DepEd Order 006, s. 2026
Guidelines on Ensuring a Safe and Motivating Learning Environment
MAR 24 2026
DepEd ORDER
No. 006, s. 2026
GUIDELINES ON ENSURING A SAFE AND MOTIVATING LEARNING ENVIRONMENT
To: Undersecretaries
Assistant Secretaries
Minister, Basic, Higher and Technical Education, BARMM
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary School Heads
All Others Concerned
l. The Department of Education (DepEd) is mandated to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education, which includes creating an enabling and supporting learning environment where learners are protected and secured from any form of harm, abuse. and violence within and under its jurisdiction. Consistent with the DepEd’s principle of promoting the welfare, safety, and security of learners, the Guidelines on Ensuring a Safe and Motivating Learning Environment is hereby adopted. This Order harmonizes all DepEd issuances with the common goal of ensuring a safe learning environment.
2. This Order consolidates various guidelines from all DepEd issuances that aimed to protect learners from any incident related to learner rights protection (LRP) concerns. These concerns include incidents such as bullying and gender-based violence, among others. This Order provides simplified, more coherent guidelines from prevention to response measures that covers common security protocols. consistent procedures for incident reporting, and the provision of mental health and psychosocial support for victims.
3. This Order expressly repeals the following:
a. DepEd Order (DO) No. 6, s. 1954 - Prohibiting the Practice of Hazing in Schools and Imposes Sanctions for Violations;
b. DO 70, s. 1999 ~ Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pager During Class Hours;
c. DO 26, s. 2000 ~ Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class Hours;
d. DO 83, s. 2003 - Reiteration of DECS Orders Nos. 70, s. 1999 and 26, s. 2000 (Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class Hours; and
e. Other issuances that are inconsistent with this Order.
4. This Order shall take effect upon its approval, issuance, and 15 days after its publication in the Official Gazette or in a newspaper of general circulation and after its publication on the DepEd website. Certified copies of this Order shall be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines Law Center (UP LC), UP Diliman, Quezon City.
5. If any provision of this Order is declared invalid and/or unconstitutional by a court of competent authority, the remaining provisions thereof not otherwise affected shall remain valid and in full force and effect.
6. For more information, please contact the following:
a. Office of the Assistant Secretary for Governance and Operations, through email at asec.ops@ldeped.gov.ph or at landline number (02) 8633-7242.
b. Learner Rights and Protection Division, through email at weprotectlearners@deped.gov.ph or at landline number (02) 8632-1372.
7. Immediate dissemination of and strict compliance with this Order is directed.
By the Authority of the Secretary:
(Sgd.) ATTY. FATIMA LIPP D. PANONTONGAN
Undersecretary and Chief of Staff
Encls.:
As stated
Reference:
DepEd Order (Nos.: 83, s. 2003; 26, s. 2000; DO 70, s. 1999; and 6, s. 1954)
To be indicated in the Perpetual Index
under the following subjects:
BUREAUS AND OFFICES
CONTRACTS
EMERGENCY
POLICY
PROCUREMENT
PROGRAMS
PROJECTS
(Enclosure to DepEd Order No. 006, s. 2026)
GUIDELINES ON ENSURING A SAFE AND MOTIVATING LEARNING ENVIRONMENT
I. RATIONALE
Consistent with the Philippines' commitment to the Association of Southeast Asian Nations (ASEAN) Declaration on the Elimination of Bullying of Children1, which seeks to strengthen the protection of children from learner rights protection (LRP) concerns within ASEAN, the Department of Education (DepEd) continues to prioritize the safety and welfare of the Filipino learners.
As a member state affirming the ASEAN Commission on the Promotion and Protection of the Rights of Children (ACWC) Workplan 2021-2025, the DepEd adheres to the principles and strategies set forth in the ASEAN Regional Plan of Action on Elimination of Violence against Children (ASEAN RPA on EVAC)2, which emphasize educational interventions, community engagement, and
strengthened collaboration with relevant stakeholders.
To support effective prevention and response strategies, the DepEd grounds its approach in an understanding of the social and emotional characteristics of Filipino learners. These traits are shaped by Filipino cultural values such as masigasig, magiliw, maalalahanin, malikhain, may malasakit, magalang, and matatag, among others. As learners mature, their cognitive abilities become more refined, while their emotional development progresses from expressing personal emotions to understanding the emotions of others. Socially, learners advance from recognizing basic social roles to defining and establishing their place within the broader society (Rungduin and Reyes, 2015)3.
