International Journal of Education Humanities and Social Science

ISSN: 2582-0745
Vol. 5, No. 06; 2022

THE ENABLING ENVIRONMENT FOR THE IMPLEMENTATION OF THE CHILD

https://doi.org/10.54922/IJEHSS.2022.0452

ABSTRACT
The study investigated into the support of the School Child Protection Committees as an enabling
environment for the implementation of the Child Protection Policy in the Central Schools of the
Schools Division of Misamis Oriental. A stratified sample of 246 public school teachers from a
sample 8 central schools in the Schools Division of Misamis Oriental participated in the survey, a
researcher-made questionnaire adopting the roles and responsibilities and emerging functions of
the SCPCs as stipulated in DepEd Order 40, s.2012 – Section 10. Employing a descriptive research
design, the results show that the SCPCs well supports to a highly enabling environment for the
implementation of the Child Protection Policy. The hallmark finding articulates the SCPCs have
performed most on ensuring that the children’s right to be heard are respected and upheld in all
matters and procedures affecting their welfare. However, the least rated are on policy review in
every 3 years; a system for identifying students who may be suffering from significant harm based
on signs; and facilitating the identification and referral to the appropriate offices. The SCPCs
critical role in ensuring that child protection work in schools involves in reviewing and continually
improving and developing systems and mechanisms that provide meaningful protection for all
children in the longer term. Collaboratively, with internal and external stakeholders through the
concerted efforts of individuals and groups, adults as well as children, that child protection can
become effective and sustainable to ensure the children’s rights to survival, development and well-
being in all settings at all times, in schools and in the communities.

Key Words: Child Protection Policy, School Child Protection Committee, enabling environment.

1. INTRODUCTION
The increasing worldwide concern on child welfare and child protection focuses on the human
growth and social development. Therefore, ensuring the wellbeing of children is crucial to setting
up future societies for prosperity, sustainability, and inclusivity. For this reason, many of the
targets of the Seventeen (17) Sustainable Development Goals (SDGs) are explicitly directed
toward infants and children. During the Millenium Summit in September 2000 and reaffirmed in
the 2005 World Summit, world leaders pledged a commitment to fulfill children’s rights to
survival, health, education, protection and participation, among others.
Failing to fully protect children from such issues as violence in schools is at the forefront among
the priorities in the Philippine basic education. The 1987 Constitution states that the State shall
defend the right of children to assistance, including sufficient care, proper nutrition, and diverse

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forms of protection against all types of child neglect, abuse of children, cruelty, exploitation, and
other conditions that are adverse to the development of the child (Article XV, Section 1).
In order to achieve this goal and objective, DepEd, D.O. No. 40, s. 2012 also known as Child
Protection Policy (CPP) was created and being implemented in all schools in the Philippines a
decade now. All teachers and school officials to uphold the rights and the welfare of the students,
citing the department’s policy and guidelines for the prevention of abuse of children, assault,
exploitation, discrimination, bullying, and other forms of maltreatment against children in
schools (Child Protection in Schools, DepEd).
However, even with the global concern and action for child protection, the number of cases in
the world related to child protection continue to rise (OECD, 2019). Millions of cases of child
abuse and neglect are reported to various children’s protective service organizations each year
(UP, UE, CPNF, and UNICEF Philippines, 2016). It is estimated globally that “150 million girls
and 73 million boys under the age of 18 have experienced forms of child abuse and violence
involving physical contact” (U.N. World Report on Violence against Children, 2007, p.33).
In the Philippines, the government committed to child protection in its Philippine Plan of Action
to End Violence against Children (Congress of the Philippines, 2013). However, according to
UNICEF, there are more than 50% of Filipino children experience violence during their
childhood, with boys twice as likely to become victims of abuse. Children abused tend to develop
low self-esteem, feel sad and fearful, avoid interaction with other people, and experience anxiety
attacks (Cervancia et al., 2019). The Commission of Human Rights reported bullying and child
abuse cases in school in the years 2013 and 2014 which showed that out of 1,711 cases related to
child protection policy, 70% are cases in bullying and 30% are cases in child abuse. The 521
cases in 2014 have doubled in just two years, at 1,045 cases (Open Stat Database, PSA 2016;
Roche, 2017); and from the reported 69 cases of sexually-abused children in 2013 to twice the
number at 149 cases in 2016. The report on cyber victimization, 45.8% of those also disclosed
their experiences of the usual types of victimization wherein less than half (46.5%) of the victims
were boys and 45.3% were girls across all countries (Chester et al, 2015).
In another data source, the high rates of child victims of violence reported by the NEDA-UNICEF
Summary Report (2018) show that there are three in five (61.7%) children who experienced
psychological violence; one in four (25%) children experienced sexual violence; two in three
(67%) children experienced peer violence; and two in three (67%) children experienced physical
violence. In particular, Region X has reported 35 cases, the highest among the non-conflict
regions in Mindanao, of which 30 are cases on school bullying and five (5) cases on child abuse;
but this could be much more with the unreported cases (NEDA-UNICEF Summary Report,
2018).
The study strongly premises that the physical, emotional, social and psychological effects of a
less effective implementation of the Child Protection Policy on learners’ academic performance
can be devastating on the learners. When not addressed, more and more children may continue
to be exposed to multiple types of abuse and suffer a myriad of symptoms; and long-term, the
future of the society is endangered (Cornell et.al 2013).
All forms of child abuse have the potential for long-term impact on the victims, and can affect
the victim's ability to function as a well-balanced and fully functional individual (Sidanius, Pratto
and Mitchell, 1994). Child abuse impacts the self-value, self-esteem, and sense of worth of those
who experience it rendering the victim children hopeless, helpless and unable to live a meaningful
life.

