CHILD PROTECTION POLICY OF TAGOLOAN I.

Preliminary Provisions
CENTRAL SCHOOL

Section 1. Legal Basis. This Policy is adopted in

Policy Statement compliance with Dep Ed Order No.40, s. 2012. “Policy
and Guidelines on Protecting Children in School from
It is the policy of Tagoloan Central School to create, Abuse, Violence, exploitation, Discrimination, Bullying,
promote, and maintain a respectful, safe, motivating, and and Other Forms of Abuse”, otherwise known as the
supportive learning environment in order to optimize pupil “DepEd Child Protection Policy”.
learning, safety, and effectiveness.

Section 2. Scope and Coverage. This Policy applies to

Tagoloan Central School upholds that discipline begins at the Kindergarten and Elementary programs at Tagoloan
home with parents who are the first and primary Central School, hereafter referred to as the “School”.
educators and models of values formation for their
children. Hence, partnership by the school with parents in
the support of the pupils’ social, emotional, and academic
II. Definition of Terms
growth is very much part of the school’s program. The
school also maintains that the best interest of the child
shall be the utmost concern of all the endeavors the
school and its stakeholder may undertake. Section 3. The School adheres to the definition of the
following terms, as provided in the DepEd Child
Protection Policy.
Finally, Tagoloan Central School strongly adheres to the 1. Child – refers to any person below eighteen (18) years
Department of Education’s objective of promoting a zero- of age or those over but are unable to fully take care of
tolerance policy for any act of child abuse, exploitation, themselves or protect themselves from abuse, neglect,
violence, discrimination, bullying, and other forms of cruelty, exploitation or discrimination because of a
abuse. physical or mental disability or condition; (RA 7610). For
purposes of this Department Order, the term also
includes pupils or pupils who may be eighteen (18) years positions or positions of responsibility, and are involved in
of age or older but are in school. policy formulation or implementation in a school.

2. Children in school – refers to bona fide pupils or c. Academic personnel – includes all school personnel
learners who are enrolled in the basic education system, who are formally engaged in actual teaching service or
whether regular, irregular, transferee or repeater, research assignments, either on a full-time or part-time
including those who have been temporarily out of school, basis, as well as those who possess certain prescribed
who are in the school or learning centers premises or academic functions directly supportive of teaching, such
participating in school-sanctioned activities. as registrars, librarians, guidance counselors,
researchers, and other similar persons. They may include
school officials who are responsible for academic
3. Pupil, pupil or learner – means a child who regularly matters, and other school officials.
attends classes in any level of the basic education
system, under the supervision and tutelage of a teacher
or facilitator. d. Other personnel – includes all other non-academic
personnel in school, whatever may be the nature of their
appointment and status of employment.
4. School personnel – means the persons, singly or
collectively, working in a public or private school. They
are classified as follows: 5. Child Protection – refers to programs, services,
procedures and structures that are intended to prevent
and respond to abuse, neglect, exploitation,
a. School Head – refers to the chief executive officer or discrimination, and violence.
administrator of a public or private school or learning
center.

b. Other school officials – include other school officers,

including teachers, who are occupying supervisory
6. Parents – refers to biological parents, step-parents, 9. Child abuse – refers to the maltreatment of a child,
adoptive parents, and the common-law spouse or partner whether habitual or not, which includes the following:
of the parent.