As the primary government agency mandated “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education”4, the DepEd is responsible for ensuring an enabling learning environment where learners are motivated to learn and protected from abuse, violence, and harm. Consistent with existing child protection laws and its mandate to promote the welfare, safety, and security of learners, the DepEd adopts policies and programs that safeguard learners and all education stakeholders, including teaching. teaching-related and nonteaching personnel, and ensure that schools, Community Learning Centers {CLCs), and all DepEd offices remain safe and supportive environments. In line with this mandate, the DepEd has issued several policies, including DepEd Order No. 40, s. 2012 (Child Protection Policy)5 and OM-OUOPS-2024-05-01115 (Guidelines on the Implementation of the Safe Spaces Act in Buie Education), among others.
Despite these policy measures end the establishment of the Leamer Rights Protection Office (LRPO) to operationalize child protection initiatives, reports indicate the continued prevalence of LRP incidents. The 2018 Programme for International Student Assessment (PISA) reported that 65% of Filipino learners experienced bullying-related incidents several times a month, including those involving physical harm6. However, LRP concerns extend beyond bullying and may also include discrimination, cyber harassment, sexual violence, and other forms of abuse. In response to increasing LRP cases, particularly bullying, the Second Congressional Commission on Education (EDCOM 2) Year Two Report recommended several measures, including the amendment of DepEd Order No. 55, a. 2013, or the Implementing Rules and Regulations (IRR) of the Anti-Bullying Act of 2013.
While the EDCOM 2 recommendations largely focus on bullying, the report also identifies broader gaps affecting the implementation of related DepEd policies aimed at ensuring a safe learning environment. In particular, the lack of coherence and coordination am.ong mating policies has resulted in fragmented efforts, overlapping initiatives, and insufficient alignment across governance levels, thereby diminishing their overall effectiveness.
Hence, the DepEd adopts this Order that harmonizes with DepEd issuances that shall mitigate cases of LRP concerns, strengthen prevention and response mechanisms in schools and CLCs, and increase the stakeholders’ involvement to address LRP concerns to ensure a safe and motivating learning environment.
II. POLICY STATEMENT
The DepEd hereby adopts the Guidelines on Ensuring a Safe and Motivating Learning Environment (ESMLE), which harmonize all DepEd issuances aimed at ensuring a safe learning environment by providing coherent instructions on security measures, incident reporting procedures, and the provision of mental health end psychosocial support. Thia Order reflects the DepEd's commitment to promoting the welfare, safety and security of learners through child friendly, gender-sensitive. safe, and motivating environment, with particular focus on mitigating cases of LRP concerns nationwide, strengthening prevention and response mechanisms in schools and CLCs, and increasing stakeholder involvement in addressing LRP concerns.
III. SCOPE
This Order establishes the prevention and response strategies to address incidents related to LRP concerns in both physical end virtual settings, including, but not limited to, school grounds, activities, and off-campus environments. It governs the following DepEd Orders, amendments, and other relevant issuances that provide interventions and protocols addressing the same concerns;
A. DepEd Order No. 40t s. 2012 - Child Protection Policy
B. DepEd Order No. 18, s. 2015 - Guidelines and Procedures on the Management of Children-at-Risk (CAR) and Children in Conflict with the Law(CICL)
C. DepEd Order No. 32, s. 2017 - Gender-Responsive Basic Education Policy
D. DepEd Order No. 57, s. 2017 - Policy on the Protection of Children in Armed Conflict
E. DepEd Order No. 32, s. 2019- National Policy Framework on Learners and Schools as Zones of Peace
F. DepEd Order No. 47, s. 2022 - Promotion of Professionalism in the Implementation and Delivery of Basic Education Program and Services
G. DepEd Order No. 49, s. 2022 -Amendments to DepEd Order No. 47, s. 2022
H. DM-OUOPS-2024-05-01167 -Guidelines on the Protocols on the Handling of Children in Situations of Armed Conflict (CSAC) Learners in the Department of Education
I. DM-OUOPS-2024-05-07998 - Supplemental Guidelines for the Implementation of DepEd Order No. 40, s. 2012
J. IRR of Republic Act (RAJ No. 10627 Otherwise Known as The Anti-Bullying Act of 2013
This Order serves as a general guideline and does not amend or repeal the above issuances. Its purpose is to supplement, harmonize, and clarify existing instructions and procedures. It applies to all public schools and CLCs.
Private schools, State and Local Universities and Colleges (SUCs/LUCs), and Philippine Schools Overseas (PSOs) are highly encouraged to adopt this Order.
