SAFETY AND SECURITY IN THE

LEARNING ENVIRONMENT
CED101
1-SEDE-C
DATARIO, ROSE ANN F.
LAURORA, JOHN CARLO P.
PORTON, JONALYN L.
VELLITA, MONICA V.
VIRAY, JOHN ARTH G.
 LEARNING OBJETIVES

1. Discuss the laws, policies, guidelines and procedures that protect children’s
rights and assure their safety and security in school; and
2. Explain and draw implications of policies and procedures on child
protection, and positive/non-violent discipline in the management of behavior.
 INTENDED LEARNING OUTCOME

At the end of the lesson the student should be able to:

• To demonstrate an understanding about the laws and policies that
protects the children's right and their safety and security in school.
 UNIT 7: SAFETY AND SECURITY IN THE LEARNING
ENVIRONMENT
A. UN CONVENTION ON THE RIGHTS OF THE CHILD
AND PD603
B. ANTI-BULLYING ACT OF 2013 (RA 10627)
C. CHILD PROTECTION POLICY
D. POSITIVE DISCIPLE
SAFETY AND SECURITY IN THE LEARNING ENVIRONMENT

A safe school is one where teaching and learning are not

distracted; disruptions are minimized; violence, drugs,
bullying and fear are not present; students are not
discriminated against; expectations for behavior are
clearly communicated; and consequences for infractions
are consistently and fairly applied.
SAFETY AND SECURITY IN THE LEARNING ENVIRONMENT

For a learning environment to be safe and secure, it must be

acknowledged that physical and emotional threats to
students do not come from only the outside.
 UN CONVENTION ON THE RIGHTS OF THE
UN CONVENTION ON THE RIGHTS OF THE CHILD AND
CHILD AND PD 603
PRESIDENTIAL DEGREE 603
 THE UNITED NATIONS
CONVENTION ON THE
RIGHTS OF THE CHILD
– THE CHILDREN’S VERSION
 UN CONVENTION ON CHILDREN'S RIGHTS
The United Nations Convention on the Rights of the
Child is an important agreement by countries who have
promised to protect children’s rights. The Convention on
the Rights of the Child explains who children are, all their
rights, and the responsibilities of governments. All the
rights are connected, they are all equally important and
they cannot be taken away from children
RIGHTS OF THE
CHILD
 DEFINITION OF A CHILD
A child is any person under the age of 18
 NO DISCRIMINATION
All children have all these rights, no matter who
they are, where they live, what language they
speak, what their religion is, what they think, what
they look like, if they are a boy or girl, if they have a
disability, if they are rich or poor, and no matter who
their parents or families are or what their parents or
families believe or do. No child should be treated
unfairly for any reason.
 BEST IN INTEREST
When adults make decisions, they should think about
how their decisions will affect children. All adults
should do what is best for children. Governments
should make sure children are protected and looked
after by their parents, or by other people when this is
needed. Governments should make sure that people
and places responsible for looking after children are
doing a good job.
 MAKING RIGHTS REAL
Governments must do all they can to
make sure that every child in their
countries can enjoy all the rights in this
Convention.
 FAMILY GUIDANCE AS CHILDREN DEVELOP

Governments should let families and

communities guide their children so that,
as they grow up, they learn to use their
rights in the best way. The more children
grow, the less guidance they will need.
 LIFE, SURVIVAL, AND DEVELOPMENT

Every child has the right to be alive.

Governments must make sure that
children survive and develop in the best
possible way.
 NAME AND NATIONALITY
Children must be registered when they
are born and given a name which is
officially recognized by the government.
Children must have a nationality (belong
to a country). Whenever possible, children
should know their parents and be looked
after by them.
 IDENTITY
Children have the right to their own identity –
an official record of who they are which
includes their name, nationality and family
relations. No one should take this away from
them, but if this happens, governments must
help children to quickly get their identity back.
 KEEPING FAMILIES TOGETHER
Children should not be separated from their
parents unless they are not being properly
looked after – for example, if a parent hurts
or does not take care of a child. Children
whose parents don’t live together should
stay in contact with both parents unless this
might harm the child.
 CONTACT WITH PARENTS ACROSS COUNTRIES

