social origin, property, birth, being infected or affected by Human
Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (AIDS), being pregnant, being a child in
conflict with the law, being a child with disability or other status or condition, and which has the purpose or
effect of nullifying or impairing the recognition, enjoyment or exercise by all persons, on an equal footing, of all
rights and freedoms.
K. “Child exploitation” – refers to the use of children for someone else’s advantage, gratification or profit often
resulting in an unjust, cruel and harmful treatment of the child. These activities disrupt the child’s normal
physical or mental health, education, moral or social emotional development. It covers situations of
manipulation, misuse, abuse, victimization, oppression or ill-treatment. 48
There are two (2) main forms of child exploitation that are recognized:
1) Sexual exploitation – refers to the abuse of a position of vulnerability, differential power, or trust, for sexual
purposes. It includes, but it is not limited to forcing a child to participate in prostitution or the production of
pornographic materials, as a result of being subjected to a threat, deception, coercion, abduction, force, abuse of
authority, debt bondage, fraud or through abuse of a victim’s vulnerability.
2) Economic exploitation – refers to the use of the child in work or other activities for the benefit of others.
Economic exploitation involves a certain gain or profit through the production, distribution and consumption of
goods and services. This includes, but is not limited to, illegal child labor, as defined in RA 9231.
L. “Violence against children committed in schools” – refers to a single act or a series of acts committed by
school administrators, academic and non-academic personnel against a child, which result in or is likely to result
in physical, sexual, psychological harm or suffering, or other abuses including threats of such acts, battery,
assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is not limited to, the following
acts:
1) Physical violence refers to acts that inflict bodily or physical harm. It includes assigning children to perform
tasks which are hazardous to their physical well-being.
2) Sexual violence refers to acts that are sexual in nature. It includes, but is not limited to:
a) rape, sexual harassment, acts of lasciviousness, making demeaning and sexually suggestive remarks,
physically attacking the sexual parts of the victim’s body;
49
a) rape, sexual harassment, acts of lasciviousness, making demeaning and sexually suggestive remarks,
physically attacking the sexual parts of the victim’s body;
b) forcing the child to watch obscene publications and indecent shows or forcing the child to do indecent sexual
acts and/or to engage or be involved in, the creation or distribution of such films, indecent publication or
material; and
c) acts causing or attempting to cause the child to engage in any sexual activity by force, threat of force, physical
or other harm or threat of physical or other harm or coercion, or through inducements, gifts or favors.
3) Psychological violence refers to acts or omissions causing or likely to cause mental or emotional suffering of
the child, such as but not limited to intimidation, harassment, stalking, damage to property, public ridicule or
humiliation, deduction or threat of deduction from grade or merit as a form of punishment, and repeated verbal
abuse.
4) Other acts of violence of a physical, sexual or psychological nature that are prejudicial to the best interest of
the child.
M. “Bullying or Peer Abuse” – refers to willful aggressive behavior that is directed, towards a particular victim
who may be out-numbered, younger, weak, with disability, less confident, or otherwise vulnerable. More
particularly:
50
1) Cyber-bullying – is any conduct defined in the preceding paragraph, as resulting in harassment, intimidation,
or humiliation, through electronic means or other technology, such as, but not limited to texting, email, instant
messaging, chatting, internet, social networking websites or other platforms or formats.
N. “Other acts of abuse by a pupil, student or learner”– refers to other serious acts of abuse committed by a
pupil, student or learner upon another pupil, student or learner of the same school, not falling under the
definition of ‘bullying’ in the preceding provisions, including but not limited to acts of a physical, sexual or
psychological nature.
O. “Corporal Punishment” – refers to a kind of punishment or penalty imposed for an alleged or actual
offense, which is carried out or inflicted, for the purpose of discipline, training or control, by a teacher, school
administrator, an adult, or any other child who has been given or has assumed authority or responsibility for
punishment or discipline. It includes physical, humiliating or degrading punishment, including, but not limited to
the following:
1) Blows such as, but not limited to, beating, kicking, hitting, slapping, or lashing, of any part of a child’s body,
with or without the use of an instrument such as, but not limited to a cane, broom, stick, whip or belt;
2) Striking of a child’s face or head, such being declared as a “no contact zone”;
3) Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging, pushing or throwing of a child;
4) Forcing a child to perform physically painful or damaging acts such as, but not limited to, holding a weight or
weights for an extended period and kneeling on stones, salt, pebbles or other objects;
51
5) Deprivation of a child’s physical needs as a form of punishment;
6) Deliberate exposure to fire, ice, water, smoke, sunlight, rain, pepper, alcohol, or forcing the child to swallow
substances, dangerous chemicals, and other materials that can cause discomfort or threaten the child’s health,
safety and sense of security such as, but not limited to bleach or insecticides, excrement or urine;
7) Tying up a child;
8) Confinement, imprisonment or depriving the liberty of a child;
9) Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or cursing, ridiculing or
denigrating the child;
10) Forcing a child to wear a sign, to undress or disrobe, or to put on anything that will make a child look or feel
foolish, which belittles or humiliates the child in front of others;
11) Permanent confiscation of personal property of pupils, students or learners, except when such pieces of
property pose a danger to the child or to others; and
12) Other analogous acts.
P. “Positive and Non-Violent Discipline of Children” -is a way of thinking and a holistic, constructive and
pro-active approach to teaching that helps children develop appropriate thinking and behavior in the short and
long-term and fosters self-discipline. It is based on the fundamental principle that children are full human beings
with basic human rights. Positive discipline begins with setting the long-term goals or impacts that teachers want
to have on their students’ adult lives, and using everyday situations and challenges as opportunities to teach life-
long skills and values to students
52
DUTIES AND RESPONSIBILITIES
Section 4. Central Office
The DepEd Central Office shall have the following duties and responsibilities:
A. Develop a policy and guidelines for the prevention of violence against children in schools and make these
available to all schools;
B. Conduct a nationwide information dissemination and campaign on violence prevention programs for children and
research based best practices for teachers, which are intended to promote new techniques, methodologies and
research related to teaching, classroom management, child development, positive and non-violent discipline;
C. Devise programs, campaigns and activities through the Offices of the Undersecretary for Programs and Projects
and Regional Operations, to raise consciousness, mobilize and educate the students, parents, teachers, community,
local government units and other stakeholders in addressing child abuse, exploitation, violence, discrimination and
bullying; and
D. Formulate a system of standard reporting, prescribe standards and procedures for monitoring and evaluation, and
maintain the central repository of Regional Reports (Annex “A”) on incidents and cases of child abuse, exploitation,
violence, discrimination, bullying and other acts of abuse, through the Office of the Undersecretary for Legal and
Legislative Affairs.
E. The Secretary shall exercise disciplinary jurisdiction, where appropriate, pursuant to the Revised Rules of
Procedure of the Department of Education in Administrative Cases and other existing laws, rules and regulations.
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Section 5. Regional Offices
The Regional Offices shall have the following duties and responsibilities:
A. Encourage and support advocacy campaigns and capability building activities on the prevention of child abuse,
violence, exploitation, discrimination, bullying and other forms of abuse, promotion of positive and non-violent
