PUERTOBELLO NATIONAL HIGH SCHOOL

Child Protection Committee

School Year 2016-2017

CHILD PROTECTION POLICY

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”

I. PNHS POLICY STATEMENT

It is the policy of Puertobello National High School (PNHS) to create, promote, and
maintain a respectful, safe, secure, stimulating, and supportive learning environment in order to
optimize student learning, safety, and effectiveness.
PNHS upholds discipline as a very essential element of an educative teaching-learning
program and, therefore, considers maintenance of good discipline among students as a necessary
precondition in establishing a school climate that is conducive to learning.
The school also recognizes that discipline begins at home with parents who are the first
and primary educators and formators for their children. Such formation includes responsibility for
social development, behavior, and discipline. Hence, partnership by the school with parents in the
support of the students’ social, emotional, and academic growth is very much part of the school’s
program.
The Child Protection Committee supports the school’s use of a continuum of positive
practices that strive to teach, promote, and reinforce productive behaviors while providing
predictable and supportive consequences to behaviors that are identified as inappropriate.
The Committee also supports the school’s existing progressive approach to discipline
which is incorporated in its Code of Discipline, activities and projects that promote interpersonal
and social skills, and programs that enhance and build healthy relationships.
Finally, the Committee strongly supports 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 peer abuse.

II. DEFINITION OF TERMS (DepEd Order No. 40, s 2012; p-2)

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 students
who may be eighteen (18) years of age or older but are in school.

2. Children in school – refers to bona fide 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.

3. 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.

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 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. student 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

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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 well-being;

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.

b. 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.

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 c. 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 student commits an act or a series of acts directed

towards
another student, or a series of single acts directed towards several students 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 student, 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 student, pinching,
spanking, or other similar acts;
(7) Demanding or requiring sexual or monetary favors, or exacting money or
property,
from a pupil or student; and
(8) Restraining liberty and freedom from a pupil or student.

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, 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 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”;

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 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, students 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 students’ adult
lives, and using everyday situations and challenges as opportunities to teach long-life skills and
values to students.
a. Progressive discipline – a whole-school approach that utilizes a continuum of prevention
programs, interventions, supports, and consequences to address inappropriate student
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. PREVENTIVE MEASURES to address child abuse, exploitation, violence,

discrimination, bullying, and other acts of abuse

Capacity Building Activities

1. Professional leadership
2. Focus on teaching and learning
3. Purposeful teaching
4. Shared vision and goals
5. Whole-school programs
6. Collaboration and partnerships
7. Accountability
8. School-wide positive behavior support

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9. Promoting cyber safety and preventing cyber bullying
10. Parenting orientation and seminars on effective parenting
11. In-service training and Fellowship meetings for school administrators, teachers and non-
academic personnel

Training Topics;
- Values Integration
- Discipline with Dignity (Positive discipline versus corporal punishment)
- Conducting positive parent-teacher conferences and family counseling
- Classroom Management
- Anger and Stress Management

IV. PROTECTIVE AND REMEDIAL MEASURES

1. Assertiveness training
2. Bystander training
3. Restorative practices
4. Friendly schools and families program

V. PROTOCOL FOR REPORTING

A. Reporting acts of child abuse, exploitation, violence, discrimination, bullying, other acts
of abuse, or any violation of the Code of Discipline

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 student-victim

Cases involving physical injury are dealt with in accordance with the Code of
Discipline stipulated in the Student Handbook and in accordance with the provisions
of Republic Act 9344 and its Implementing Rules and Regulations.
The injured student is brought directly to the school clinic. The student’s class
adviser and the School Head are promptly apprised.
The School Nurse diagnoses the student and gives him/her the necessary first
aid treatment. If additional hospital emergency treatment is necessary, the school
nurse informs the parents of the injured students through the phone and seeks their
permission regarding the recommended transfer to a hospital.
Later, the School Nurse 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 POD. 8
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 POD will take
notes as he/she interviews the victim about the incident.

2. Report of student who allegedly witnessed an act of abuse or violation of the Code of

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 Discipline (among students)
The student-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 student
who is the source of the verbal incident report. The teacher will later request the
student 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 students) or violation
of
the Code of Discipline
If the teacher witnessed or has validated an act of child abuse or violation of
the Code of Discipline, she is to accomplish an Incident Report for submission to the
POD.

4. Report and referral of a student 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 student 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 student or personnel
belongs.

5. Report and referral of a student allegedly being physically hurt, abused by his/her
own
parents.
When physical injury imposed upon any of our students 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 Code of
Discipline are entertained but even if the perpetrator is found guilty, (technically) no
disciplinary/administrative action can be taken.