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To date, there is no study yet in Region X specifically on the support of the School Child
Protection Committees to the implementation of Child Protection Policy The study then pursues
the focus on the implementation of the Policy as a crucial aspect in contributing to the child’s
well-being and welfare in society as the mandate that primarily delegates the unique parental
authority and duty for the young child while under their supervision, instruction, or custody to
the school, its administration, and teachers, or to the person, business, or institution engaging in
child care (The Family Code of the Philippines, EO 209, s.1987. Article 218, p.51). The authority
and responsibility “shall apply to all authorized activities whether inside or outside the premises
of the school, entity or institution”
applies to all the activities approved by the school regardless of the location, i.e. in the school
premises or outside the school confines (The Family Code of the Philippines, EO 209, s.1987.
Article 218, p.51).

2. FRAMEWORK
Child Protection Policy is a statement of commitment to safeguard children from harm that
clarifies what is required to protect children that create a safe and positive environment for
children and to show that the organization is performing its duty and responsibility of care
seriously. The DepEd Order No. 40, s. 2012, also known as the “Policy and Guidelines on
Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying and
Other Forms of Abuse,” is primarily referenced from the different legal bases, namely, the
Philippine Constitution, Presidential Decree 603 or “Youth and Children Code”, Republic Act
No. 7610 Special Protection Against Child Abuse, the Republic Act No. 10627 or Anti-Bullying
Act of 2013, Republic Act No. 9344, as amended or Juvenile Justice and Welfare Act, and
Republic Act No. 10630 RIRR of RA 9344.
It is categorically indicated in the CPP that shall ensure that all schools become enabling
environment that are conducive to education. In the Department of Education, a school-wide
approach is adopted to implement the Child Protection Policy to include the school
administration, teachers and school personnel, learners or students, parents and/or guardians,
visitors and guests, and all those in the school for one reason or another are aware of the policy
and their responsibility as indicated or implied in the policy.
Enabling Environment. Literature indicates that there is 32% of the population referring to those
fourteen (14) years old and below (32% of 101 million is slightly over 32million children), with
7,000,000 cases of sexually-abused children every year in the Philippines. More than “70% of
abused children are between 10 and 18 years old; and among those victims, 20% are under 6
years old” (Chameleon Association). In the schools in the Department of Education, Region X, a
guidance counselor of an elementary school in the Schools Division of Cagayan de Oro City, the
school has recorded an average of fifty (50) cases of bullying in the campus and more cases with
the many unreported bullying incidents primarily by teachers’ derogatory terms (PSA, 2020).
The above disturbing context necessitates a strongly enabling environment as the context or the
setting that consists of elements or components that support the goals and outcomes that the
environment intends to achieve. Schools as enabling environments are settings vital and crucial
for development, most especially for the well-being and learner development (Osher et. al, 2014,
p. 1). The goal of schools is to protect children by preventing child abuse. To build and maintain
a proactive environment, school could also ensure its earliest possible detection, intervention and
reporting. Effective schools create strong conditions for learning, where students feel and are