discipline, conflict resolution and peer mediation;
B. Consolidate reports on incidents and cases of the Division Offices within the Region and submit a Regional
Report (Annex “A”) to the Undersecretary for Legal and Legislative Affairs;
C. Monitor and evaluate the implementation and enforcement of this Department Order by the Schools Division
Offices and such other related laws and regulations relative to abuse, exploitation, violence and discrimination of
children;
D. Exercise disciplinary jurisdiction, where appropriate, pursuant to the Revised Rules of Procedure of the
Department of Education in Administrative Cases and other existing laws, rules and regulations; and
E. Give recommendations to the Central Office on the policies, programs, and services, to address and prevent cases
of child abuse, exploitation, violence and discrimination, bullying and other acts of abuses, consistent with this
Department Order.
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Section 6. Division Offices
The Division Offices shall have the following duties and responsibilities:
A. Conduct the information-dissemination activities and in-service training for teachers on the protection of children
in school from abuse, violence, exploitation, discrimination, bullying or peer abuse and other related cases;
B. Undertake advocacy campaigns and capability building activities to enable the schools to do the following:
•Apply positive and non-violent discipline,
•Formulate and implement guidelines and procedures to emphasize the role of all stakeholders and other persons in
the prevention and reporting of cases of bullying, and
•Provide conflict resolution or peer mediation, including referral to appropriate service providers, if needed;
C. Organize and conduct the capacity building activities for members of the Child Protection Committee and
Guidance Counselors/Teachers; including, but not limited to the identification of students who may be suffering from
significant harm based on any physical, emotional or behavioral signs;
D. Develop strategies to address the risk factors that contribute to the commission of acts of abuse, violence,
exploitation, discrimination, and bullying;
E. Consolidate the reports on incidents and cases of all schools and submit a Division Report (Annex “A”) to the
Regional Office;
F. Monitor and evaluate the implementation and enforcement by public and private schools of this Department Order
and such other related laws and regulations relative to abuse, exploitation, violence and discrimination of children;
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Section 6. Division Offices
G. Exercise disciplinary jurisdiction, where appropriate, pursuant to the Revised Rules of Procedure of the
Department of Education in Administrative Cases and other existing laws, rules and regulations;
H. Give recommendations to the Regional Office and devise measures to address and prohibit abuse, exploitation,
violence and discrimination, and bullying or peer abuse of children, consistent with this Department Order;
I. Utilize resources, coordinate with appropriate offices and other agency or instrumentality for such assistance as it
may require in the performance of its functions;
J. Encourage and support activities and campaigns initiated by stakeholders; and
K. Perform such other functions, as may be assigned by the Secretary or the Regional Director.
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Section 7. – Schools
The School Heads shall have the following duties and responsibilities:
A. Ensure the institution of effective child protection policies and procedures, and monitor compliance thereof;
B. Ensure that the school adopts a child protection policy;
C. Ensure that all pupils, students or learners, school personnel, parents, guardians or custodians, and visitors and
guests are made aware of child protection policy (Annex “C”).
D. Organize and convene the Child Protection Committee for the school;
E. Conduct the capacity building activities for the members of the Child Protection Committee and Guidance
Counselors/Teachers;
F. Conduct disciplinary proceedings in cases of offenses committed by pupils, students or learners;
G. Ensure that the participatory and other rights of children are respect.
H. Maintain a record of all proceedings related to bullying or peer abuse and submit after each school year to the
Division Office the report and a copy of the intake form (Annexes “A” & “B”, respectively);
I. Conduct the appropriate training and capability building activities on child protection measures and protocols;
J. Ensure that the school adopts a student Code of Conduct to be followed by every pupil, student or learner while on
school grounds, or when traveling to and from school, or during a school-sponsored activity, and during lunch
period, whether on or off campus; 57
Section 7. – Schools
The School Heads shall have the following duties and responsibilities:
K. Adopt such conflict resolution mechanisms that respect the rights of indigenous peoples, provided that they
conform to this Department Order, and they uphold the rights of the child;
L. Coordinate with the appropriate offices and other agency or instrumentality for appropriate assistance and
intervention, as may be required in the performance of its functions;
M. Coordinate with the Department of Social Welfare and Development or, the appropriate government agencies or
non-governmental organizations on a Child Protection Hotline for reporting abuse, violence, exploitation,
discrimination, bullying and other similar acts and for counseling;
N. Ensure that all incidents of abuse, violence, exploitation, discrimination, bullying and other similar acts are
addressed in accordance with the provisions of this Department Order.
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Section 8. Duties and Responsibilities of School Personnel
Article 218 of the Family Code of the Philippines provides the following responsibilities of school administrators, teachers,
academic and nonacademic and other personnel:
A. Exercise special parental authority and responsibility over the child while under their supervision, instruction and custody.
Authority and responsibility shall apply to all authorized activities whether inside or outside the premises of the school, entity or
institution.
Articles 220 and 233 of the Family Code of the Philippines, Presidential Decree No. 603, and other related laws enumerated the
following duties and responsibilities of the abovementioned persons and personnel over the children under their supervision,
instruction and custody:
B. Keep them in their company and support, educate and instruct them by right precept and good example;
C. Give them love and affection, advice and counsel, companionship and understanding;
D. Enhance, protect, preserve and maintain their physical and mental health at all times;
E. Furnish them with good and wholesome educational materials, supervise their activities, recreation and association with others,
protect them from bad company and prevent them from acquiring habits detrimental to their health, studies and morals;
F. Represent them in all matters affecting their interests;
G. Inculcate the value of respect and obedience;
H. Practice positive and non-violent discipline, as may be required under the circumstances; provided, that in no case shall
corporal punishment be inflicted upon them;
I. Perform such other duties as are imposed by law upon them, as substitute parents or guardians; and
J. School personnel shall also strictly comply with the school’s child protection policy.
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Section 9. Duties and Responsibilities of Pupils, Students and Learners
Pupils, students and learners shall have the following duties and responsibilities:
A. Comply with the school’s regulations, as long as they are in harmony with their best interests. Pupils, students and
learners shall refrain from:
i. Engaging in discrimination, or leading a group of pupils or students to discriminate another, with reference to one’s
physical appearance, weaknesses and status of any sort;
ii. Doing any act that is inappropriate or sexually provocative;
iii. Participating in behavior of other students that is illegal, unsafe or abusive;
iv. Marking or damaging school property, including books, in any way;
v. Engaging in fights or any aggressive behavior;
vi. Introducing into the school premises or otherwise possessing prohibited articles, such as deadly weapons, drugs,
alcohol, toxic and noxious substances, cigarettes and pornographic material; and
vii. Performing other similar acts that cause damage or injury to another.
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Section 10. Establishment of Child Protection Committee
All public and private elementary and secondary schools shall establish a Child Protection
Committee (CPC).
A. The CPC shall be composed of the following:
1.School Head/Administrator – Chairperson