IV. DEFINITION OF TERMS
For purposes of this Order, the following terms are defined:
A. Child Protection Committee (CPC) sets up mechanisms to protect learners from all forms of LRP incidents. The CPC is composed of the school head/administrator, guidance counselor/teacher, representative of the teachers, representative of the parents, representative of the learners, and representative of the community. which shall have the responsibility to protect learners from all forms of abuse, exploitation, and neglect by ensuring that preventive and responsive mechanisms are in place.
B. General Operating Procedure is the general response strategy prescribed by DepEd where schools can pattern their can. text-appropriate standard operating procedures. It captures stages of the response mechanisms addressing incidents related to LRP concerning Adult to Learner, Learner to Learner, and Learner to Community (see diagram in Annex A-C).
C. Interventions refer to the program provided by DepEd throughout the course of the response mechanism to intervene in incidents related to LRP concerns. This includes psychological first aid, guidance, and counseling, and mental health and psychosocial support services.
D. Learner Formation Officer a designated personnel by the school head/principal, who shall be responsible for maintaining a safe and respectful learning environment by enforcing school policies and managing learner behavior.
E. LRP Concerns is an umbrella term that refers to all types of LRP concerns or cases involving child abuse, violence, exploitation, discrimination, bullying, gender-based sexual harassment, or any other conditions and circumstances prejudicial to the development of learners 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 (HIV), 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 freedom.
F. Protocols refer to the established rules and regulations, such as the code of conduct, learner handbook, and other security measures that guide the schools in ensuring the prevention or reduction of harm or threat in the school community.
G. Safe and Motivating Learning Environment is a state of the school community where a safe environment triggers the learner's innate drives to participate in the learning process. It encompasses the shared responsibility of the “Whole-of-society” in ensuring that all learners, regardless of their background and identities, feel safe, belong, and are supported, enabling the learners to fully engage in the learning environment without fear and threat.
H. School Code of Conduct refers to a set of rules and guidelines formulated by individual schools and CLCs, based on the Standardized Code of Conduct. It serves as a framework for establishing clear expectations for behavior and ethical standards for both learners and personnel within the school community. The code ensures that schools adhere to consistent protocols that promote a safe, respectful, and motivating learning environment.
I. Standard Operating Procedures refer to the school’s context-appropriate standard operating procedures patterned based on the general response strategy prescribed by DepEd. It captures stages of response to incidents related to LRP concerns, which involves risk assessment, incident reporting, referral protocols, and investigation protocols.
J. Standardized Code of Conduct refers to a set of guidelines and expectations prescribed by DepEd that govern the behaviors, actions, and responsibilities of learners and teaching and non-teaching personnel consistent with the DepEd1s existing policies in ethical standards for personnel. It aims to create a positive and respectful atmosphere within the school community, promoting the welfare and safety of all individuals while upholding the values of respect, discipline, and accountability.
V. ESMLE FRAMEWORK
The Guidelines on ESMLE are guided by a conceptual framework that emphasizes a whole-of-society approach, where all sectors – including government offices and agencies, the private sector, and civil society - play a collective role in supporting the DepEd in addressing complex issues such as bullying, violence, health, and environmental changes7 (Kjellen and Wong, 2023).
Figure 1. Conceptual Framework: Ensuring a Safe and Learning Environment
Figure 1 illustrates the four interconnected elements of the framework: (1) the support pillar composed of initiatives from parents, local government units (LGUs), police, government agencies, non-government agencies (NGOs), and other stakeholders, which provides the foundation for implementing prevention and response strategies while enhancing integration, coordination, and capacity building across sectors; (2) implementation strategies. Divided into prevention measures to proactively reduce LRP incidents and response measures to address cases that have occurred, including three specific response actions; (3) policy outcomes, which aim to mitigate LRP cases nationwide, strengthen prevention and response mechanisms in schools and CLCs, and increase stakeholder participation; and (4) the overarching policy objective of ensuring a safe and motivating learning environment. This framework serves as a roadmap for the DepEd, with the help of different sectors of society and all DepEd offices, from regional to school level, in ensuring that cases of LRP concerns are reduced, operations and responses are effective, and all stakeholders or parties involved work together toward building a safer and inclusive learning environment.
VI. PREVENTION STRATEGIES
A. Protocols - Refer to the formulation. dissemination, and regular review of the school's Code of Conduct and Leamer Handbook, aligned with DepEd policies.
