Department of Education

NCR
Division of Pasay
West District
Cluster 5
PASAY SPED CENTER

CHILD PROTECTION POLICY

OF
PASAY SPED CENTER

Policy Statement

It is the policy of PASAY SPED CENTER to create, promote, and maintain a respectful, safe,
motivating, and supportive learning environment in order to optimize pupil learning, safety, and
effectiveness.

PASAY SPED CENTER upholds that discipline begins at home with parents who are the first
and primary 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 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.

Finally, the PASAY SPED CENTER strongly adheres to the Department of Education’s objective
of promoting a zero-tolerance policy for any act of child abuse, exploitation, violence,
discrimination, bullying, and other forms of abuse.

I. Preliminary Provisions

Section 1. Legal Basis. This Policy is adopted in compliance with Dep Ed Order No.40, s. 2012.
“Policy and Guidelines on Protecting Children in School from Abuse, Violence, exploitation,
Discrimination, Bullying, and Other Forms of Abuse”, otherwise known as the “DepEd Child
Protection Policy”.

Section 2. Scope and Coverage. This Policy applies to the PASAY SPED programs at PASAY
SPED CENTER hereafter referred to as the “School”.

II. Definition of Terms

Section 3. The School adheres to the definition of the following terms, as provided in the DepEd
Child Protection Policy.
1. 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 pupils who
may be eighteen (18) years of age or older but are in school.

2. Children in school – refers to bona fide pupils 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.

3. Pupil, pupil 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.

4. School personnel – means the persons, singly or collectively, working in a public or

private school. They are classified as follows:

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 research assignments, either on a full-time or 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 school, whatever

may be the nature of their appointment and status of employment.

5. Child Protection – refers to programs, services, procedures and structures that are
intended to prevent and respond to abuse, neglect, exploitation, discrimination, and
violence.

6. Parents – refers to biological parents, step-parents, adoptive parents, and the common-
law spouse or partner of the parent.

7. 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.

8. School visitor or guest – refers to any person who visits the school and has 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. pupil teachers, catechists, service providers,
suppliers, bidders, parents and guardians of other children.
9. Child abuse – refers to the maltreatment of a child, whether habitual or not, which
includes 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).

10. 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.

11. 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 and mental health, education,
moral or social emotional development. It covers situations of manipulation, misuse,
abuse, victimization, oppression, or ill-treatment.

There are two (2) main forms of child exploitation that are recognized:

a. Sexual exploitation – refers to the abuse of a position of vulnerability, differential

power, or trust for sexual purposes. It includes, but 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.

b. Economic exploitation – refers to the use of a 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 good and services. This
includes, but is not limited to illegal child labor as defined in RA 9231.

12. Violence against children committed in school – 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:

a. Physical violence refers to acts that inflict bodily or physical harm. It includes
assigning children to perform tasks which are hazardous to their physical
wellbeing;

b. Sexual violence refers to acts that are sexual in nature. It includes, but is not
limited to,

(1) Rape, sexual harassment, acts of lasciviousness, making demeaning and

sexually suggestive remarks, physically attacking the sexual parts of the
victim’s body;
(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 distribution of such films, indecent publication
or material; and
(3) 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.

c. 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.
d. Other acts of violence of a physical, sexual or psychological nature that are
prejudicial to the best interest of the child.

13. Bullying or Peer Abuse – refers to willful aggressive behavior that is directed towards a
particular victim who may be outnumbered, younger, weak, with disability, less
confident, or otherwise vulnerable. More particularly:

a. Bullying – is committed when a pupil commits an act or a series of acts directed

towards another pupil, or a series of single acts directed towards several pupils in a
school setting or a place of learning, which results in physical and mental abuse,
harassment, intimidation, or humiliation. Such acts may consist of one or more of the
following:

(1) Threats to inflict a wrong upon a person, honor or property of the person
or on his or her family;
(2) Stalking or constantly following or pursuing a person in his or her daily
activities with unwanted and obsessive attention;
(3) Taking of property;
 (4) Public humiliation, or public and malicious imputation 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 expose a
person to contempt.
(5) Deliberate destruction or defacement of, or damage to the child’s property;
(6) Physical violence committed upon a pupil, which may or 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 or requiring sexual or monetary favors, or exacting money or
property, from a pupil or pupil; and
(8) Restraining liberty and freedom from a pupil or pupil.

b. 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.

14. Other acts of abuse by a pupil, pupil or learner – refers to other serious acts of abuse
committed by a pupil, pupil or learner upon another pupil, pupil or learner of the same
school, not falling under the definition of “bullying” in the preceding provisions,
including, but not limited to, acts of physical, sexual or psychological nature.