2.Guidance Counselor/ Teacher – Vice Chairperson
3.Representative of the Teachers as designated by the Faculty Club
4.Representative of the Parents as designated by the Parents-Teachers Association
5.Representative of pupils, students and learners as designated by the Supreme Student Council
6.Representative from the Community as designated by the Punong Barangay, preferably a
member of the Barangay Council for the Protection of Children (BCPC).
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B. The CPC shall perform the following functions:
1.Draft a school child protection policy with a code of conduct and a plan to ensure child protection and safety, which shall be
reviewed every three (3) years. The template for the school child protection policy is attached as Annex “C”;
2.Initiate information dissemination programs and organize activities for the protection of children from abuse, exploitation,
violence, discrimination and bullying or peer abuse;
3.Develop and implement a school-based referral and monitoring system. The template for the referral system is attached as
Annex “D”;
4.Establish a system for identifying students who may be suffering from significant harm based on any physical, emotional or
behavioral signs;
5.Identify, refer and, if appropriate, report to the appropriate offices' cases involving child abuse, exploitation, violence,
discrimination and bullying;
6.Give assistance to parents or guardians, whenever necessary in securing expert guidance counseling from the appropriate offices
or institutions;
7.Coordinate closely with the Women and Child Protection Desks of the Philippine National Police (PNP), the Local Social
Welfare and Development Office (LSWDO), other government agencies, and non-governmental organizations (NGOs), as may be
appropriate;
8.Monitor the implementation of positive measures and effective procedures in providing the necessary support for the child and
for those who care for the child; and
9.Ensure that the children’s right to be heard are respected and upheld in all matters and procedures affecting their welfare.
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PREVENTIVE MEASURES TO ADDRESS CHILD ABUSE, EXPLOITATION, VIOLENCE,
DISCRIMINATION AND BULLYING AND OTHER ACTS OF ABUSE
Section 11. Capacity Building of School Officials, Personnel, Parents and Students
The programs that are intended to promote Positive and Non-Violent Discipline include, but are not limited to, the following:
1.Integration of education sessions on corporal punishment and positive discipline in the initiatives of the Parent-Teachers
Associations (PTAs);
2.Capacity-building programs for school administrators, teachers and non-academic personnel focused on children’s rights, child
development and positive and nonviolent approaches in teaching and classroom management, to enable them to incorporate
positive discipline messages in parent-teacher conferences and family counseling, and integrate messages on children’s rights and
corporal punishment in classroom discussions;
3.Encouraging and supporting the formation and initiatives of support groups among teaching and non-teaching staff, and parents
and caregivers;
4.Implementing specific parenting orientation sessions with parents and caregivers and other activities;
5.Implementing school activities or events that raise awareness on children’s rights, corporal punishment and positive discipline,
fostering the active involvement of and providing venues for bringing together parents, families and children;
6.Encouraging and supporting student-led initiatives to raise awareness on children’s rights, corporal punishment and positive
discipline; and
7.Setting up child-friendly mechanisms for obtaining children’s views and participation in the formulation, monitoring and
assessment of school rules and policies related to student discipline
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PROTECTIVE AND REMEDIAL MEASURES TO ADDRESS CHILD ABUSE, EXPLOITATION,
VIOLENCE, DISCRIMINATION, BULLYING AND OTHER ACTS OF ABUSE
Section 12. Procedures in Handling Bullying Incidents in Schools.
A complaint for bullying or peer abuse shall be acted upon by the School Head following the procedures herein set
forth:
a. Bullying – Upon the filing of a complaint or upon notice by a school personnel or official of any bullying or peer
abuse incident, the same shall be immediately reported to the School Head, who shall inform the parents or guardian
of the victim and the offending child, in a meeting called for the purpose. The victim and the offending child shall be
referred to the Child Protection Committee for counseling and other interventions. The penalty of reprimand, if
warranted, may be imposed by the School Head in the presence of the parents or guardians.
b. Bullying that results in serious physical injuries or death – If the bullying or peer abuse resulted in serious physical
injuries or death, whenever appropriate, the case shall be dealt with in accordance with the provisions of Republic
Act 9344 and its Implementing Rules and Regulations.
c. Procedure – In all cases where the imposable penalty on the offending child is suspension, exclusion or expulsion,
the following minimum requirements of due process shall be complied with:
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Section 12. Procedures in Handling Bullying Incidents in Schools.
(1) The child and the parents or guardians must be informed of the complaint in writing;
(2) The child shall be given the opportunity to answer the complaint in writing, with the assistance of the parents or
guardian;
(3) The decision of the school head must be in writing, stating the facts and the reasons for the decision;
(4) The decision of the school head may be appealed, as provided in existing rules of the Department.
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Section 13. Implementation of Non-punitive Measures.