1. Learner Handbook
To promote learner welfare and a safe environment, the DepEd, through the Bureau of Learner Support Services (BLSS), shall develop a leaner handbook that shall serve as the key information, education, and communication (IEC) material that schools and CLCs shall use to orient learners on and educate the learners about their rights, school prevention and response strategies, and protection from incidents related to LRP concerns, including violence, bullying, abuse, and other threats to safety and well-being. The Handbook shall also provide standardized procedures for handling LRP incidents on campus, during online learning, or during school-related activities, covering:
· Reporting and Response Procedures: Steps to receive, verify, and respond to reports or disclosures in a timely, sensitive, and trauma-informed manner;
· Confidentiality Protocols: Procedures to protect learner identity and privacy of learners and handle information per data privacy laws;
· Documentation and Recordkeeping: Guidelines for securely documenting cases and maintaining legal compliance;
· Referral Mechanisms: Pathways to escalate cases to relevant agencies, including criteria, documentation, and follow-up;
· Roles and Responsibilities: Functions of school leaders, teachers, CPC members, guidance counselors, learners, and parents; and
· Psychosocial and Mental Health Support: Immediate emotional support, debriefing by trained professionals, and assurance of learner safety.
The Handbook shall be distributed in digital or printed formats, or both, during enrollment, orientation, or other appropriate times, and posted in at least 3 conspicuous locations within the school or on the school website. Orientation sessions for learners, school personnel, and parents may be conducted to ensure familiarity with its contents.
2. Standardized Code of Conduct
The Learner Handbook shall include the Standardized Code of Conduct, developed by BLSS and the Bureau of Human Resource and Organization Development (BHROD) for learners and school personnel (teaching, teaching-related, and non-teaching). Schools may adapt it to local contexts while maintaining alignment with DepEd policies.
a. Code of Conduct of Personnel: Ensures personnel:
· Uphold professionalism and ethics per RA No. 6713 (Code of Conduct and Ethical Standards for Public Officials and Employees) and DepEd Order No. 49, s. 2022 (Amendments to DepEd Order No. 47, s. 2022);
· Protect learners’ rights, autonomy, and personal boundaries;
· Maintain safe physical and online environments, including proper communication channels and prohibition of cyberbullying or unauthorized sharing of learner images/videos;
· Treat learners equitably, avoiding favoritism or gender-based discrimination;
· Observe prohibited behaviors, including romantic/sexual relationships with learners, corporal punishment, humiliating discipline, exposure to vices, and posting harmful content; and
· Supervise learners during school, online, and off-site activities, in coordination with parents/guardians.
b. Code of Conduct for Learners: Outlines expected behaviors in an age-appropriate, child-friendly manner, including:
· Respect for self, others, and the school community;
· Promote responsible digital and safe online behavior;
· Roles in preventing LRP incidents;
· Prohibited behaviors and disciplinary measures;
· Reporting process and learners’ right to be heard; and
· Application during school, online, and school-related off-site activities.
The Standardized Code of Conduct shall provide interventions and disciplinary measures for violations. It shall be periodically reviewed, and be developed through stakeholder consultation, including learners, personnel, parents, community members, local authorities, and other representatives from relevant agencies and offices.
3. Localized Anti-Bullying Policy
In compliance with Section 5 of the Revised IRR of RA No. 10627 (Anti-Bullying) Act), all public schools and CLCs shall adopt a localized antibullying policy reflecting learners’ and community needs, submitted to the Schools Division Office (SDO), and integrated into the Learner Handbook. Private schools are encouraged to do the same, aligned with DepEd issuances.
DepEd schools and CLCs shall refer to the Anti-Bullying Policy Template for Schools (See Annex D) and adopt it in full or in part, as appropriate to their operations, ensuring alignment with this Order and other related issuances.
4. Anti-Hazing and Fraternities/Sororities Prohibition: All forms of hazing are strictly prohibited under RA No. 11053 (Anti-Hazing Act of 2018). Fraternities and sororities are promoted; learners are encouraged to join school-registered organizations promoting safe
space and camaraderie.
5. Other security measures for safety in schools
a. Security Personnel: Schools may hire personnel funded through the school's Maintenance and Other Operating Expenses (MOOE) to maintain safety and enforce LRP protocols.
b. Visitor Vuidelines: Alt visitors are required to present a valid identification card, surrender prohibited items for safekeeping, and ensure that any firearms brought into the premises are unloaded and supported by valid license or permit documents.
c. Bag Inspections: All learners, personnel, and visitors must submit their bags for inspection at the school entrance to maintain a secure environment. These routine entry inspections must be conducted using authorized non-contact methods, specifically full-body electronic scanners, bag scanners, handheld metal detectors, or search sticks. Under no circumstances shall “stop and frisk” procedures or physical pat-downs be integrated into authorized security protocols. These inspections are primarily the responsibility of licensed security personnel, though in their absence, designated non-teaching staff or authorized School Parent-Teacher Association (SPTA) members may provide assistance. In instances where exterior queuing space is limited, the school head may authorize inspections at building entrances or designated open areas prior to c1aaaroom entry.