If a child lives in a different country

than their parents, governments
must let the child and parents travel
so that they can stay in contact and
be together.
 PROTECTION FROM KIDNAPPING
Governments must stop children being
taken out of the country when this is
against the law – for example, being
kidnapped by someone or held abroad by
a parent when the other parent does not
agree.
 RESPECT FOR CHILDREN'S VIEWS

Children have the right to give their

opinions freely on issues that affect
them. Adults should listen and take
children seriously.
 SHARING THOUGHTS FREELY
Children have the right to share freely
with others what they learn, think and
feel, by talking, drawing, writing or in any
other way unless it harms other people.
 FREEDOM OF THOUGHT AND RELIGION

Children can choose their own

thoughts, opinions and religion, but this
should not stop other people from
enjoying their rights. Parents can guide
children so that as they grow up, they
learn to properly use this right.
 SETTING UP OR JOINING GROUPS

Children can join or set up

groups or organisations, and they
can meet with others, as long as
this do.
 PROTECTION OF PRIVACY

Every child has the right to privacy.

The law must protect children’s
privacy, family, home, communications
and reputation (or good name) from
any attack.
 ACCESS TO INFORMATION
Children have the right to get information from
the Internet, radio, television, newspapers, books
and other sources. Adults should make sure the
information they are getting is not harmful.
Governments should encourage the media to
share information from lots of different sources, in
languages that all children can understand.
 RESPONSIBILITY OF PARENTS
Parents are the main people responsible for
bringing up a child. When the child does not have any
parents, another adult will have this responsibility and
they are called a “guardian”. Parents and guardians
should always consider what is best for that child.
Governments should help them. Where a child has both
parents, both of them should be responsible for bringing
up the child.
 PROTECTION FROM VIOLENCE
Governments must protect
children from violence, abuse and
being neglected by anyone who
looks after them.
 CHILDREN WITHOUT FAMILIES
Every child who cannot be looked
after by their own family has the right to
be looked after properly by people who
respect the child’s religion, culture,
language and other aspects of their
life.
 CHILDREN WHO ARE ADOPTED
When children are adopted, the most
important thing is to do what is best for
them. If a child cannot be properly looked
after in their own country – for example by
living with another family – then they might
be adopted in another country
 REFUGEE CHILDREN
Children who move from their home
country to another country as
refugees (because it was not safe for
them to stay there) should get help
and protection and have the same
rights as children born in that country.
 CHILDREN WITH DISABILITIES
Every child with a disability should
enjoy the best possible life in society.
Governments should remove all
obstacles for children with disabilities
to become independent and to
participate actively in the community.
 HEALTH, WATER, FOOD, ENVIRONMENT

Children have the right to the best

health care possible, clean water to
drink, healthy food and a clean and safe
environment to live in. All adults and
children should have information about
how to stay safe and healthy.
 REVIEW OF A CHILD'S PLACEMENTS
Every child who has been placed
somewhere away from home - for their
care, protection or health – should have
their situation checked regularly to see if
everything is going well and if this is still the
best place for the child to be.
 SOCIAL AND ECONOMIC HELP

Governments should provide

money or other support to help
children from poor families.
 FOOD, CLOTHING, A SAFE HOME

Children have the right to food, clothing

and a safe place to live so they can
develop in the best possible way. The
government should help families and
children who cannot afford this.
 ACCESS TO EDUCATION
Every child has the right to an education.
Primary education should be free. Secondary
and higher education should be available to
every child. Children should be encouraged to
go to school to the highest level possible.
Discipline in schools should respect children’s
rights and never use violence.
 AIMS OF EDUCATION
Children’s education should help them fully
develop their personalities, talents and
abilities. It should teach them to understand
their own rights, and to respect other people’s
rights, cultures and differences. It should help
them to live peacefully and protect the
environment.
 MINORITY CULTURE, LANGUAGE AND RELIGION

Children have the right to use their

own language, culture and religion
- even if these are not shared by
most people in the country where
they live.
 REST, PLAY, CULTURE, ARTS

Every child has the right to rest,

relax, play and to take part in
cultural and creative activities.
 PROTECTION FROM HARMFUL WORK

Children have the right to be protected

from doing work that is dangerous or
bad for their education, health or
development. If children work, they
have the right to be safe and paid fairly.
 PROTECTION FROM HARMFUL DRUGS