1) psychological or physical abuse, neglect, cruelty,

7. Guardians or custodians – refers to legal guardians, sexual abuse, and emotional maltreatment; 2) any act by
foster parents, and other persons, including relatives or deeds or words which debases, degrades or demeans
even non-relatives, who have physical custody of the the intrinsic worth and dignity of a child as a human
child. 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
8. School visitor or guest – refers to any person who resulting in serious impairment of his or her growth and
visits the school and has official business with the school, development or in the child’s permanent incapacity or
and any person who does not have any official business death (Sec. 3 [b], RA 7610).
but is found within the premises of the school. This may
include those who are within the school premises for
certain reasons e.g. pupil teachers, catechists, service 10. Discrimination against children –refers to an act of
providers, suppliers, bidders, parents and guardians of exclusion, distinction, restriction or preference which is
other children. 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.
11. Child exploitation– refers to the use of children for services. This includes, but is not limited to illegal child
someone else’s advantage, gratification or profit often labor as defined in RA 9231.
resulting in an unjust, cruel, and harmful treatment of the
child. These activities disrupt the child’s normal physical
and mental health, education, moral or social emotional 12. Violence against children committed in school –
development. It covers situations of manipulation, refers to a single act or a series of acts committed by
misuse, abuse, victimization, oppression, or ill-treatment. 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,
There are two (2) main forms of child exploitation that are or other abuses including threats of such acts, battery,
recognized: assault, coercion, harassment or arbitrary deprivation of
liberty. It includes, but is not limited to, the following acts:

a. Sexual exploitation – refers to the abuse of a position

of vulnerability, differential power, or trust for sexual a. Physical violence refers to acts that inflict bodily or
purposes. It includes, but is not limited to forcing a child physical harm. It includes assigning children to perform
to participate in prostitution or the production of tasks which are hazardous to their physical wellbeing;
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 b. Sexual violence refers to acts that are sexual in nature.
victim’s vulnerability. It includes, but is not limited to,

b. Economic exploitation – refers to the use of a child in (1) Rape, sexual harassment, acts of lasciviousness,
work or other activities for the benefit of others. Economic making demeaning and sexually suggestive remarks,
exploitation involves a certain gain or profit through the physically attacking the sexual parts of the victim’s body;
production, distribution, and consumption of good and (2) 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 school setting or a place of learning, which results in
distribution of such films, indecent publication or material; physical and mental abuse, harassment, intimidation, or
and (3) Acts causing or attempting to cause the child to humiliation. Such acts may consist of one or more of the
engage in any sexual activity by force, threat of force, following:
physical or other harm or threat of physical or other harm
or coercion or through inducements, gifts or favors.
(1) Threats to inflict a wrong upon a person, honor or
property of the person or on his or her family; (2) Stalking
c. Psychological violence refers to acts or omissions or constantly following or pursuing a person in his or her
causing or likely to cause mental or emotional suffering of daily activities with unwanted and obsessive attention; (3)
the child, such as but not limited to intimidation, Taking of property;
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. d. Other acts of violence of a physical,
sexual or psychological nature that are prejudicial to the (4) Public humiliation, or public and malicious imputation
best interest of the child. of a crime or of a vice or defect, whether real or
imaginary, or any act, omission, condition, status, or
circumstance tending to cause dishonor, discredit, or
13. Bullying or Peer Abuse – refers to willful aggressive expose a person to contempt. (5) Deliberate destruction
behavior that is directed towards a particular victim who or defacement of, or damage to the child’s property; (6)
may be outnumbered, younger, weak, with disability, less Physical violence committed upon a pupil, which may or
confident, or otherwise vulnerable. More particularly: may not result to harm or injury, with or without the aid of
a weapon. Such violence may be in form of mauling,
hitting, punching, kicking, throwing things at the pupil,
pinching, spanking, or other similar acts; (7) Demanding
a. Bullying – is committed when a pupil commits an act or
or requiring sexual or monetary favors, or exacting
a series of acts directed towards another pupil, or a
money or property, from a pupil or pupil; and (8)
series of single acts directed towards several pupils in a
Restraining liberty and freedom from a pupil or pupil.
b. Cyber-bullying – is any conduct defined in the a. Blows such as, but not limited to, beating, kicking,
preceding paragraph, as resulting in harassment, hitting, slapping, or lashing, or any part of a child’s body,
intimidation, or humiliation, through electronic means or with or without the use of an instrument such as, but not
other technology, such as, but not limited to texting, limited to a cane, broom, stick, whip or belt; b. Striking of
email, instant messaging, chatting, internet, social a child’s face or head, such being declared as a “no
networking websites or other platforms or formats. contact zone”; c. Pulling hair, shaking, twisting joints,
cutting or piercing skin, dragging, pushing or throwing of
a child; d. Forcing a child to perform physically painful or
14. Other acts of abuse by a pupil, pupil or learner – damaging acts such as, but not limited to, holding a
refers to other serious acts of abuse committed by a weight or weights for an extended period and kneeling on
pupil, pupil or learner upon another pupil, pupil or learner stones, salt, pebbles or other objects; e. Deprivation of a
of the same school, not falling under the definition of child’s physical needs as a form of punishment; f.
“bullying” in the preceding provisions, including, but not Deliberate exposure to fire, ice, water, smoke, sunlight,
limited to, acts of physical, sexual or psychological rain, pepper, alcohol, or forcing the child to swallow
nature. 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; g. Tying up a
15. Corporal punishment – refers to a kind of punishment
child; h. Confinement, imprisonment or depriving the
or penalty imposed for an alleged or actual offense,
liberty of a child;
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
i. Verbal abuse or assaults, including intimidation or
or degrading punishment, including, but not limited to the
threat of bodily harm, swearing or cursing, ridiculing or
following:
denigrating the child; j. 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 – a type of discipline used to respond to incidents of
child in front of others; k. Permanent confiscation of bullying in order to repair harm to relationships. It refers
personal property of pupils, pupils or learners, except to a range of processes that are underpinned by the
when such pieces of property pose a danger to the child following concepts: (1) Misconduct is a violation of people
or to others; and l. Other analogous acts. and relationships (2) These violations create obligations
and liabilities (3) Problem-solving focuses on healing and
making things right
16. 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-
III. Intervention Programs
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 Section 4. Forms of Intervention. Interventions may
want to have on their pupils’ adult lives, and using include programs such as counseling, life skills training,
everyday situations and challenges as opportunities to education, and other activities that will enhance the
teach long-life skills and values to pupils. psychological, emotional and psycho-social well-being of
a child.