Depending on the gravity of the bullying committed by any pupil, student or learner, the school may impose other
non-punitive measures, in lieu of punitive measures, in accordance with the principles of Positive and Non-Violent
Discipline.
Section 14. Other acts of violence or abuse.

Other serious acts of violence or abuse committed by a pupil, student or learner upon another pupil, student or learner
of the same school, shall, and whenever appropriate, be dealt with in accordance with the provisions of Republic Act
9344 and its Implementing Rules and Regulations.
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RULES AND PROCEDURES IN HANDLING CHILD ABUSE, EXPLOITATION, VIOLENCE AND
DISCRIMINATION CASES
Section 15. – Prohibited Acts
The following acts, as defined in Section 3 of this Order, are hereby prohibited and shall be penalized in
administrative proceedings as Grave or Simple Misconduct depending on the gravity of the act and its consequences,
under existing laws, rules and regulations:
1.Child abuse;
2.Discrimination against children;
3.Child Exploitation ;
4.Violence Against Children in School;
5.Corporal Punishment;
6.Any analogous or similar acts.
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Section 16. Investigation and Reporting.
The conduct of investigation and reporting of cases of child abuse, exploitation, violence or discrimination, shall be
done expeditiously, as herein provided.
A. PUBLIC SCHOOLS
A. The School Head or the Schools Division Superintendent, upon receipt of the Complaint, shall forward the same,
within forty-eight (48) hours, to the Disciplining Authority, who shall then issue an Order for the conduct of a fact-
finding investigation, not later than seventy-two (72) hours from submission. These periods shall be strictly observed,
except when justified by circumstances beyond their control; Provided, that, if the person complained of is a
nonteaching personnel, the Schools Division Superintendent shall cause the conduct of a fact-finding investigation
within the same period.
B. If a complaint is not sufficient in form, the concerned School Head, Schools Division Superintendent, or
Disciplining Authority shall immediately inform the complainant of the requirements of a formal complaint. Upon
the filing of the formal complaint, the same shall be acted upon pursuant to the preceding paragraphs.
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C. The conduct of a fact-finding investigation shall be in accordance with the Revised Rules of Procedure of the
Department of Education in Administrative Cases. Pending investigation, upon referral of the School Principal or
Guidance Counselor/Teacher, the Local Social Welfare and Development Officer (LSWDO) of the concerned local
government unit shall assess the child and provide psychosocial intervention to help the child victim recover from
whatever trauma he or she has experienced as a result of the abuse. The offender shall likewise undergo psychosocial
intervention, if such is warranted.
D. The Revised Rules of Procedure of the Department of Education in Administrative Cases shall apply in all other
aspects.
E. A complaint for education-related sexual harassment as defined under Resolution No. 01-0940 of the Civil Service
Commission, must be in writing, signed and sworn to by the complainant. It shall contain the following:
1.the full name and address of the complainant;
2.the full name, address, and position of the respondent;
3.a brief statement of the relevant facts;
4.evidence, in support of the complainant, if any;
5.a certification of non-forum shopping.
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E.1. The Complaint shall be referred to the Committee on Decorum and Investigation. Upon receipt of the complaint,
the Committee shall require the person complained of to submit his or her Counter-Affidavit/Comment, which shall
be under oath, not later than three (3) days from receipt of the notice, furnishing the complainant a copy thereof,
otherwise the Counter-Affidavit or Comment shall be considered as not filed.
E.2. The procedure for the conduct of an investigation and all other related incidents, shall be in accordance with the
rules under Resolution No. 01-0940 of the Civil Service Commission; Provided, that, if the respondent is a teacher,
the composition of the Formal Investigating Committee shall be in accordance with Section 9 of R.A. 4670.
F. The Regional Directors shall periodically monitor and keep a record of all reported child abuse cases, and submit a
final consolidated regional report (Annex “A) to the Office of the Undersecretary for Legal and Legislative Affairs
and the Undersecretary for Regional Operations.
G. Failure to submit an incident report or to render a decision involving the case within the prescribed period,
without justifiable cause, shall be a ground for administrative action for neglect of duty against the responsible
official.
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H. The Office of the Undersecretary for Legal and Legislative Affairs shall compile the regional reports and submit
Section 17. Jurisdiction.