15. 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:

a. Blows such as, but not limited to, beating, kicking, hitting, slapping, or lashing, or 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;
b. Striking of a child’s face or head, such being declared as a “no 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 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;
e. Deprivation of a child’s physical needs as a form of punishment;
f. 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;
g. Tying up a child;
h. Confinement, imprisonment or depriving the liberty of a child;
 i. Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or
cursing, ridiculing or 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 child in front of
others;
k. Permanent confiscation of personal property of pupils, pupils or learners, except when
such pieces of property pose a danger to the child or to others; and
l. Other analogous acts.

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-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 pupils’ adult lives, and using everyday situations and challenges as
opportunities to teach long-life skills and values to pupils.

a. Progressive discipline – a whole-school approach that utilizes a continuum of

prevention programs, interventions, supports, and consequences to address
inappropriate pupil behavior and to build upon strategies that promote and foster
positive and productive behavior. This means that when inappropriate behavior
occurs, disciplinary measures are applied within a framework that shifts the focus
from one that is solely punitive to one that is both corrective and supportive.
b. Restorative discipline – a type of discipline used to respond to incidents of bullying in
order to repair harm to relationships. It refers to a range of processes that are
underpinned by the following concepts:
(1) Misconduct is a violation of people and relationships
(2) These violations create obligations and liabilities
(3) Problem-solving focuses on healing and making things right

III. Intervention Programs

Section 4. Forms of Intervention. Interventions may include programs such as counseling, life
skills training, education, and other activities that will enhance the psychological, emotional and
psycho-social well-being of a child.

Such programs may include the following Capacity Building Activities:

1. Focus on teaching and learning
2. Purposeful teaching
3. Shared vision and goals
4. Collaboration and partnerships
5. Accountability
6. School-wide positive behavior support
7. Promoting cyber safety and preventing cyber bullying
8. Parenting orientation and seminars on effective parenting
9. In-service training and meetings for school administrators, teachers Training Topics:
a. Values Integration Across Learning Areas
 b. Discipline with Dignity (Positive discipline versus corporal punishment)
c. Conducting positive parent-teacher conferences and family counseling
d. Classroom Management
e. Anger and Stress Management

IV. Preventive and Remedial Measures

Section 5. Capacity Building. The school shall conduct Capacity Building for School
Officials, Personnel, Parents and Pupils.

Such activity may include:

1. Positive Peer Relationship
2. Positive and Non-Violent Discipline in Classroom Management
3. Anger and Stress Management
4. Gender Sensitivity
5. Friendly schools and families program

V. Protocol for Reporting

Section 6. Reporting acts of child abuse, exploitation, violence, discrimination, bullying, other
acts of abuse, or any violation of the School Discipline of the Pupil Handbook

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. 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 formal complaint and the
consequences of such.

1. Report of the pupil-victim

Cases involving physical injury are dealt with in accordance with the School
Discipline stipulated in the Pupil’s Handbook and in accordance with the provisions of
Republic Act 9344 and its Implementing Rules and Regulations.
The injured pupil is brought directly to the school clinic. The pupil’s 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 their permission regarding the recommended
transfer to a hospital.
Later, the Clinic Teacher prepares a written medical report for the parents the
school clinic’s file records. The teacher or school personnel who witnessed the incident or
who was first at the scene of the incident fills out an Incident Report for submission to the
Guidance Coordinator.
When/If the victim is able, he/she is requested to write a narrative of the incident
which is later attached to the Intake Sheet if the incident is later decided as a case of
bullying. If he/she is unable to write a narrative by himself, the Guidance Coordinator
will take notes as he/she interviews the victim about the incident.
2. 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. The teacher-adviser must take
down notes of any verbal reports and have these notes validated by the pupil who is the
source of the verbal incident report. The teacher will later request the pupil to write a
narrative, but only if he/she is willing and able to do so.

3. Report of teacher who witnessed an act of child abuse (among pupils) or violation of the
School Discipline of the Pupil Handbook
If the teacher witnessed or has validated an act of child abuse or violation of the
School Discipline of the Pupil Handbook, she is to accomplish 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, whether pupil or school personnel is reported to
have been involved in a dispute outside the school with persons who are not members of
the school community, an incident report may be filed and submitted to the school
administrator under whose jurisdiction the involved pupil or personnel belongs.

5. Report and referral of a pupil allegedly being physically hurt, abused by his/her own
parents.
When physical injury imposed upon any of our pupils by their own parents is
validated through narratives or statements, all pertinent documents are presented to the
School Head.

6. Reporting Anonymously
Anonymous reports of any form of child abuse or violation of the School
Discipline of the Pupil Handbook are entertained but even if the perpetrator is found
guilty, (technically) no disciplinary/administrative action can be taken.

7. Reporting False Information

If a pupil or school employee is found guilty of deliberately making a false
accusation, he/she will be subjected to disciplinary/administrative action or to
appropriate interventions for “bullies” under the school’s Anti-Bullying Policy.

