Republic of the Philippines

Department of Education
Region XI
Division of Davao del Sur
HAGONOY NATIONAL HIGH SCHOOL
(Formerly Doa Gabriela Walstrom Memorial High School)
Guihing, Hagonoy, Davao del Sur

CHILD PROTECTION POLICY

1. In accordance with the requirements of the Anti-Bullying Act of 2013 and the Child Protection Policy
guidelines issued by the Department of Education, the School Child Protection Committee of HAGONOY
NATIONAL HIGH SCHOOL has adopted the following anti-bullying policy within the framework of the
DepED. This policy fully complies with the requirements of the Implementing Rules & Regulations of
Anti-Bullying Act of 2013 which was published on December 2013.

2. The School Child Protection Committee recognizes the very serious nature of bullying and the negative
impact that it can have on the lives of students and is therefore fully committed to the following key
principles of best practice in preventing and tackling bullying behavior and child abuse:

A positive school culture and climate which:

o is welcoming of difference and diversity and is based on inclusivity;
o encourages pupils/students to disclose and discuss incidents of bullying behavior in a non-
threatening environment;
o promotes respectful relationships across the school community; and
o ensures that all school authorities shall not:
a. impose sanctions detrimental to students;
b. use the students in work as punishment or labor;
c. use the students for someone elses advantage, gratification or profit often resulting in
an unjust, cruel and harmful treatment;
d. use the position of vulnerability, deferential power or trust for sexual purposes;
e. inflict bodily or physical harm that includes assigning children to perform tasks which
are hazardous to their physical well being;
f. do acts or omissions causing or likely to cause mental or emotional suffering of the
student, such as intimidation, harassment, deduction or threat of deduction from
grade or merit as a form of punishment, and repeated verbal abuse;
g. impose punishment or penalty for an alleged or actual offense, which is carried out or
inflected, for the purpose of discipline, training or control that includes physical,
humiliating or degrading punishment and
h. Commit acts or series of acts directed towards students in a school setting or a place
of learning, which results in physical and mental abuse, harassment, intimidation or
humiliation.

Effective leadership;

A school-wide approach;

A shared understanding of what bullying is and its impact;

Implementation of education and prevention strategies (including awareness raising measures)

that:
o build empathy, respect and resilience in pupils/students and
 o Explicitly address the issues of bullying, cyber-bullying and identity-based bullying
including in particular, homophobic and Tran phobic bullying.

Effective supervision and monitoring of pupils/students;

Supports for staff;

Consistent recording, investigation and follow up of bullying behavior (including use of

established intervention strategies); and

On-going evaluation of the effectiveness of the anti-bullying policy.

3. In accordance with the Implementing Rules & Regulations of Anti-Bullying Act of 2013 bullying is
defined on Section 3b, Rule II of the said act.

4. Consistent with Section 3 of Republic Act No. 10627, the anti-bullying policy shall prohibit the
following;

4.1. Bullying at the following:

a. school grounds;
b. property immediately adjacent to school grounds;
c. school-sponsored or school-related activities, functions or programs whether on or off
school grounds;
d. school bus stops;
e. school buses or other vehicles owned, leased or used by a school;
f. school buses or school services privately-owned but accredited by the school.

4.2. Bullying through the use of technology or an electronic device or other forms of media
owned, leased or used by a school.
4.3. Bullying at a location, activity, function or program that is not school-related and through the
use of technology or an electronic device or other forms of media that is not owned, leased
or used by a school; and
4.4. Retaliation against a person who reports bullying, who provides information during an
investigation of bullying, or who is a witness to or has reliable information about bullying.

5. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:

5.1 Consistent investigation, follow up and recording of bullying behavior

5.1.1 A consistent and clear approach to dealing with bullying when it occurs is essential to
effective practice. This section provides guidance and direction for schools in relation to the need to use
established intervention strategies and ensuring consistent recording, investigation and follow up of
bullying behavior.
5.1.2 A pupil or parent may bring a bullying concern to any teacher in the school. Individual
teachers must take appropriate measures regarding reports of bullying behavior in accordance with the
schools anti-bullying policy.
5.1.3 In these procedures, the member of teaching staff who has responsibility for investigating
and dealing with bullying is referred to as the relevant teacher. At elementary, the relevant teacher will
normally be the class teacher. At secondary level, the school will determine, having regard to its own
circumstances, which members of teaching staff have this responsibility.
5.1.4 The schools anti-bullying policy must clearly indicate the relevant teachers in its school. It is
not necessary to specify the relevant teacher(s) by name in the policy so long as it is made sufficiently
clear to all which teachers in the school have this responsibility.
6. The education and prevention strategies (including strategies specifically aimed at cyber- bullying and
identity-based bullying including in particular, homophobic and Trans phobic bullying) that will be used
by the school are as follows:

6.1 Implementation of education and prevention strategies including awareness campaign.

6.1.1 The prevention of bullying must be an integral part of the written anti-bullying policy of all
elementary and secondary schools. Every school must document in its anti-bullying policy the specific
education and prevention strategies that the school will implement. This must include documenting the
measures being taken by the school to explicitly address the issues of bullying and identity-based
bullying including in particular, homophobic and Trans phobic bullying.