Complaints of child abuse, violence, discrimination, exploitation, bullying and other acts of abuse under this
Department Order shall be within the exclusive jurisdiction of the Department, and shall not be brought for amicable
settlement before the Barangay, subject to existing laws, rules and regulations. Complaints for acts committed by
persons not under the jurisdiction of the Disciplinary Authority of the Department shall be referred to the appropriate
authorities.
Section 18. Confidentiality.

In child abuse, violence, discrimination, exploitation, bullying or peer abuse and other acts of abuse by a pupil,
student or learners, the identity or other information that may reasonably identify the pupil, student or learner,
whether victim or offender, shall be withheld from the public to protect his or her privacy.
Section 19. Criminal and Civil Liability. Criminal and civil liability arising from child abuse, discrimination,
exploitation, and other acts of abuse are separate and distinct, and shall not be a bar to the filing of an administrative
case under these guidelines.
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B. Private Schools
Section 20. Complaint against school personnel or official.

A complaint for child abuse, violence, exploitation or discrimination in a private school shall be filed with the School
Head/Chief Executive Officer and shall be acted upon pursuant to the school’s rules of procedures on administrative
cases. The penalty shall be that which is provided by the rules of the school, subject to the requirements of due
process. The administrative case shall be without prejudice to any civil or criminal case that may be filed.
Section 21. The private school shall submit the report (Annex “A”) to the Division Office after each school year.
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REFERRAL AND ASSESSMENT OF VICTIMS AND OFFENDERS AND OTHER CHILDREN
Section 22. Referral and Assessment.
In all cases involving child abuse, violence, exploitation, discrimination, bullying and other acts of abuse, the CPC
shall accomplish the Intake Sheet (Annex “B”). The School Head may refer the victims and offenders in cases
involving child abuse, exploitation, discrimination, bullying or peer abuse and other acts of abuse, to the LSWDO for
assessment. The LSWDO shall determine the appropriate intervention.
The School Head, with the aid of the assigned Guidance Counselor/Teacher, and in coordination with the LSWDO,
shall immediately remove the victim, or in appropriate cases the offender, from the place of the incident, if the victim
is determined to be at risk. The child’s family shall be informed of any action taken.
The School Head may also refer to the LSWDO other pupils, students or learners who are victims of abuse at home,
children at risk, children in especially difficult circumstances, children with special needs or at risk, children facing
difficult situations, or those who are exhibiting signs of aggressive behavior, with a view to obtaining professional
assessment, appropriate interventions and assistance from competent service providers.
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MISCELLANEOUS PROVISIONS
Section 23. Duties of Private Schools
Private Schools shall be responsible for promulgating a school child protection policy, including a policy on bullying,
a protocol for reporting and procedures for handling and management of cases, consistent with these policies and
guidelines.
Section 24. – Separability Clause
Any part or provision of this Department Order which may be held invalid or unconstitutional shall not affect the
validity and effectivity of the other provisions.
Section 25. Repealing Clause
All prior Department Orders or other issuances, or provisions thereof, which are inconsistent with this Department
Order are hereby repealed, revised or modified accordingly.
Section 26. – Effectivity

This Department Order shall take effect immediately upon issuance.
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Positive Discipline
Positive Discipline is an approach to teaching that helps