Governments must protect

children from taking, making,
carrying or selling harmful drugs.
 PROTECTION FROM SEXUAL ABUSE
The government should protect
children from sexual exploitation (being
taken advantage of) and sexual abuse,
including by people forcing children to
have sex for money, or making sexual
pictures or films of them.
 PREVENTION OF SALE AND TRAFFICKING

Governments must make sure

that children are not kidnapped or
sold, or taken to other countries or
places to be exploited (taken
advantage of).
 PROTECTION FROM EXPLOITATION
Children have the right to be
protected from all other kinds of
exploitation (being taken advantage
of), even if these are not specifically
mentioned in this Convention.
 CHILDREN IN DETENTION
Children who are accused of breaking the
law should not be killed, tortured, treated
cruelly, put in prison forever, or put in prison
with adults. Prison should always be the last
choice and only for the shortest possible time.
Children in prison should have legal help and
be able to stay in contact with their family
 PROTECTION IN WAR

Children have the right to be

protected during war. No child
under 15 can join the army or take
part in war.
 RECOVERY AND REINTEGRATION

Children have the right to get help if

they have been hurt, neglected,
treated badly or affected by war, so
they can get back their health and
dignity.
 CHILDREN WHO BREAK THE LAW
Children accused of breaking the law have
the right to legal help and fair treatment.
There should be lots of solutions to help
these children become good members of
their communities. Prison should only be the
last choice.
 BEST LAW FOR CHILDREN APPLIES

If the laws of a country protect

children’s rights better than this
Convention, then those laws should
be used.
 EVERYONE MUST KNOW CHILDREN'S RIGHTS

Governments should actively tell

children and adults about this
Convention so that everyone knows
about children’s rights.
 HOW THE CONVENTION WORKS
These articles explain how
governments, the United Nations –
including the Committee on the Rights
of the Child and UNICEF - and other
organisations work to make sure all
children enjoy all their rights.
 UN CONVENTION ON CHILDREN'S RIGHTS

Article 3. Rights of the Child - All children shall

be entitled to the rights herein set forth without
distinction as to legitimacy or illegitimacy, sex,
social status, religion, political antecedents, and
other factors.
ANTI-BULLYING ACT of 2013
(Republic Act 10627)
 ANTI-BULLYING ACT OF 2013

The Anti-Bullying Act of 2013, also known as

Republic Act No. 10627, is a law in the Philippines
that requires all elementary and secondary
schools to adopt policies to prevent and address
acts of bullying in their institutions.
 BULLYING - refer to any severe or repeated use by
one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any
combination such as, but not limited to, the
following:
 ANTI-BULLYING ACT OF 2013

a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as weapons.
b. Any act that causes damage to a victim’s psyche and/or emotional well-being;
c. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling, tormenting
and commenting negatively on victim’s looks, clothes and body; and
d. Cyber-bullying or any bullying done through the use of technology or any electronic
means.
 ANTI-BULLYING ACT OF 2013

The Act includes provisions that:

1. Prohibit different forms of bullying such as punching, shoving,
slapping, headlocks, teasing, pushing, kicking, or namecalling.
2. Require schools to provide students and their parents or
guardians a copy of the anti-bullying policies.
3. Mandate schools to establish intervention programs.
4. Obligate schools to promptly investigate and take appropriate
actions on any reported acts of bullying.
 ANTI-BULLYING ACT OF 2013

The goal of this Act is to protect students from

being bullied and to promote a safe and productive
learning environment for everyone. The
Department of Education has also issued
Implementing Rules and Regulations to guide the
implementation of this Act.
 ANTI-BULLYING ACT OF 2013

PROCEDURES IN HANDLING BULLYING INCIDENTS

SCHOOLS
* it shall be acted upon by the School Head who shall inf
the parents or guardians of the victim and offending child;
* the incident will be referred to the Child Protec
Committee for counseling and other intervention.
* If warranted, penalties may be imposed by the Sch
 ANTI-BULLYING ACT OF 2013