a. Progressive discipline – a whole-school approach that

utilizes a continuum of prevention programs, Such programs may include the following Capacity
interventions, supports, and consequences to address Building Activities: 1. Focus on teaching and learning 2.
inappropriate pupil behavior and to build upon strategies Purposeful teaching 3. Shared vision and goals 4.
that promote and foster positive and productive behavior. Collaboration and partnerships 5. Accountability 6.
This means that when inappropriate behavior occurs, School-wide positive behavior support 7. Promoting cyber
disciplinary measures are applied within a framework that safety and preventing cyber bullying 8. Parenting
shifts the focus from one that is solely punitive to one that orientation and seminars on effective parenting
is both corrective and supportive. b. Restorative discipline
 V. Protocol for Reporting

9. In-service training and meetings for school

administrators, teachers Training Topics: a. Values
Section 6. Reporting acts of child abuse, exploitation,
Integration Across Learning Areas b. Discipline with
violence, discrimination, bullying, other acts of abuse, or
Dignity (Positive discipline versus corporal punishment) c.
any violation of the School Discipline of the Pupil
Conducting positive parent-teacher conferences and
Handbook
family counseling d. Classroom Management e. Anger
and Stress Management

NOTE: When any report/complaint is raised (provided the

person complained of is not a member of school
personnel), the complainant is immediately attended to.
IV. Preventive and Remedial Measures Assessment is made if the complainant is fully aware of
the circumstances that warrant validation of his/her
accusation. He/she is informed of the requirements of a
Section 5. Capacity Building. The school shall formal complaint and the consequences of such.
conduct Capacity Building for School Officials, Personnel,
Parents and Pupils.
1. Report of the pupil-victim Cases involving physical
injury are dealt with in accordance with the School
Such activity may include: 1. Positive Peer Relationship Discipline stipulated in the Pupil’s Handbook and in
2. Positive and Non-Violent Discipline in Classroom accordance with the provisions of Republic Act 9344 and
Managememnt 3. Anger and Stress Management 4. its Implementing Rules and Regulations. The injured
Gender Sensitivity 5. Friendly schools and families pupil is brought directly to the school clinic. The pupil’s
program class adviser and the School Head are promptly
informed. The Clinic teacher gives him/her the necessary
first aid treatment. If additional hospital emergency
treatment is necessary, the class adviser informs the
parents of the injured pupil through the phone and seeks 3. Report of teacher who witnessed an act of child abuse
their permission regarding the recommended transfer to a (among pupils) or violation of the School Discipline of the
hospital. Later, the Clinic Teacher prepares a written Pupil Handbook If the teacher witnessed or has validated
medical report for the parents the school clinic’s file an act of child abuse or violation of the School Discipline
records. The teacher or school personnel who witnessed of the Pupil Handbook, she is to accomplish an Incident
the incident or who was first at the scene of the incident Report for submission to the Guidance Coordinator.
fills out an Incident Report for submission to the
Guidance Coordinator.
4. Report and referral of a pupil allegedly involved in any
form of altercation and/or physical dispute outside the
school involving persons who are not members of the
school community. When any member of the school,
When/If the victim is able, he/she is requested to write a whether pupil or school personnel is reported to have
narrative of the incident which is later attached to the been involved in a dispute outside the school with
Intake Sheet if the incident is later decided as a case of persons who are not members of the school community,
bullying. If he/she is unable to write a narrative by an incident report may be filed and submitted to the
himself, the Guidance Coordinator will take notes as school administrator under whose jurisdiction the
he/she interviews the victim about the incident. 2. involved pupil or personnel belongs.
Report of pupil who allegedly witnessed an act of abuse
or violation of the’ Handbook on Rights and Duties of
Pupils The pupil-witness reports to his/her class adviser.
5. Report and referral of a pupil allegedly being physically
The teacher-adviser must take down notes of any verbal
hurt, abused by his/her own parents. When physical
reports and have these notes validated by the pupil who
injury imposed upon any of our pupils by their own
is the source of the verbal incident report. The teacher
parents is validated through narratives or statements, all
will later request the pupil to write a narrative, but only if
pertinent documents are presented to the School Head.
he/she is willing and able to do so.
6. Reporting Anonymously Anonymous reports of any They are requested to narrate the incident orally and in