Beyond routine entity checks, a full bag search may be executed within school premises when there is reasonable suspicion at an individual is in possession of prohibited items. The suspicion must be rooted in observable grounds, such as unusual or nervous behavior suggesting concealment, visible bulges or protruding objects, or credible reports from the school community, rather than discriminatory assumptions based on race, gender, or family history. When a learner is involved, they must be di8creet1y escorted to the Principal's Office, where the search is conducted in the presence of a Guidance Counselor or designated staff. To ensure the learner feels supported, they shall be asked to open the bag for visual inspection, and personnel should avoid touching personal belongings unless absolutely necessary to clear the view. For personnel or visitors, security shall escort the individual to the guardhouse; any refusal to comply with these safety measures will result in a denial of entry.
To supplement these measures. School Heads are required to implement a monthly random routine bag inspection across all grade levels. This process is governed by a formal Random Routine Bag Inspection School Plan (see Annex E), which must be submitted to the Schools Division Superintendent through the SGOD-DRRMO to ensure administrative oversight and consistency.
d. Prohibited Items and Confiscation: Items identified as strictly prohibited include weapons such as firearms, daggers, and brass knuckles; explosives and incendiary devices; hazardous chemicals; and illegal substances. If such items are discovered., they shall be addressed under existing national laws and DepEd guidelines, such as the Comprehensive Dangerous Drugs Act (RA 9165) or the management protocols for Children-at-Risk. In the specific event that illegal drugs are seized, the inspecting official is legally bound to observe the strict Chain of custody rule under Section 21 of RA 9165 to preserve the integrity of the evidence for judicial proceedings.
Furthermore, items that are irrelevant to learning and capable of causing disruption or harm, including common tools like hammers or razor blades, flammable materials like lighters and vapes, or gambling and adult materials shall be confiscated using a formal Confiscation Slip (see Annex F). An exception may be granted if these items are explicitly required. for science experiments, sports, or other approved school events. Any confiscated item must be turned over to the appropriate authority, with further action taken in accordance with the school's disciplinary measures.
e. Vehicle and Item Inspection: All vehicles and motorcycles entering the campus are subject to a plain view inspection. For four-wheeled vehicles, this requires drivers to roll dawn all windows and open all compartments, including glove boxes and trunks, while presenting a valid driver1s license for documentation. Motorcycle riders must remove helmets and masks and open all onboard compartments for inspection. Any unnecessary or dangerous articles found during this process must be surrendered for safekeeping in a designated school locker or secure location. Licensed firearms, specifically, must be unloaded and surrendered along with valid permits; the owner will be issued a locker key and may reclaim the firearm upon exiting the premises. Visitors who refuse these protocols will be denied entry• while learners and personnel who fail to comply may face applicable administrative penalties.
f. Closed-circuit Television (CCTV) and Security Equipment: To enhance security and monitor activities, schools are encouraged to install CCTV cameras in strategic locations, including entrances, hallways, classrooms, and outdoor spaces. These systems must undergo regular maintenance to ensure they remain fully operational, with footage stored securely for future reference.
The acquisition of CCTVs and related security equipment may be facilitated through the procurement processes of the SDO, or through coordination with the LGUs and other stakeholders. All procurement and installation activities must strictly adhere to existing accounting, auditing, budgeting, and procurement rules and regulations.
g. Prohibition of Portable Electronic Devices During Instructional Hours. Schools and CLCs shall prohibit the use of cellphones and other portable electronic devices by both learners and personnel during instructional periods. This measure is intended to minimize distractions and maintain the integrity of the learning environment.
Exceptions may be granted in meritorious cases, specifically for:
i. Academic purposes: Accessing educational platforms. Digital resources or participating in authorized online collaborative activities.
ii. Emergency situations: Facilitating communication during disasters, medical crises, or other immediate safety concerns.
To ensure accountability, any violations of this policy by teaching or non-teaching personnel, as well as learners, shall be subject to administrative sanctions and penalties as outlined in the standardized disciplinary framework (see Annex G).
B. Education and Awareness - Refer to strategies that ensure all stakeholders - learners, teachers, parents, and community members – are informed and educated about LRP, including the protocols, procedures, and interventions in handling LRP-related incidents.