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Vol. 5, No. 06; 2022
protected from physical and emotional harm; connected to and supported by their teachers and
the school; challenged by expectations and are engaged in learning; and where their friends and
the adult members in the school possess and demonstrate enabling social and emotional
competence (Osher, Dwyer & Jackson, 2004).
The School Child Protection Committee (SCPC) is a mandated support component established
in all public and private elementary and secondary schools. There are six members of the CPC,
namely:
The school head is the chairperson; the guidance counselor/teacher as the vice chairperson; a
representative of teachers designated by the faculty club; a representative of parents selected by
the Parents-Teachers Association; a representative of students named by the Supreme Student
Council; and a community representative assigned by the barangay head, preferably a member of
the barangay council for the protection of children. (D.O. 42 s. 2012 p.17)
The SCPC members have their specified duties and responsibilities under child protection
procedure. The names of those carrying out these responsibilities for this current year are listed
on the cover sheet of a mandatory document. The Child-Protection Policy Committee to ensure
that the child protection procedures are followed within the school; hence they should attend
training about child protection. The school head as the chairperson shall be the first focal point
of contact for parents, pupils, teaching staff and external agencies in the various concerns related
to child protection. In place of the school head, when necessary and applicable, the vice-
chairperson can act upon all suspicion belief and evidence of abuse reported to her. The
committee also submits an annual report on the relevant issues and incidences of child abuse to
the Schools Division Office. The SCPC also reviews the policy annually. The same should
provide the General Parents Teachers Association the same policy document of the School-Based
Child Protection Policy.

3.OBJECTIVES
The study aimed to answer the following question:
1.What is the extent of support of the Child Protection Committee as an enabling environment
for the implementation of the Child Protection Policy in the Central Schools of the Schools
Division of Misamis Oriental?
The result of this investigation is important primarily as a contribution to the growing body of
knowledge in understanding the research engagement and challenges experienced by teachers as
significant implementers of the research mandate and their critical primordial role in the
improvement in teaching and learning.
4.Methodology
The study employed the quantitative non experimental descriptive research design to characterize
the extent of support of the School Child Protection Committee as an enabling environment for
the implementation of the Child Protection Policy in the Central Schools of the Schools Division
of Misamis Oriental. The researcher-made questionnaire indicated 15 items adopted from the
DepEd Child Protection Policy (DO No.40, s2012), specifically on the duties and responsibilities
of the School Child Protection Committee (DO No.40, s2012 - Section 10). The recommended
sampling process using the stratified sampling yielded eight (8) central schools with 246 public
school teachers. Descriptive statistics with the means and standard deviations determined the
central tendency of responses to items based on the stipulations and requirements of the Child
Protection Policy in the Department of Education.

