Chapter I
INTRODUCTION
In the Philippines, when it comes to security in schools, I've observed that the basics
remain consistent. We, as students, are required to wear our identification cards (IDs) at
all times. Visitors are expected to register at the gate, and vehicles need the right stickers
to access the campus. However, it's concerning to note that security issues persist on
various campuses across the country. Incidents such as stabbings, shootings, hazing, and
bullying inside school premises have drawn significant attention to the need for improved
campus security. These distressing events have compelled schools to subject their
security systems to a more comprehensive evaluation to prevent criticism from both the
public and private stakeholders. Moreover, it's crucial to recognize that security measures
should not be akin to a quick fix. They shouldn't be seen as temporary solutions that
require frequent reapplication, nor should they be employed solely to address a particular
issue. Creating a school security plan should not be a standalone effort. It must be fully
integrated into the daily routines of the school community (De Guzman, 2013).
Based on the Philippine Family Code's Article 218, the minor child is under the specific
parental authority and duty of the school, its administration and instructors, or the person,
business, or institution providing child care while the child is in their care, custody, or
supervision. All permitted activities, whether conducted within or outside the facilities of
the school, entity, or institution, are subject to their authority and responsibility.
Furthermore, The Department of Education's (DepEd) Order No. 31, titled "CHILD
RIGHTS POLICY: ADOPTING THE RIGHTS-BASED EDUCATION FRAMEWORK
IN PHILIPPINE BASIC EDUCATION," outlines the Department's vision of child-
centered and child-caring basic education schools, learning centers, and offices.
They are to fulfill their responsibility toward children, enabling them to lead joyful and
productive lives and contribute to their country's development.
Bracy, N. L. (2011) discovered that 34 schools employed stringent discipline policies to
enforce student compliance and ensure safety. This was accompanied by a rise in the
implementation of security measures, and it became evident that such measures had a
detrimental effect on the social environment within these schools. He asserts that these
findings suggest the potential existence of a trade-off between maintaining a secure and
regulated environment within educational institutions and fostering a positive and
supportive social atmosphere. This data underscores concerns about the potential
consequences of prioritizing security and discipline, particularly in terms of its impact on
the overall well-being and experiences of students and the broader school community.
The researcher holds the belief that the campus security measures were implemented with
the primary aim of establishing a secure environment conducive to the academic and
personal well-being of individuals including administrators, professors, non-teaching
staff, students, and visitors. Furthermore, the research seeks to formulate an action plan
for enhancing campus security, aimed at reducing or mitigating potential criminal
incidents and encouraging students and staff to assume responsibility for both their
personal safety and the safety of others. Additionally, the study will consider the factors
that contribute to the management of safety and security within higher education
institutions.