6.1.2 Effective practice includes prevention and awareness raising measures across all aspects of
bullying and involves strategies to engage pupils in addressing problems when they arise. In particular,
such strategies need to build empathy, respect and resilience in pupils.

6.1.3 As self-esteem is a major factor in determining behavior, schools should, through both their
curricular and extra-curricular programs, provide pupils with opportunities to develop a positive sense of
self-worth.

6.1.4 Initiatives and programs focused on developing pupils awareness and understanding of
bullying, including its causes and effects, should deal explicitly with the issue of identity-based bullying
and in particular homophobic and trans phobic bullying. For example, the inclusion of lesbian, gay,
bisexual & transgender (LGBT) posters on notice boards, discussions with parents about specific
statements of welcome and respect for LGBT members of the school community, teaching the social,
personal, health education resource, Growing Up LGBT and participating in LGBT awareness events are
just some of the ways in which a school can address homophobic and trans phobic bullying.

6.1.5 Prevention and awareness raising measures must also deal explicitly with cyber-bullying.
The best way to address cyber-bullying is to prevent it happening in the first place. Prevention and any
awareness raising measures should focus on educating pupils on appropriate online behavior, how to
stay safe while on-line and also on developing a culture of reporting any concerns about cyber-bullying.
The school-wide approach and the role of parents is importance in this regard. The prevention and
awareness raising measures should also take into account the scope for cyber-bullying to occur as a
result of access to technology from within the school.

6.1.6 A schools approach to tackling and preventing bullying should take particular account of
the needs of pupils with disabilities, should join up with other relevant school policies and supports and
should ensure that all the services that provide for such pupils work together. Approaches to decreasing
the likelihood of bullying for pupils with disabilities include improving inclusion, focusing on developing
social skills, paying attention to key moments such as transitioning from elementary to secondary and
cultivating a good school culture which has respect for all and helping one another as central.

6.1.7 A schools prevention and awareness raising measures need to be appropriate to the type of
bullying and take into account the age and gender of the pupils involved. Each school must work to raise
the awareness of bullying so that all members of the school community understand what bullying is and
how the school deals with bullying behavior.

6.1.8 Schools could for example choose to have a staff day on the subject of bullying
complemented by an awareness day for pupils and parents. An awareness day can help give the parents
of a pupil who is being bullied the confidence to approach the school and also helps to send a clear
message to the parents of a pupil who is engaged in bullying behavior that they have a major
responsibility in addressing their childs behavior.

6.1.9 Teachers can influence attitudes to bullying behavior in a positive manner through a range
of curricular initiatives. There are a number of curriculum components and programs which are
particularly relevant to the prevention of bullying and the promotion of respect for diversity and
inclusiveness. The social, personal, health education makes specific provision for exploring bullying as
well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal
safety and relationships. Various other social, health and media education programs can further help to
address the problem of bullying behavior.

6.1.10 There is space within the teaching of all subjects to foster an attitude of respect for all: to
promote the value of diversity; to address prejudice and stereotyping and to highlight the
unacceptability of bullying behavior. In English, there is a wide range of literature available which could
be used to stimulate discussion. In Civil, Social and Political Education (CSPE), the interdependence of
people in communities at local, national and international levels is stressed. In Geography and History
references to colonization, exploitation and dictatorships could be used to illustrate the negative aspect
of power. The work could be extended into many other areas such as Art, Drama, Religious Education,
and Physical Education. Co-operation and group enterprise can be promoted through team sports, school
clubs and societies as well as through practical subjects. Sporting activities in particular can provide
excellent opportunities for channeling and learning how to control aggression.

7. The schools procedures for investigation, follow-up and recording of bullying behavior are as follows:

A. Jurisdiction
Complaints of bullying and other acts under this IRR shall be within the exclusive
jurisdiction of Hagonoy National high School Child Protection Committee and shall not be brought
for amicable settlement before the Barangay, subject to existing laws, rules and regulations.
Complaints for acts covered by other laws shall be referred to the appropriate authorities.