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5. RESULTS AND DISCUSSION
The results of the research study presented in Table 1 indicate that there is a highly enabling
environment (M = 4.06, Sd = .70) for the implementation of the Child Protection Policy
demonstrated in the Central Schools of the Schools Division of Misamis Oriental specifically on
the support provided by the School Child Protection Committee. The result implies that the school
provides all it could possibly can and performs most effectively and efficiently its duties and
responsibilities with high standards for the implementation of the Child protection Policy. The
school exceeds some expectations of the stakeholders.
The highest rated indicator among the highly enabling indicators is “Ensure that the children’s
right to be heard are respected and upheld in all matters and procedures affecting their welfare”
(M = 4.21, Sd = .78). The next three highest (3) indicators are, namely, “Coordinate closely with
the Local Social Welfare and Development Office (LSWDO)” (M = 4.14, Sd = .82); “Coordinate
closely with the Women and Child Protection Desks of the Philippine National Police (PNP)” (M
= 4.13, Sd = .83); and “Draft a local school child protection policy with a code of conduct and a
plan to ensure child protection and safety” (M = 4.13, Sd = .81). The Department of Social
Welfare and Development (DSWD) is first in the list of these agencies whose role is to set
standards, accredit and provide consultative services to the public and private institutions,
organizations and persons involved in social welfare programs, supervise relevant organizations,
and enforce compliance to the standards (Yacat, 2011).
The above favorable results most likely could be attributed to the compliance of the public
schools to the issuance of the DO No.40, s.2012. The highly enabling environment is within the
scope of the policy wherein All DepEd schools are duly mandated to implement the DEpEd’s
Zero Tolerance Policy for any form of child abuse as indicated in DO No.40, s.2012, DO No.55,
s.2013, and other issuances. Specifically, the DepEd schools are expected to achieve a highly
enabling environment with the support of the School Child Protection Committee. In fact, an
enabling environment is required of the schools to support the Child Protection Policy as
mandated by the DO No.40, s.2012 and strongly emphasized in other relevant issuances of the
DepEd and supported in the agenda of other directly relevant government agencies and non-
government organizations (NGOs) and civil society organizations (CSOs).
In fact, the SCPC members affirmed that they follow the mandatory instructions that they closely
coordinate with the Women and Child Protection Desks of the Philippine National Police (PNP),
The Local Social Welfare and Development Office (LSWDO), other relevant government
agencies, and applicable non-governmental organizations (NGOS). They also closely observe
and regulate the implementation of positive mechanisms and programs in providing all necessary
for the child and for those responsible for the learners; and ensure that the children have the right
to be heard; their rights upheld.
The SCPC chairs further expressed of emerging added functions of the CPC. With the increasing
number of bullying cases, the SCPC conducts more frequent activities. The mechanisms include
programs increasing awareness among the school stakeholders. In addition, the SCPC also
ensures that the anti-bullying policy duly implemented. The SCPC strongly stressed that they
monitor all cases or incidents related to bullying reported or referred by the teachers.
Subsequently, the guidance counselor or coordinator or by any relevant person designated
handles the prevention and intervention measures mentioned by the preceding sections of the
IRR. The responsible persons also make the necessary referrals to appropriate agencies, offices
or persons depending on the circumstances.

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The other members of the SCPC discussed that they work with and in-behalf of school children
or pupils; and the SCPCs are mandated with a responsibility to protect them. The members
explained that they have specific roles and responsibilities under child protection procedure; i.e.,
it is the role of the Child-Protection Policy Committee to ensure that the child protection
procedures are followed within the school. The school head as the chairperson shall be the first
focal point of contact for parents, pupils, teaching staff and external agencies in all concerns
regarding child protection. When the school head is unavailable, the vice-chairperson can act
upon all suspicion, belief and evidence of abuse reported.
The School Child Protection Committee (SCPC), after its creation and constitution of its
members, is required by DepEd issuances, to prepare and submit the school’s Action Plan for
Child Protection Policy. In the preparation of the Action Plan, the school, spearheaded by SCPC,
invites significant stakeholders to discuss problems and issues; and contribute to the proposed
internal policies, programs and activities. The Action Plan also includes most of the following
such as the proposed objectives, activities and/or strategies, materials needed, estimated
amount/needed budget, sources of funds, persons needed, expected outputs/expected outcomes.
In many of the schools, the objectives stated in their Action Plans are aimed to successfully
implement the DO No.40, s. 2012. The Action Plans are expected to cascade information relative
to the DepEd Child Protection issuances, localization of child protection and anti-bullying
policies of the school and capacity building of Child Protection and Anti-Bullying Committees
per school.
Examples of the objectives stated in the Action Plans are, namely, ensuring that school discipline
is consistent with the child’s human dignity and in conformity with the Convention on the Rights
of the Child; respect for all rights of children as operationalized in school programs, procedures
and activities; and conduct awareness programs with stakeholders in presenting and addressing
bullying.
Very common among the schools’ Action Plans are activities which are identified by involving
diverse internal and external stakeholders. The activities include the launching and orientation of
the policy; capacity building and in-service training on classroom discipline and management;
capacity building for the detention, handling and reporting of child protection cases according to
the legal and ethical procedures; monitoring and evaluation of the implementation of the policy;
responsible parenthood and positive discipline; and close coordination activities and strategies
with external partners or stakeholders primarily with the CPP service front liners such as the
Women & Child Protection Desks, Philippine National Police (PNP) and barangay clinics and
other medical facilities. The same committee furnishes a copy of the School-Based Child
Protection Policy to the General Parents Teachers Association.
It is also equally important that with the Action Plan, the same committee periodically reviews
the policy implementation; and annually prepares and submits a report to the Schools Division
offices regarding the implementation of the policy indicating the accomplished targets and
achieved expected outcomes. The report also indicates relevant issues and incidences of child
abuse. The report is submitted with appropriate documentary evidences such as records of
proceedings and narratives.
Some members of the SCPCs also mentioned that they are responsible for their submission of
their narrative reports to their respective Schools Divisions on a quarterly basis with narratives
on the major violations that occurred and also indicating their disciplinary measures/actions and