All public schools and CLCs shall, and private schools are encouraged to:
1. Integrate LRP initiatives into the curriculum and implement comprehensive training programs to promote learners' safety and well-being;
2. Conduct age-appropriate educational and awareness activities on LRP for learners, school administrators, and personnel;
3. Embed core LRP lessons across all grade levels using teaching manuals collaboratively developed by DepEd and partner stakeholders;
4. Provide mandatory capacity-building for teaching and non-teaching personnel, including school heads and CPC members. Covering conflict resolution, alternative dispute resolution, negotiation, cultural and gender sensitivity, LRP case management, and related topics, subject to existing DepEd rules and regulations;
5. Implement digital and multimedia advocacy through social media campaigns. blogs, vlogs, digital posters, audiovisual materials, and/or IEC materials (e.g., FAQs, brochures, creative materials promoting positive conduct and learner empowerment);
6. Organize events that foster collaboration and camaraderie, such as sports competitions and music-based activities; and
7. Encourage guidance counselors and designates to facilitate classroom sessions and activities on conflict resolution, peer mediation, and constructive communication as needed.
C. Advocacy and Social Mobilization - Refer to campaigns, information dissemination, and collaborative partnerships that engage learners. school personnel, parents and community members to promote a culture of safety, respect, and child protection, and to raise awareness of LRP concerns.
All public schools and CLCs shall, and private schools are encouraged to:
1. Engage the Community - organize awareness campaigns and activities that involve learners, parents, educators, and community members in understanding and addressing LRP concerns, fostering a sense of collective responsibility. Recommended activities include:
a. Student government and organizations' activities with LRP themes;
b. Community and PTA orientations on DepEd policies and school initiatives on child protection and anti-bullying;
c. Symposiums, forums, or workshops on LRP, responsible digital citizenship, and positive, non-violent discipline;
d. Creation and distribution of IEC materials highlighting stakeholder roles in promoting LRP;
e. Launching of LRP campaigns during the National Children's Month each November; and
f. Community-initiated activities with LRP themes to strengthen safe and supportive learning environments.
2. Develop Partnership - collaborate with LGUs, CSOs, private sectors, and relevant stakeholders to enhance LRP support systems. Schools and offices are encouraged to establish linkages with:
i. National government agencies involved in child welfare and protection;
ii. Human rights and law enforcement bodies;
iii. Local and international NGOs; and
iv. Parent-teacher associations and community-based groups.
These partnerships aim to mobilize resources, share technical expertise, and strengthen coordinated responses to ensure learner safety and well-being.
VII. RESPONSE STRATEGIES
A. Standard Operating Procedures (SOPs) - Refer to the school-specific procedures based on the general response strategies prescribed by DepEd. SOPs shall define roles, timelines, reporting channels, protective measures, and investigation protocols to address incidents of violence, abuse, bullying, and other threats to learner safety. Schools and CLCs shall base their SOPs on relevant DepEd issuances and refer to Annexes A, B, and C for simplified process flows, including adult-to-learner, learner-to-learner, and learner-to-community protection concerns.
1. Risk Assessment -The CPC, through registered guidance counselors, learner formation officers, or school heads, shall accomplish the Initial Risk Assessment Form (see Annex HJ upon determining a probable LRP-related incident including abuse, violence, exploitation, discrimination, bullying, or gender-based sexual harassment.
2. Incident Reporting- Schools shall maintain a clear, accessible, and confidential reporting system to ensure learner and staff safety. All incidents shall be documented using an Incident Report and Intake Sheet containing at a minimum: identifying information of the victim and alleged respondent, and initial interventions provided. These records shall be confidential and maintained solely by the Registered Guidance Counselor or the designated CPC personnel.
a. The school personnel who accomplished the incident report shall refer the said report to the proper Disciplining Authority within 48 hours from its receipt, whether verbally or in writing.
b. Fact-Finding Investigations (FFI) shall be conducted for substantiated reports, and a comprehensive report containing the findings and recommendations shall be submitted to the School Head within 10 calendar days.
c. The School Head shall submit investigation results to the Schools Division superintendent (SDSJ and the Regional Director (RD) within 30 calendar days from the receipt of the report or complaint.
d. Schools shall submit to the SDO, within the first week of each school year, an annual report on bullying cases, interventions undertaken, relevant statistics, and other pertinent information.
e. The SDO shall compile all incident reports from schools and submit a consolidated statistical report to the RO and LRPD within the first month of each school year.
3. Referral Protocols - Schools shall observe established referral protocols by promptly reporting incidents to the designated CPC member and referring them to the appropriate authorities, including the SDO, RO, and relevant government agencies, in accordance with existing laws and policies to ensure the immediate protection and support of the learner involved.