PROCEDURES IN HANDLING BULLYING INCIDENTS IN SCHOOLS

Penalties:
1st Offense: reprimand
2nd Offense and subsequent: suspension for not time more than one
(1) week (this is after the offending child has received counseing or
other interventions)
* during the period of suspension, the offending child and the parents or
guardians may be required to attend further seminars and counseling.
CHILD PROTECTION
POLICY
 Children Protection Policy
- Protecting children's rights and their best interests.
Placing the child as the first priority when dealing with
all identified or suspected cases of child abuse.
Empowering and educating children on their rights,
personal safety and steps they can take, if there is a
problem.
Example of Child Protection Policy
All children have the right to say 'no' if any person
tries to do something to them which they feel is
wrong. All children have the right to be supported
against bullies. All children must feel they can tell
an adult of any incident that frightens or confuses
them or makes them unhappy.
 CHILD PROTECTION POLICY
The child protection policy is important to prevent
abuse and maltreatment of children and ensure their
rights are protected. Child protection policies are
important as they address issues such as child
abuse and aim to ensure the well-being and safety of
children.
 The RA 7610
Protection Against Abuse: RA 7610 provides protection for
children against physical and psychological abuse, neglect,
cruelty, sexual abuse and exploitation, and other conditions
prejudicial to their development.
Policy and Guidelines on Protecting Children in School from
Abuse, Violence, Exploitation, Discrimination, Bullying and
Other Forms of Abuse (DepEd Order No. 40, s. 2012)
 CHILD PROTECTION POLICY

According to Section 1;
This Department Order shall be known as the “DepEd
Child Protection Policy.”
 CHILD PROTECTION POLICY

Section 2. – Statement of Policy

Pursuant to the 1987 Constitution, the State shall defend the
right of children to assistance, including proper care and
nutrition, and special protection from all forms of neglect,
abuse, cruelty, exploitation and other conditions prejudicial
to their development (Article XV, Section 3 [2]).
 CHILD PROTECTION POLICY

Convention on the Rights of the Child (CRC) - aims to protect children

from all forms of physical or mental violence, injury and abuse, neglect
or negligent treatment, maltreatment and exploitation, including sexual
abuse.
- establishes the right of the child to education, and with a view to
achieving this right progressively, and on the basis of equal opportunity.
- obliges the government to take measures to encourage regular attendance
in school and reduce dropout rates.
 CHILD PROTECTION POLICY

Teachers and learning facilitators especially in learning centers

are their substitute parents, and are expected to discharge
their functions and duties with this in mind. In this
connection, the Family Code empowers the school, its
administrators and teachers, or the individual, entity or
institution engaged in child care to exercise the special
parental authority and responsibility over the child, while
under their supervision, instruction or custody.
 CHILD PROTECTION POLICY

Department of Education (DepEd) - adopted the policy to

provide special protection to children who are gravely
threatened or endangered by circumstances which
affect their normal development and over which they
have no control, and to assist the concerned agencies
in their rehabilitation.
 CHILD PROTECTION POLICY
• 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.
 CHILD PROTECTION POLICY

• Children in School – refers to bonafide pupils, 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.
 CHILD PROTECTION POLICY

• Pupil, Student or Learner – means a child who

regularly attends classes in any level of the basic
education system, under the supervision of a
teacher or facilitator.
 CHILD PROTECTION POLICY

• Child Protection – refers to programs, services,

procedures and structures that are intended to
prevent and respond to abuse, neglect, exploitation,
discrimination and violence.
 PROHIBITED ACT

• Child Abuse – refers to the maltreatment of a child, whether

habitual or not, which includes any of 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;
 PROHIBITED ACTS

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).
 PROHIBITED ACTS

• Discrimination against children” – refers to an act of

exclusion, distinction, restriction or preference which is
based on any ground
• 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.
 PROHIBITED ACTS

There are two (2) main forms of child exploitation that are
recognized:
1) Sexual exploitation – refers to the abuse of a position of
vulnerability, differential power, or trust, for sexual purposes.
2) Economic exploitation – refers to the use of the child in work or
other activities for the benefit of others.
 PROHIBITED ACTS

• Violence against children committed in schools – 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:
 PROHIBITED ACTS
1) 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.
2) Sexual violence refers to acts that are sexual in nature.
3) 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.
4) Other acts of violence of a physical, sexual or psychological nature that are prejudicial to
the best interest of the child.
 PROHIBITED ACTS