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disciplinary recommendations. In their quarterly reports, the narratives include diverse programs
and activities.
Further discussions of the results also point to those needing attention are the three least ratings
for an enabling environment, namely, review of the localized child protection policy every three
(3) years (M = 3.89); a system to early recognize learners with physical, emotional or behavioral
signs of abuse (M = 3.98); and an efficient referral mechanism (M = 3.98).
In summary, among the tasks of the SCPCs include that the learners follow their localized code
of conduct in schools and that schools have their localized child protection policy; to conduct a
school-based referral and monitoring system of cases of all forms of child abuse. The SCPCs also
ensure mechanisms to identify, refer and report cases of child abuse, exploitation, violence,
discrimination and bullying to relevant agencies and offices. Through the school child protection
policy, the SCPCs emphasize close coordination with the concerned external agencies or partner
individuals and organizations; monitor the implementation of positive measures and effective
procedures; and ensure that the children’s right to be.

6.CONCLUSIONS
Based on the findings, the study concludes that the highly enabling environment contributed by
the support provided by the School Child Protection Committee for the implementation of the
Child Protection Policy in the Central Schools of the Schools Division of Misamis Oriental
indicates that the central schools provides all they could possibly can and perform most
effectively and efficiently its duties and responsibilities with high standards for the
implementation of the Child protection Policy. The school exceeds some expectations of the
stakeholders creating and establishing the context that consists of elements or components that
support the goals and outcomes that the environment intends to achieve; and as the setting for
learner development. The schools as proactive environments protect the school children by either
preventing child abuse before it occurs or by ensuring its earliest possible detection, intervention
and reporting. With the ultimate aim, effective schools create strong conditions for learning,
where students feel and are physically and emotionally safe; connected to and supported by their
teachers and the school; challenged by expectations and are engaged in learning; and where their
peers and the adults in the school practice good social and emotional skills.

7.RECOMMENDATIONS
Based on the foregoing findings and conclusions, the researchers therefore recommend the
following to strengthen the support of the School Child Protection Committees in improving the
enabling environment for an effective implementation of the Child Protection Policy.
1.For those functions rated least, the SCPC and the schools in close coordination with relevant
external stakeholders shall review their school policy on child protection every 3 years or earlier
as applicable; and may improve their system in detecting physical, emotional or behavioral signs
among learners suffering from critical harm; and an efficient facilitating in the identification and
referral to the appropriate offices on cases of child abuse, exploitation, violence.
2.For those functions of the SCPCs rated second to the least, the SCPC and the schools in close
coordination with relevant external stakeholders may establish other mechanisms and conduct
more effective activities.
Most importantly attention to the periodic review of the localized school child protection policy,
early identification and expeditious referral systems.

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3.For the SCPC and the schools in close coordination with relevant external stakeholders to
institutionalize a mechanism on an express system for interventions for child abuse,
discrimination and against children, child exploitation, violence against children in school,
corporal punishment and any related incidents.
4.For the SCPC and the schools in close coordination with relevant external stakeholders to
identify expert practitioners in other functionaries of government and in the private sector, for
individual and entities in the academe, physicians and facilities of medical institutions and
behavioral clinics, Barangay and Purok associations for a wider engagement in ensuring the
safety and protection of the school children both in school and in the communities.
It is the further perspective of the researcher that the School Protection Committees envisions
their role and responsibilities to contribute to the global Human Rights Watch and play a critical
and impactful role in providing support for those with psychosocial disabilities and mitigation in
the increase thereof and the care and protection of learners from any forms of child abuse and
armed conflict.

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