B. Procedures
Consistent with Sections 3 and 4 of the Act, all public and private kindergarten,
elementary and secondary schools shall adopt procedures that include:

a. Immediate Responses
a.1. The victim or anyone who witnesses or has personal knowledge of a bullying
incident or retaliation shall immediately call the attention of the class adviser, the prefect
of discipline, the guidance office and to the Child Protection Committee according to the
intensity of the problem .
a.2. The school personnel who was notified of a bullying incident or retaliation
shall intervene, by:
i. Stopping the bullying or retaliation immediately;
ii. Separating the students involved;
iii. Removing the victim or, in appropriate cases, the bully or offending student,
from the site;
iv. Ensuring the victims safety, by:
Determining and addressing the victims immediate safety needs; and
Ensuring medical attention, if needed, and securing a medical certificate, in
cases of physical injury.
Bringing the bully to the Guidance Office or the designated school
personnel.
v. Bringing the bully to the Guidance Office or the designated school personnel.

b. Reporting the Bullying Incident or Retaliation

b.1. A victim or a bystander, or a school personnel who receives information of a
bullying incident or retaliation, or any person, who witnesses or has personal knowledge
of any incident of bullying or retaliation, shall report the same to the teacher, prefect of
discipline and guidance coordinator or counselor or any person designated to handle
bullying incidents.
b.2. The bullying incident or retaliation shall be immediately reported to the
school head. The designated school personnel shall fill up the Intake Sheet as provided in
DepED Order No. 40, s. 2012. The school head or the designated school personnel shall
inform the parents or guardian of the victim and the bully about the incident.
b.3. If an incident of bullying or retaliation involves students from more than one
school, the school that was first informed of the bullying or retaliation shall promptly
notify the appropriate administrator or school head of the other school so that both
schools may take appropriate action.
b.4. Reports of incidents of bullying or retaliation initiated by persons who prefer
anonymity shall be entertained, and the person who reported the incident shall be
afforded protection from possible retaliation; provided, however, that no disciplinary
administrative action shall be taken against an alleged bully or offending student solely on
the basis of an anonymous report and without any other evidence.

c. Fact-Finding and Documentation

The school administrator, principal or school head, or guidance counselor/teacher,
or school personnel or person designated to handle bullying incidents shall:

c.1. Separately interview in private the bully or offending student and the victim.
c.2. Determine the levels of threats and develop intervention strategies. If the
bullying incident or retaliation or the situation the requires immediate attention or
intervention, or the level of threat is high, appropriate action shall be taken by the school
within twenty-four hours (24) from the time of the incident.
c.3. Inform the victim and the parents or guardian of the steps to be taken to
prevent any further acts of bullying or retaliation; and
c.4. Make appropriate recommendations to the Child Protection Committee on
proper interventions, referrals and monitoring.

d. Intervention
The CPC shall determine the appropriate intervention programs for the victim, the
bully and bystanders. The School Head shall ensure that these are provided to them.

e. Referral
The school head or the Child Protection Committee may refer the victims and the
bully 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 head or the
designated school personnel shall notify the Women and Childrens Protection Desk
(WPCD) of the local Philippine National Police, if he believes that appropriate criminal
charges may be pursued against the bully or offending student.

f. Disciplinary Measures
All public and private schools shall include in the schools child protection or anti-
bullying policy a range of disciplinary administrative actions that may be taken against the
perpetrator of bullying or retaliation.

Bullying incidents or retaliation shall be treated according to their nature, gravity

or severity and attendant circumstances.

1. The school head, considering the nature, gravity or severity, previous

incidents of bullying or retaliation and attendant circumstances, may impose
reasonable disciplinary measures on the bully or offending student that is
proportionate to the act committed.
2. Written reprimand, community service, suspension, exclusion or
expulsion, in accordance with existing rules and regulations of the school or of the
Department for public schools, may be imposed, if the circumstances warrant the
imposition of such penalty, provided that the requirements of due process are
complied with.
 3. In addition to the disciplinary sanction, the bully shall also be required to
undergo an intervention program which shall be administered or supervised by the
schools Child Protection Committee. The parents of the bully shall be encouraged
to join the intervention program.

g. Due Process

In all cases where a penalty is imposed on the bully or offending student, the
following minimum requirements of due process shall be complied with:
a) The student and the parents or guardians shall be informed of the complaint in
writing;
b) The student shall be given the opportunity to answer the complaint in writing,
with the assistance of the parents or guardian;
c) The decision of the school head shall be in writing, stating the facts and the
reasons for the decision; and
d) The decision of the school head may be appealed to the Division Office, as
provided in existing rules of the Department.

h. Applicability of RA 9344, as amended and other related laws

If the bullying incident or retaliation resulted in serious physical injuries or death,

the case shall be dealt with in accordance with the provisions of Republic Act 9344 or the
Juvenile Justice and Welfare Act, as amended, and its Implementing Rules and
Regulations, in connection with other applicable laws, as may be warranted by the
circumstances attendant to the bullying incident.

i. False Accusation of Bullying

If the student, after an investigation, is found to have knowingly made a false
accusation of bullying, the said student shall be subjected to disciplinary actions or to
appropriate interventions in accordance with the existing rules and regulations of the
Department or the private school.