• Bullying or Peer Abuse – refers to willful

aggressive behavior that is directed, towards a
particular victim who may be out-numbered,
younger, weak, with disability, less confident,
or otherwise vulnerable.
 PROHIBITED ACTS
• 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 a physical, sexual or psychological
nature.
 PROHIBITED ACTS
• 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.
 PROHIBITED ACTS
It includes physical, humiliating or degrading
punishment, including, but not limited to the following:
1. Blows such as, but not limited to, beating, kicking,
hitting, slapping, or lashing, of 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;
 PROHIBITED ACTS
2. Striking of a child’s face or head, such being declared as a
“no contact zone”;
3. Pulling hair, shaking, twisting joints, cutting or piercing skin,
dragging, pushing or throwing of a child;
4. 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;
 PROHIBITED ACTS

5. Deprivation of a child’s physical needs as a form of

punishment;
6. 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;
 PROHIBITED ACTS

7. Tying up a child;
8. Confinement, imprisonment or depriving the
liberty of a child;
9. Verbal abuse or assaults, including intimidation
or threat of bodily harm, swearing or cursing,
ridiculing or denigrating the child;
 PROHIBITED ACTS
10. 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;
11. 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
12. Other analogous acts.
POSITIVE
DISCIPLINE
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 AND NON-VIOLENT DISCIPLINE This involves
the constructive discipline through non-violent,
respectful and diplomatic means. It is a way of
disciplining a learner or managing learner behavior
through dialogue and counseling. It avoids the use
of punishment such as spanking, verbal abuse and
humiliation.
FIVE CRITERIA FOR EFFECTIVE
DISCIPLINE
by JANE NELSEN
 POSITIVE
1.Helps children feel a sense of connection. (Belonging and
DISCIPLINE
significance)
2.Is mutually respectful and encouraging: (Kind and firm at
the same time.)
3.Is effective long - term. (Considers what the child is
thinking, feeling, learning, and deciding about himself and
his world - and what to do in the future to survive or to
thrive.)
 POSITIVE
4.Teaches important social and life skills. (Respect,
DISCIPLINE
concern for others, problem solving, and cooperation as
well as the skills to contribute to the home, school or
larger community.)
5.Invites children to discover how capable they are.
(Encourages the constructive use of personal power and
autonomy.)
 POSITIVE
The tools and concepts of Positive Discipline include:
DISCIPLINE
•Mutual respect. Adults model firmness by respecting
themselves and the needs of the situation, and kindness by
respecting the needs of the child.
•Identifying the belief behind the behavior. Effective discipline
recognizes the reasons kids do what they do and works to
change those beliefs, rather than merely attempting to change
behavior.
 POSITIVE
DISCIPLINE
•Effective communication and problem solving skills.
•Discipline that teaches (and is neither permissive nor punitive).
•Focusing on solutions instead of punishment.
•Encouragement (instead of praise). Encouragement notices
effort and improvement, not just success, and builds long-term
self-esteem and empowerment..
 POSITIVE
DISCIPLINE
Unique characteristics of the Positive Discipline Model also include:
•Teaching adults and students through experiential activities.
Creating opportunity to practice new skills and to have fun
learning by doing.
•Classroom discipline programs and parent education programs that
are consistent. Parents, teachers, and childcare providers can
work together to provide a secure, consistent environment for
children.
 POSITIVE
DISCIPLINE
•Inexpensive training and ongoing support so members of
communities can teach each other Positive Discipline
skills..
•Certified trainers across the country who can work with
schools and communities.
 POSITIVE
DISCIPLINE
The Positive Discipline Parenting and Classroom
Management models are aimed at developing
mutually respectful relationships. Positive
Discipline teaches adults to employ kindness and
firmness at the same time, and is neither punitive
nor permissive.
REFERENCES
Anti-Bullying Republic Act of 2013
https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
Child Protection Policy
https://issuu.com/deped.philippines/docs/depedcpp/32#:~:text=DepEd%20Order%20No.,and%20other%20f
orms%20of%20abuse
.
Creating A Safe Learning Environment
https://www.coramlifeeducation.org.uk/scarf/creating-a-safe-learning-environment
Positive Discipline
https://www.positivediscipline.com/sites/default/files/what-is-positive-discipline.pdf
UN Convention On Children's Rights
https://www.unicef.org/media/56661/file
Safe Supportive Environment
https://www.csba.org/GovernanceAndPolicyResources/ConditionsOfChildren/SafeSupportiveSchlEnvironme
nt#:~:text=A%20safe%20school%20is%20one,are%20consistently%20and%20fairly%20applied
.
THANK YOU FOR LISTENING!!