form of child abuse or violation of the School Discipline of writing, if willing (in the presence of a teacher/adviser).
the Pupil Handbook are entertained but even if the The Guidance Coordinator listens, takes down pertinent
perpetrator is found guilty, (technically) no notes, assesses the information particularly if there is
disciplinary/administrative action can be taken. need for any of the involved parties to be protected; and
then, explains the procedure that is to follow. The
Guidance Coordinator restores the sense of safety for the
7. Reporting False Information If a pupil or school victim as well as for the alleged offender. b.
employee is found guilty of deliberately making a false Investigation/gathering of sufficient documentation of
accusation, he/she will be subjected to supporting evidence commences. After this, involved
disciplinary/administrative action or to appropriate parties are asked to face each other to further validate
interventions for “bullies” under the school’s Anti-Bullying statements or gathered information; but only if they are
Policy. willing to do so. c. If the incident is deemed as a petty
conflict, or misunderstanding, unintentional and not a
deliberate act of abuse, the pupils are met by the
Guidance Coordinator separately or together for a
8. Responding to Reports of child abuse or any violation
dialogue (depending on the willingness of both parties).
of the School Discipline
The objective of the dialogue is explained to the pupils
and they are made to realize what had transpired and
what changes in behavior are expected. They are
1. Responding to reports when both the offender and reminded that if a similar incident occurs, they will be
victim are pupils dealt with accordingly. An Incident Report is
accomplished by the Guidance Coordinator. It should
contain the resolutions during the dialogues and
recommendations, if any. d. For bullying cases, an intake
sheet is accomplished by the Guidance Coordinator in
lieu of any other adult reporting the incident; initial
a. The pupils involved in the reported case are met narrative reports written by the pupils in the presence of
separately for a dialogue with the Guidance Coordinator. his/her teacher-adviser during the investigation, if any,
are attached. e. The Principal is informed immediately 3. Responding to a report and referral of a pupil allegedly
about any and all incidents. f. Parents of both pupils are involved in any form of altercation and/or physical dispute
informed immediately after the incident. They are called outside the school involving persons who are not
for a special conference by the Guidance Coordinator on members of the school community. Although the school
separate time schedules for formal relaying of the is no longer directly accountable for incidents outside the
incident, what has been done, and to explain the process school, it upholds a degree of responsibility to ensure the
that is to follow. The parents are called back to school as safety of its pupils and personnel. Depending on the
soon as sufficient and validated information is collected. gravity of the incident and the potential threat to the life
g. Depending on the appraisal of the Guidance and safety of the involved pupil or personnel, the CPC
Coordinator, the Disciplinary Board is gathered to representative from the Barangay is notified/consulted.
deliberate and decide on the case. The result of After investigation and due process, appropriate
deliberations is recommendatory in nature, for the disciplinary action may be imposed on the erring pupil if
approval of the Principal. h. As soon as the sanction or he/she is found guilty of violating the Pupils Handbook.
course of action is approved, the parents of both parties
are formally informed. They are asked to sign a
document certifying that they were properly informed and 4. Responding to a report and referral of a pupil allegedly
that due process was undertaken. It also certifies that being physically hurt, abused by his/her own parents. The
they accept the decision of the Disciplinary Board and School Head may refer the case to the Department of
that they will cooperate with the measures to be taken for Social Welfare and Development (DSWD) for
intervention, prevention, and restorative justice. assessment. The Parents Assembly may also be asked
to assist in the case. The DSWD shall determine the
appropriate intervention. If the victim is determined to be
2. Responding to Reports when the aggressor is a at risk, the school Head, with the aid of the assigned
teacher/employee Guidance Counselor/Teacher, and in coordination with
the DSWD, shall immediately remove the victim, or in
appropriate cases, the offender, from the place of the
For prohibited acts committed by school personnel or incident. The child’s family shall be informed of any action
official against a learner such as child abuse, violence, taken.
discrimination, refer to DepEd Order #40, s. 2012).
 advisers, along with the Guidance Coordinator monitor
the day-to-day activities and behavior of the pupils
A. Protecting from Retaliation involved in the case.