7. Reporting False Information

If a student or school employee is found guilty of deliberately making a
false accusation, he/she will be subject to disciplinary/administrative action.

* Copies of Intake Sheets are submitted to the Division Office after each school year.

B. Responding to Reports of child abuse or any violation of the Code of Discipline

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

a. The students involved in the reported case are met separately for a dialogue with
the POD. They are requested to narrate the incident orally and in writing, if
willing (in the presence of a teacher/adviser). The POD 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.

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 The POD 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 students are met by the POD separately or
together for a dialogue (depending on the willingness of both parties). The
objective of the dialogue is explained to the students 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 POD. It should contain the resolutions
during the dialogues and recommendations, if any.
d. For bullying cases, an intake sheet is accomplished by the POD in lieu of any
other adult reporting the incident; initial narrative reports written by the students
in the presence of his/her teacher-adviser during the investigation, if any, are
attached.
e. The Principal is apprised immediately about any and all incidents.
f. Parents of both students are informed immediately after the incident. They are
called for a special conference by the POD 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 Office of Discipline or POD, 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.
i. If the Disciplinary Board decides that the violation warrants exclusion or the like,
the case is brought to the Academic Director and the School President for further
deliberation.

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).

a. The alleged teacher/employee accused of child abuse or violation of the Code of

Discipline is informed in writing and is given 5 days to respond to the allegation.
b. Validation is further done by seeking both verbal and written narratives from witnesses, if
possible.
c. The Human Resource Management Department (HRMD), in charge of personnel,
schedules a Disciplinary Board Meeting made up of the President, Academic Director,
HRMD Manager, Christian Life Center Head, the Principal of the division where the
alleged offender belongs, one other administrator who will serve as the accused
teacher/employee’s unbiased counsel especially in writing the response to the accusation.
d. Prior to the Disciplinary Board Hearing, all pertinent documents/reports including the
written response of the accused are studied by the administrators who will be hearing the

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 case. The administrator-counsel assists the accused to be emotionally and psychologically
prepared.
e. The Disciplinary Board Meeting is scheduled and held. The accused is given an
opportunity to defend himself/herself in front of the Disciplinary Board.
f. A decision is reached and released as soon as possible.
g. The accused is met by his/her immediate superior for the result of the deliberation.
h. All personalities involved (victim, alleged offender, parents of the victim) are regularly
apprised as due process is carried out.

3. Responding to a report and referral of a student 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 students and personnel. Depending
on the gravity of the incident and the potential threat to the life and safety of the involved
student or personnel, the CPC representative from the Barangay is notified/consulted. 11
After investigation and due process, appropriate disciplinary action may be imposed on
the erring student or personnel if he/she is found guilty of violating the student or personnel
Code of Discipline.

4. Responding to a report and referral of a student 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.

C. Protecting from Retaliation

Fear of retaliation is a normal feeling experienced by all individuals involved in the case: the
victim, the accused, and the witness, complainant or person responsible for exposing/reporting
the person guilty of abusing another or any other acts in violation of the Code of Discipline. 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
student is not in school.

3. While in school, the class advisers of the students of the parties involved assume responsibility
over the student under their care against possible retaliation. These class advisers, along with the

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Prefect of Discipline monitor the day-to-day activities and behavior of the students involved in
the case.

4. Protective measures (listed in IV) are implemented

5. Depending on the degree of the offense as decided by the Disciplinary Board and School Head,
the individuals involved in the case go through one or more guidance and rehabilitation
sessions:
a. Guidance/rehabilitation sessions with the division counselor
b. Guidance/rehabilitation sessions with Christian Life Center mentors
c. Guidance/rehabilitation sessions with the School Chaplain

*These sessions help reconcile differences among the involved; fear of retaliation is negated;
civil, if not cordial relationships are reestablished.

*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 student may speak before his peers about the experience
and what he/she has learned from it.
- When suspension is part of the sanction, the student 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, Progressive
Discipline is imposed.

NOTE: The Prefects of Discipline in the Grade School and High School Divisions keep a record
of all cases. The Guidance Office keeps records of their guidance and/or rehabilitation meetings.
These are held in strict confidence. Regular follow-up meetings with the POD and Guidance
Counselors are done.

CHILD PROTECTION COMMITTEE (SY 2016-2017)

CHAIRPERSON Mr. Marty S. Enero
VICE CHAIRPERSONS Mrs. Rebecca A. Sixto
REPRESENTATIVE OF TEACHERS Mr. Dexter M. Cadiz
REPRESENTATIVE OF PARENTS Mr. Bernie Maratas
REPRESENTATIVE OF PUPILS Vina Krisha Enero

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PRESENTATIVE OF THE COMMUNITY Mr. Manolito Montero

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