8. Responding to Reports of child abuse or any violation of the School Discipline

1. Responding to reports when both the offender and victim are pupils

a. The pupils involved in the reported case are met separately for a dialogue
with the Guidance Coordinator. They are requested to narrate the incident
orally and in writing, if willing (in the presence of a teacher/adviser). The
Guidance Coordinator listens, takes down pertinent notes, assesses the
information particularly if there is 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 victim as well as
for the alleged offender.
b. Investigation/gathering of sufficient documentation of supporting evidence
commences. After this, involved parties are asked to face each other to
further validate statements or gathered information; but only if they are
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 dialogue (depending on
the willingness of both parties). 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 reminded that if a similar
incident occurs, they will be 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
narrative reports written by the pupils in the presence of his/her teacher-
adviser during the investigation, if any, are attached.
e. The Principal is informed immediately about any and all incidents.
f. Parents of both pupils are informed immediately after the incident. They
are called for a special conference by the Guidance Coordinator on
separate time schedules for formal relaying of the incident, what has been
done, and to explain the process that is to follow. The parents are called
back to school as soon as sufficient and validated information is collected.
g. Depending on the appraisal of the Guidance Coordinator, the Disciplinary
Board is gathered to deliberate and decide on the case. The result of
deliberations is recommendatory in nature, for the approval of the
Principal.
h. As soon as the sanction or 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 that due process was
undertaken. It also certifies that they accept the decision of the
Disciplinary Board and that they will cooperate with the measures to be
taken for intervention, prevention, and restorative justice.

2. Responding to Reports when the aggressor is a teacher/employee

For prohibited acts committed by school personnel or official against a learner

such as child abuse, violence, discrimination, refer to DepEd Order #40, s. 2012).

3. Responding to a 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.
 Although the school is no longer directly accountable for incidents outside
the school, it upholds a degree of responsibility to ensure the safety of its pupils
and personnel. Depending on the gravity of the incident and the potential threat to
the life and safety of the involved pupil or personnel, the CPC representative from
the Barangay is notified/consulted.
After investigation and due process, appropriate disciplinary action may
be imposed on the erring pupil if he/she is found guilty of violating the Pupils
Handbook.

4. Responding to a report and referral of a pupil allegedly being physically hurt,

abused by his/her own parents.
The School Head may refer the case to the Department of Social Welfare
and Development (DSWD) for 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 at risk, the school Head, with the aid of
the assigned 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 incident. The child’s family shall be informed of any action taken.

A. Protecting from Retaliation

It is the responsibility of the school authority assigned to each case to ensure the
safety of all these parties.

The following measures are taken:

1. All individuals involved in the case are given stern warning that while
investigation is ongoing, there is not to be any form of retaliation or any form
of negative reaction from anyone. If deemed necessary, they are asked to stay
away from one another.

2. If there is a potential threat of physical retaliation from the erring individual,

he/she is put under preventive suspension. Parents are advised to take
precautionary measures while the pupil is not in school.

3. While in school, the class advisers of the pupils of the parties involved assume
responsibility over the pupil under their care against possible retaliation.
These class advisers, along with the Guidance Coordinator monitor the day-to-
day activities and behavior of the pupils involved in the case.

4. Protective measures (listed in IV) are implemented

5. The School may, upon evaluation, refer the victim and the offender to trained
professionals outside the school, such as social workers, guidance counselors,
psychologists, or child protection specialists, for further assessment and
appropriate intervention measures, as may be necessary. The School also
 undertakes to notify the Women and Children’s Protection Desk (WPCD) of
the local Philippine National Police, in appropriate cases involving the
offending pupil.

Specifically, for first-time bullying incidents, the following restorative measures

are taken (depending on the gravity):
a. Peace-making between parties involved. This involves the voluntary
expression of remorse, forgiveness, and restoration of reciprocal
friendship; thus, re-establishing a sense of safety and trust.
b. Witnessing among peers. The pupil may speak before his peers about the
experience and what he/she has learned from it.
f. When suspension is part of the sanction, the pupil is subject to community
service within the school campus unless preventive suspension is the
specific sanction.

For second-time and/or repeated occurrences of bullying by the same person,

provisions in the School Discipline of the Pupils Handbook is imposed.

The Guidance Coordinator keeps a record of all cases and records of their
guidance and/or rehabilitation meetings. These are held in strict confidence.

CHILD PROTECTION COMMITTEE (SY 2018-2019)

CHAIRPERSON LEA M. MARCELO

School Head
VICE CHAIRPERSON JAY E. BAUTISTA
School Guidance Coordinator
REPRESENTATIVE OF TEACHERS EADIE HELEN L. PELAEZ
Faculty VP Representative

REPRESENTATIVE OF PARENTS JOSEPHINE SUMULONG

PTA President

REPRESENTATIVE OF PUPILS MARICON DANIELES

SPG President

REPRESENTATIVE OF THE COMMUNITY

BLGU, Chrmn, Com. on Educ