children succeed, gives them the information they need to
learn, and supports their development. It respects children’s
rights to healthy development, protection from violence,
and active participation in their learning.
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https://bulacandeped.com/wp-content/uploads/2016/08/POSITIVE-DISCIPLINE-IN-EVERYDAY-TEACHING-A-Primer-for-Filipino-Teachers.pdf
CORPORAL PUNISHMENT
 Corporal Punishment is defined in the United Nations Committee on the Rights of the Child General Comment
No. 81 as any punishment in which physical force is used and intended to cause some degree of pain or
discomfort, however light.
 Most involves hitting (smacking, slapping, spanking) children, with the hand or with an implement a whip, stick,
belt, shoe, wooden spoon, etc. It can also involve, for example, kicking, shaking or throwing children, scratching,
pinching, biting, pulling hair or boxing ears, forcing children to stay in uncomfortable positions, burning, scolding
or forced ingestion (for example, washing children’s mouths out with soap or forcing them to swallow hot
spices).The Committee believes that corporal punishment is invariably degrading.
 There are also non-physical forms of punishment that are cruel and degrading and are thus incompatible with the
Convention. Examples are punishment that belittles, humiliates, denigrates, scapegoats, threatens, scares or
ridicules the child.
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Positive Discipline is:
 About finding long term solutions that develop students’ own self-discipline;
 Clear and consistent communication;
 Consistent reinforcement of your expectations, rules and limits;
 Based on knowing your students and being fair;
 Aimed at building a mutually respectful relationship with your students;
 Teaching students life-long skills and fostering their love of learning;
 Teaching courtesy, non-violence, empathy, self-respect, and respect for others and their rights;
 and Increasing students’ competence and confidence to handle academic challenges and difficult situations.
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Legal Basis for Prohibiting Corporal Punishment and the Practice of Positive Discipline
 The UN Convention on the Rights of the Child requires that States Parties “shall take all appropriate measures to
protect the child from all forms of violence (Article 19).” States Parties are also required to “take all appropriate
measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity
and in conformity with the present Convention. (Article 28(2)).”
 In the Philippines, the Department of Education (DepEd) supports the prohibition of corporal punishment and
practice of positive discipline in public and private schools.
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Positive Discipline in Everyday Teaching (PDET)
 Effective discipline is positive and constructive. It involves setting goals for learning and finding constructive
solutions to challenging situations.8 School should respect children’s developmental levels, their rights to dignity
and physical integrity, and their right to participate fully in their learning.
 The Positive Discipline in Everyday Teaching approach is based on sound pedagogical principles and practice.
 Positive Discipline is:
✽ Holistic: It applies not only to students’ behavior, but to all aspects of their learning and social interactions;
✽ Strength-based: It identifies and builds on the students’ strengths;
✽ Constructive: It is aimed at strengthening students’ self-esteem and confidence;
✽ Inclusive: It recognizes and respects the diversity of all students;
✽ Pro-active: It identifies the roots of behavioral and learning difficulties and implements strategies to promote
success and avoid conflict; and
✽ Participatory: It engages students in the learning process and in the school community.
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The practice of Positive Discipline in Everyday Teaching (PDET) uses the following:
 IDENTIFYING LONG-TERM GOALS - Teachers play an important role in helping children become caring,
capable and resilient adults. For this to happen, it is crucial that you as their teacher consider what kind of people
you want your students to become, and to use everyday interactions with them in school to teach the values and
skills that they will need to become strong and compassionate adults. The first step in implementing PDET is
setting long-term goals.
 PROVIDING WARMTH - WARMTH is creating school and classroom environments that ensure your students
feel physically and emotionally safe. It requires that you recognize and respect their developmental levels, are
sensitive to their academic and social needs, and empathize with their emotions and the situations they may be
facing. Children learn best and will cooperate more in a warm, safe and caring environment. Examples of
showing warmth are listening to them, showing them respect even when they make mistakes, encouraging them
especially when they are having difficulties and looking at things from their point of view.
 PROVIDING STRUCTURE - STRUCTURE is the information students need in order to succeed academically
and behaviorally. It gives students the tools they need to solve problems, work out conflicts, and succeed
academically. Examples of providing structure are providing opportunities to fix their mistakes in a way that helps
them to learn, hearing their point of view, controlling your anger, teaching them about the effects of their actions
on other people, involving them in setting rules, explaining the reasons for rules, and being a good role model to
them.
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The practice of Positive Discipline in Everyday Teaching (PDET) uses the following:
 UNDERSTANDING CHILD DEVELOPMENT - Students change as they grow and it is important that
teachers recognize that their expectations and ways of teaching should also change as the students’ ways of
thinking, needs, and interests change. The warmth and structure that you provide to your students to reach your
long-term goals will change depending on their stage of development.
 IDENTIFYING INDIVIDUAL DIFFERENCES - While all children go through the same stages of
development, children are not all alike. They come from different homes A Primer for Filipino Teachers 17 and
cultural environment and have different personalities, talents, temperaments and abilities, which all affect their
behavior and performance in school. A teacher who understands and respects students as individuals can make the
difference between their success and failure in school.
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Examples of Responding with Positive Discipline
IN KINDERGARTEN
 CONTINUOUS CRYING
Step 1-What are all of the possible reason/s why a child of this age might behave this way? Some reasons could
be:
✽ It is his first time being separated from his parents.

✽ He has difficulty adapting to new situations/ surroundings.
✽ He has a very intense response to new situations and events.
✽ He is scared of the new surroundings.
✽ He doesn’t know when his mother will return.
✽ He was left behind in a store once and is now very afraid of being alone.
✽ He has difficulty managing his emotions.
✽ He is afraid of the teacher because someone told him that children are hit at school.
✽ The teacher looks like someone he is afraid of.
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IN KINDERGARTEN
Step 2-Now remember your long-term goals.
✽ You want the child to feel safe and happy in a learning environment.
✽ You want the child to gradually become more comfortable in new environments.
✽ You want the child to gradually become independent and able to manage stress on his own.
✽ You want the child to gradually learn how to manage his feelings.
Step 3-In this situation, how can you show warmth?
✽ Remember that entering school is a huge transition and a tremendous challenge for children.
✽ Recognize the child’s anxiety and stress and show empathy.
✽ Show him that you care about his feelings.
✽ Speak to him using a calm and soothing voice.
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IN KINDERGARTEN
Step 4-In this situation, how can you provide structure?
✽ Tell him about the activities he will do at school today.