8. The school established prevention and intervention strategies for dealing with cases of bullying
behavior in support for working with pupils affected by bullying is as follows:

Hagonoy National High School shall adopt bullying prevention programs. These programs
shall be applicable to all pupils/students regardless of level of risk or vulnerability to bullying. Said
programs shall also be comprehensive, multi-faceted and shall involve all education stakeholders
and personnel. The programs may contain among others:

8.1 School-wide initiatives centered on:

a. positive school climate and environment conducive to the attainment of
learning objectives, the development of healthy relationships and the understanding of
and respect for individual differences;
b. periodic assessment and monitoring of the nature, extent, and perceptions of
bullying behaviors and attitudes of students;
c. periodic review and enhancement of the students and personnels manual or
code of conduct in relation to bullying;
d. conduct of activities for students, school personnel and service providers on
how to recognize and respond to bullying.
e. continuing personnel development to sustain bullying prevention programs; and
f. coordination with Local Government Units and Barangay Council for the
Protection of Children and other stakeholders.

8.2 Classroom-level initiatives that focus on:

a. reinforcing school-wide rules pertaining to bullying;
 b. building a positive sense of self and interpersonal relationships through the
development of self-awareness and self-management, interpersonal skills and empathy,
and responsible decision-making and problem-solving;
c. discussion of issues related to bullying, and strategies for responding to and
reporting of incidents of bullying;
d. teaching positive online behavior and safety and how to recognize and report
cyber-bullying; and
e. providing an inclusive and caring learning environment for students.

8.3 Involving parents in bullying prevention activities, such as:

a. discussions of the anti-bullying policy of the school, emphasizing bullying
prevention during Parents-Teachers Association meetings and seminars; and
b. conducting or sponsoring education sessions for parents to learn, teach, model,
and reinforce positive social and emotional skills to their children.

8.4 Monitoring students who are vulnerable to committing aggressive acts or who are
perpetrators of bullying, or who are possible targets or victims, for the purpose of early
intervention. This activity shall be conducted with utmost confidentiality and respect for all
parties concerned.

There shall be intervention programs to promote the continuity of comprehensive anti-

bullying policies. Intervention refers to a series of activities which are designed to address the
following:
a. issues that influence the student to commit bullying;
b. factors that make a student a target of bullying; and
c. effects of bullying.

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
both the victim and the bully. Such programs may:
a. involve activities that will address acts of bullying;
b. emphasize formative and corrective measures rather than punishment;
c. conform to principles of child protection and positive and non-violent discipline;
d. help the victim, the bully, and the bystanders understand the bullying incident
and its negative consequences; and
e. provide opportunities to practice pro-social behavior.

All schools shall develop intervention strategies involving all parties, such as bullies,
victims, bystanders, parents, school personnel, service providers and all other persons who may
be affected by the bullying incident.

9. Supervision and Monitoring of Pupils

The Child Protection Committee confirms that appropriate supervision and monitoring policies
and practices are in place to both prevent and deal with bullying behavior and to facilitate early
intervention where possible.

10. This policy was adopted by the Child Protection Committee on September 15, 2014.

11. This policy has been made available to school personnel, published on the school website (or where
none exists, is otherwise readily accessible to parents and pupils on request) and provided to the
Parents Association (where one exists). A copy of this policy will be made available to the Department
and the patron if requested.
12. This policy and its implementation will be reviewed by the Schools Division Superintendent once in
every school year. Written notification that the review has been completed will be made available to
school personnel, published on the school website (or where none exists, be otherwise readily accessible
to parents and pupils on request) and provided to the Parents Teachers Association. A record of the
review and its outcome will be made available, if requested, to the patron and the Department

Prepared by:

CHILD PROTECTION COMMITTEE

RAYKI A. BUAT
Secondary School Principal III
Chairman

JEUFFREY R. PALER
Assistant to the Office of the Principal
Master Teacher I
Vice-Chairman

MEMBERS

DAISY W. TAN HEIDI D. RABOTAN

Academic Coordinator Guidance Councilor-Designate
Master Teacher II Vice Chairman

RUDECO DURA FELY ESTREMOS

Prefect of Discipline-Male Prefect of Discipline-Female

ANTONIO L. PELORIANA REUEL D. RAUT

TEA Pesident PTA President

Date: September 23, 2015