4. Investigation Protocols - Schools shall implement standardized or school-developed procedures for investigating reported LRP incidents. These protocols shall be consistent with existing DepEd. issuances, including DepEd Order No. 40, s. 2012 (DepEd Child Protection Policy), DepEd. Order No. 15, s. 2012 (DepEd Policy Framework for the Implementation of the Alternative Dispute Resolution System-Mediation), and DepEd Order No. 49, s. 2006 (Revised Rules of Procedure of the Department of Education in Administrative Cases) and shall form part of the school's Standard Operating Procedures (SOPs).
a. Procedural Due Process. Subject to applicable DepEd. issuances, relevant laws, and prescribed SOPs, the following minimum
requirements of due process shall be observed in cases where a penalty may be imposed:
i. Written Notice -The respondent shall be informed in writing of the complaint or offense, together with the supporting evidence;
ii. Right to Answer Complaints - The respondent shall be given the opportunity to submit a written answer within 10 calendar days, with the assistance of a parent/legal guardian or legal counsel;
iii. Written Decision - The disciplining body shall issue a written decision stating the facts, issues, and basis of the ruling; and
iv. Appeal - The decision may be appealed to the immediate higher authority (e.g., SDS or RD) within 15 days from receipt. Failure to file within the prescribed period shall result in dismissal of the appeal in accordance with DepEd Order No. 49, s. 2006 (Revised Rules of Procedure of the Department of Education in Administrative Cases). The higher authority may affirm, modify, or remand the decision for further review.
In bullying cases, the decision may be appealed to the Office of the Undersecretary for Legal and Legislative Affairs, by authority of the Secretary of DepEd, within 10 days from receipt of the decision, in accordance: with the Revised IRR of the Anti-Bullying Act.
B. Interventions - Refer to programs provided by DepEd as part of the response mechanism for incidents related to LRP concerns. This includes psychological first aid, guidance and counseling, and mental health and psychosocial support services.
Intervention programs aim to maintain a safe and supporting learning environment and address the following:
· Acts, physical or verbal, that may lead to LRP concerns;
· Determinants influencing learners to commit LRP-related acts;
· Factors affecting a learner that may cause harm to self or others due to personal, family, or social circumstances, and
· Impact of LRP incidents on learners’ psychological, virtual, and physical well-being.
Schools are also encouraged to implement additional programs such as counseling, life skills training, and other mental health and psychosocial support activities. These shall engage all parties involved, including perpetrators, victims, bystanders, parents or guardians, school personnel, and other affected individuals.
1. Positive Discipline – As defined in DepEd Order No. 40, s. 2012 (Child Protection Policy), positive discipline is a holistic, constructive, and proactive approach that helps learners develop appropriate behavior and self-discipline. It focuses on long-term goals, using everyday situations to teach life-long skills and values while respecting learners’ rights and dignity.
DepEd allows teachers and school personnel to impose disciplinary measures to correct behavior, provided there are constructive and support the learner’s development.
Corporal punishment or any measures that are physically, sexually, or psychologically harmful, degrading, humiliating, abusive, or violent are strictly prohibited. Discipline must uphold the learner’s dignity and growth.
The school administration is responsible for maintaining discipline both on campus and during authorized off-campus school activities.
2. Limitations in Imposing Discipline – Discipline shall:
o Prioritize the best interest of the learner;
o Be proportionate to the nature and gravity of the offense (see Annex I), with physically harmful punishment strictly prohibited; and
o Be applied only for a valid cause, based on observable and reasonable grounds or credible information, in accordance with school rules and due process.
C. School Monitoring and Reporting – Refer to the coordination mechanism across all DepEd’s governance levels, from CO to schools and CLCs, to monitor and report the effectiveness of strategies in addressing LRP incidents. This includes identifying challenges and providing policy recommendations through monitoring and evaluation (M&E).
To ensure effective child protection, schools shall implement continuous M&E systems based on the standard framework provided by the CO through the LRPD. This includes maintaining accurate incident records, tracking interventions, assessing the impact of safety protocols, and gathering feedback from learners, parents, and staff. M&E results shall inform policy adjustments and implementation improvements.
The CO, through the LRPD, shall provide a coordinated M&E system and guidance. Schools and CLCs may custom.me procedures, but the following guidelines are required:
1. Incident Tracking - Schools shall maintain a centralized database recording all reported incidents, actions taken, and outcomes to ensure transparency, timely follow-ups, and accountability. The database shall include:
a. Number of incidents;
b. Nature of incidents;
c. Number of learners involved;
d. Setting (time, date, location);
e. Actions taken. post-incident;
f. Preventive measures implemented;
g. Leamer details (age, grade, address, parents’ background); and
h. Current case status.