✽ Ask him what he likes to do and show him how he can do that in your classroom.
✽ Assure him that his mom will come back for him after school.
✽ Introduce him to one other student who would be supportive.
✽ Ask the child what would help him feel more comfortable.
Step 5-Responding with Positive Discipline
By putting all of the previous steps together, you will generate a response that will ensure that the child feels
safe and will help him understand more about the situation. Positive Discipline is about problem solving, so you may
try several different ways of providing warmth and structure before you find the response that actually addresses the
problem as the child sees it. Successful problem solving requires us to see the situation through the child’s eyes.
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IN KINDERGARTEN
 GRABBING OTHERS’ BELONGINGS (TOYS, THINGS, FOOD, ETC.)
Step 1-What do you think could be the possible reason/s why a child might behave this way? Some reasons
could be:
✽ The child doesn’t really understand the idea of personal property yet.
✽ The child might not fully understand the effects of her behavior on other children. A Primer for Filipino Teachers
21
✽ The child may not know how to approach another child to borrow things or ask for food.
✽ The child may think that acting like this is playing.
✽ The child may be seeking attention.
✽ The child may want to initiate socialization with a classmate but does not know how to do it.
Step 2- Now, remember your long-term goals.
✽ You want the child to be able to respect others’ belongings.

✽ You want the child to be able to learn to share and to cooperate with others. 85
IN KINDERGARTEN
Step 3- In this situation, how can you show warmth?
✽ Understand that children at this age do not understand the concept of ownership and the need to ask and wait for
permission.
✽ Speak to the child with a gentle, reassuring voice.
Step 4- In this situation, how can you provide structure?
✽ Explain and establish the rules of behavior right at the beginning of the school year. The children themselves
should participate in identifying the rules so that they own the rules.
✽ Help the children understand that if they want to borrow something from their classmate, asking permission is a
good way to build a relationship.
✽ Explain and perhaps role play what the other child might feel if one does not share and if one takes things without
permission.
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IN KINDERGARTEN
Step 5-Responding with Positive Discipline
Do not punish. Instead of scolding and humiliating the child in front of her classmates, talk to her privately.
In a calm voice, express understanding, care and concern. Explain the value of asking and waiting for permission to
use other children’s things. Explore the child’s ideas of how to have fun while sharing toys and things.
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IN KINDERGARTEN
 THE CHILD COULD NOT CONTROL TOILET NEEDS (URINATING OR DEFECATING IN CLASS)
Step 1- What do you think could be the possible reason/s why a child might behave this way? Some reasons
could be:
✽ The child has diarrhea or may have eaten something that upset his stomach.
✽ The child is not yet toilet-trained.
✽ The child is anxious or worried about something.
✽ The child may be too shy to ask the teacher if he could go to the toilet, so he tried to hold it in.
✽ The child might be scared or ashamed to tell the teacher about soiling his pants.
Step 2- Now remember your long-term goals.
✽ You want the child to be able to regulate his bowel movements.

✽ You want the child to be able to communicate his needs to others appropriately
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IN KINDERGARTEN
✽ Ask the child if he is sick or if he has a stomachache.

✽ Understand that he might have eaten something that upset his stomach.
✽ Understand that this is a common occurrence among children who are not yet in full control of their bladder and
bowel movement.
✽ Understand that some kids may be too shy to ask the teacher for permission to go to the toilet.
✽ Talk to the child privately in a calm soothing voice and assure him that it is okay and that it can happen to anyone.
✽ Tell the child that if he feels like that again, he should not hesitate to tell you or any other teacher immediately.
✽ Remind him of the rules and that anyone can ask to be excused to go to the toilet if needed.
✽ Help the child wash himself or if possible, call the parent or guardian for assistance if necessary.
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IN KINDERGARTEN
Step 5- Responding with Positive Discipline
Instead of shouting and humiliating the child in front of his classmates, help the child wash himself or if
possible, ask for the assistance of the parent or guardian. Talk to the child privately in a calm, soothing voice and
explain to him that it can happen to anyone.
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IN GRADE SCHOOL
 DISRUPTIVE BEHAVIOR (TALKING IN CLASS)
could be:
❏ The children may not understand the lesson, so they ask each other about the topic.
❏ One of their classmates may have shared a joke and the others cannot control their laughter.
❏ The children may have seen something outside the classroom that caught their interest.
❏ The children may be getting bored with the lesson.
❏ The children may be talking about something else.

❏ You want the children to be to able show respect by listening when someone is talking.
❏ You want the children to be able to set priorities.
❏ You want the children to be aware of the effect of their actions on others.
❏ You want the children to love learning and prioritize activities in class.
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IN GRADE SCHOOL
 DISRUPTIVE BEHAVIOR (TALKING IN CLASS)

❏ Understand that some children can be easily distracted.
❏ Understand that they have different interests and learning styles; some learn faster through discussions, while
some learn better through activities.
❏ Understand that children may not always be aware of the effect of their actions on others.

❏ Ask them calmly what is happening. Let the children share what they were talking and laughing about.
❏ Tell them that you and the other pupils are distracted by noise.
❏ Remind them about the rules they have set.
❏ Remind them that conversations about other topics may be done between classes and during recess time. ❏
Provide interactive discussions or activities so everyone can participate.