It is the responsibility of the school authority assigned to 4. Protective measures (listed in IV) are implemented
each case to ensure the safety of all these parties.

5. The School may, upon evaluation, refer the victim and

The following measures are taken: the offender to trained professionals outside the school,
such as social workers, guidance counselors,
psychologists, or child protection specialists, for further
1. All individuals involved in the case are given stern assessment and appropriate intervention measures, as
warning that while investigation is ongoing, there is not to may be necessary. The School also undertakes to notify
be any form of retaliation or any form of negative reaction the Women and Children’s Protection Desk (WPCD) of
from anyone. If deemed necessary, they are asked to the local Philippine National Police, in appropriate cases
stay away from one another. involving the offending pupil.

2. If there is a potential threat of physical retaliation from Specifically, for first-time bullying incidents, the following
the erring individual, he/she is put under preventive restorative measures are taken (depending on the
suspension. Parents are advised to take precautionary gravity): a. Peace-making between parties involved. This
measures while the pupil is not in school. involves the voluntary expression of remorse,
forgiveness, and restoration of reciprocal friendship; thus,
re-establishing a sense of safety and trust. b. Witnessing
3. While in school, the class advisers of the pupils of the among peers. The pupil may speak before his peers
parties involved assume responsibility over the pupil about the experience and what he/she has learned from
under their care against possible retaliation. These class it. f. When suspension is part of the sanction, the pupil is
subject to community service within the school campus CHILD PROTECTION COMMITTEE (SY 2018-2019)
unless preventive suspension is the specific sanction.

CHAIRPERSON Imelda C. Emano , P-1 School Head

For second-time and/or repeated occurrences of bullying
by the same person, provisions in the School Discipline
of the Pupils Handbook is imposed. VICE CHAIRPERSON Archie Ello MT-1 School
Guidance Coordinator

The Guidance Coordinator keeps a record of all cases

and records of their guidance and/or rehabilitation REPRESENTATIVE OF TEACHERS _______________
meetings. These are held in strict confidence.

REPRESENTATIVE OF PARENTS _______________

REPRESENTATIVE OF PUPILS Alcherika T. Badal

SPG President

REPRESENTATIVE OF THE COMMUNITY __________