Do not throw the eraser or chalk, shame, or shout at the children in front of their classmates. Instead, control
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your anger and ask them in a calm voice what is going on.
IN GRADE SCHOOL
 FIGHTING
could be:
❏ Children may not be aware of how their words and actions affect others.
❏ Children may not know how to respond in a non-violent way when they are offended.
❏ Children may be sensitive and may easily get angry or irritated.
❏ Children may not know how to handle or manage their anger properly.
❏ Children’s reaction to situations may be very intense.
❏ You want children to be able to manage and handle their anger properly.
❏ You want children to know how to resolve conflicts without using violence.
❏ You want children to be aware of the effect of their words and actions on others.
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IN GRADE SCHOOL
 FIGHTING
❏ Understand that at this age, children may not know how to manage or handle anger effectively.
❏ Understand that children may not know how to resolve conflicts in a non-violent way.
❏ Remember that some children may come from violent homes and their exposure to this can sometimes lead them to act out in
violent ways in school.
❏ Understand that children are not trying to annoy you or challenge your authority.
❏ Understand children’s diverse temperaments.
❏ Make sure that everyone is safe from injury or if injured, that they are sent to the school clinic for treatment.
❏ Listen to what each child has to say.
❏ Talk to the children immediately. Listen to each child’s explanation about what happened. Ask what the fight was about.
❏ Remind the children about classroom rules.
❏ Remind them about the effects of their behavior on others and on the rest of the class.
94
IN GRADE SCHOOL
 FIGHTING
Instead of shouting and getting angry, blaming others or having your pupils standing outside the room, call them calmly
and talk to them separately. Let each child explain what happened form his/her own perspective. Ask them about how their
behavior affected the other child and the rest of the children in the class. Ask them what can be done next time to prevent such
fights from occurring and remind them that in whatever situation, hitting or hurting others will not help resolve the conflict. You
can then ask the children for ideas on what they can do now to resolve the situation.
95
IN GRADE SCHOOL
 RUDENESS
Step 1- What do you think could be the possible reason/s why a child might behave this way? Some reasons could be:
❏ The child may not actually be attempting to be rude. It’s just that her usual manner of speaking may be misinterpreted as
rudeness by others.
❏ The child may have a very intense reaction to the information given. She may be scared about what will happen to her if she
fails in most of her subjects.
❏ The child is not yet able to handle and respond appropriately when given feedback.
❏ The child may be frustrated because she could not explain herself properly.
❏ You want the child to know how to control and manage anger or intense feelings.
❏ You want the child to be able to communicate using constructive language in any situation.
❏ You want the child to be able to respond to any kind of feedback in a nonviolent way.
96
IN GRADE SCHOOL
 RUDENESS
❏ Understand that she is not being disrespectful nor challenging your authority.
❏ Do not pre-judge. Understand that sometimes children answer rudely because they could not manage their frustrations or anger.
❏ Control your anger and handle the situation accordingly.

❏ Tell the child how you feel when he talks back at you in a rude tone or use rude language.
❏ Start your sentence with “I feel...” when talking about the effect of her behavior on you.
❏ Remind the child about the class rules. Tell the child that you want to help her perform better in school.
97
IN GRADE SCHOOL
 RUDENESS
Instead of getting angry and punishing the child, calm down and manage your anger. Tell the child, “I feel disrespected
when you spoke rudely to me.” Mention the exact word that offended you to let her know that words can be hurtful. Acknowledge
the child’s feelings of anger, frustration, and fear about the possible consequences of having low grades. Assure her that you want
to help her succeed.
98
THANK YOU!
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UNIT 6 Safety and Securityin The Learning Environment

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UNIT 6 Safety and Securityin The Learning Environment

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UNIT 6: SAFETY

Presidential Decree No. 603, otherwise known as the Child

Title II. Child And Youth Welfare And The Home

Chapter 1. Parental Authority

Chapter 3. Duties Of Parents

Chapter 5. Assistance To Parents

Chapter 1. Access To Educational Opportunities

Chapter II. The Home And The School

Chapter III. Miscellaneous

An act requiring all elementary and secondary schools

(a) Prohibit the following acts:

(c) Establish clear procedures and strategies for:

(1) Reporting acts of bullying or retaliation;

Policy and Guidelines on Protecting Children in

Section 2. – Statement of Policy

Section 3. – Definition of Terms

Section 4. Central Office

Section 5. Regional Offices

Section 6. Division Offices

Section 6. Division Offices

Section 8. Duties and Responsibilities of School Personnel

Section 9. Duties and Responsibilities of Pupils, Students and Learners

Section 10. Establishment of Child Protection Committee

A. The CPC shall be composed of the following:

1.School Head/Administrator – Chairperson

B. The CPC shall perform the following functions:

Section 12. Procedures in Handling Bullying Incidents in Schools.

Section 12. Procedures in Handling Bullying Incidents in Schools.

Section 13. Implementation of Non-punitive Measures.

Section 14. Other acts of violence or abuse.

Section 15. – Prohibited Acts

Section 16. Investigation and Reporting.

Section 17. Jurisdiction.

Section 18. Confidentiality.

Section 20. Complaint against school personnel or official.

Section 22. Referral and Assessment.

Section 23. Duties of Private Schools

Section 24. – Separability Clause

Section 25. Repealing Clause

Section 26. – Effectivity

Positive Discipline is an approach to teaching that helps

 Positive Discipline is:

✽ It is his first time being separated from his parents.

Step 2-Now remember your long-term goals.

Step 3-In this situation, how can you show warmth?

Step 4-In this situation, how can you provide structure?

✽ Tell him about the activities he will do at school today.

Step 5-Responding with Positive Discipline

 GRABBING OTHERS’ BELONGINGS (TOYS, THINGS, FOOD, ETC.)

Step 2- Now, remember your long-term goals.

✽ You want the child to be able to respect others’ belongings.

 GRABBING OTHERS’ BELONGINGS (TOYS, THINGS, FOOD, ETC.)

Step 3- In this situation, how can you show warmth?

Step 4- In this situation, how can you provide structure?

 GRABBING OTHERS’ BELONGINGS (TOYS, THINGS, FOOD, ETC.)

Step 5-Responding with Positive Discipline

Step 2- Now remember your long-term goals.

✽ You want the child to be able to regulate his bowel movements.

Step 3- In this situation, how can you show warmth?