2. Regular Audits - Schools and CLCs shall review and audit their protocols and procedures regularly. Feedback from stakeholders shall be integrated into these audit& to improve practices.
3. Feedback Mechanisms - Schools and CLCs shall establish official channels, physical or online, for learners, parents, and staff to provide feedback - anonymously or named - on M&E, interventions, and protocols. Feedback shall be incorporated into school guidelines and communicated to the SDO.
4. Documentation and Data Integrity
a. All cases shall be logged in the School Child Protection database for monitoring and follow-up;
b. Summary reports shall be submitted to the Division LRP Focal Person; and
c. The Division Focal shall forward cases to the LRP Regional Office for technical guidance.
All records, databases, and related processes shall comply with RA No. 10173 (Data Privacy Act of 2012}.
VIII. EMERGENCY HOTLINES - In urgent situations requiring immediate intervention, schools may coordinate with the following authorized hotlines/helplines:
• 911 - National Emergency Hotline
• 1383 - Mahalin at Kalingain Ating Mga Bata (MAKABATAH) Helpline
• 1553 - National Center for Mental Health (NCMH) Crisis Hotline
• (02) 8632-1372 – Learners’ Telesafe Contact Center Helpline (LTCCH)
• (02) 8525-6028 ~ National Bureau of Investigation (NBI) Anti-Violence Against Women and Children Division
Coordination with these emergency services does not exempt the school from submitting a formal incident report, which must be accomplished immediately following the response. The school shall also provide immediate assistance as needed.
IX. ROLES AND RESPONSIBILITIES
A. CENTRAL OFFICE (CO). To ensure effective implementation of this Order, the CO through its offices, shall:
1. Office of the Undersecretary for Legal and Legislative Affairs:
a. Decide with finality all appeals on RO decisions by authority of the Secretary, without limiting the Secretary from directly issuing a decision.
2. Bureau of Curriculum Development (BCD):
a. Integrate child protection concepts, digital citizenship, and socioemotional learning (SEL) in the curriculum;
b. Ensure curriculum review for inclusivity and cultural responsiveness;
c. Support teachers with guides, exemplars, and training for sensitive content;
d. Integrate LRP and gender sensitivity in Good Manners and Right Conduct (GMRC) and Values Education, in coordination with LRPD and the Gender and Development (GAD) Secretariat: and
e. Enhance learner profiling in the Homeroom Guidance Program at the start of the school year.
3. Bureau of Human Resource and Organizational Development (BHROD):
a. Define penalties, roles, and responsibilities of personnel across governance levels;
b. Provide guidelines for school discipline officers and coordinators;
c. Develop a standardized code of conduct for personnel; and
d. Ensure programs addressing gender-based LRP concerns have allocated GAD budget.
4. Bureau of Leamer Support Services (BLSS):
a. Develop a standardized code of conduct for learners;
b. Enrich the Drop-Out Reduction Program to include Children-at-Risk and Children in Conflict with the Law, in coordination with the Bureau of Learning Delivery - Teaching and Learning Division (BLDTLD) and the Youth Formation Division (YFD); and
c. Strengthen CO helplines for learner abuse and mental health, in coordination with the National Center for Mental Health and LGUs.
5. BLSS - Leamer Rights and Protection Division (LRPD):
a. Lead the M&E of this Order;
b. Develop and implement a standardized reporting mechanism and database. in coordination with the Information and Communications Technology Service (ICTS) and Policy and Planning Service - Educational Management Information System Division (PPSEMISD);
c. Prescribe uniform standards for M&E of reported incidents;
d. Maintain a centralized repository of regional LRP reports;
e. Develop the Leamer Handbook and Standardized Code of Conduct with the Bureau of Leamer Support Services (BLSS);
f. Provide guidelines for designating school Leamer Formation Officers and coordinators; and
g. Engage counterpart agencies and define roles in case referrals through MOAs/MOUs.
6. Finance Service:
a. Allocate funding for LRP resources, programs, personnel for helplines, and licensed security personnel.
B. Regional Offices (ROs) - To implement this Order, ROs, through their divisions, shall:
1. Leamer Rights and Protection Section (LRPS):
a. Provide capacity-building and technical support to SDO LRP Focal Persons;
b. Facilitate intervention and referral of learner protection concerns;
c. Develop, implement, monitor, and sustain regional LRP programs;
d. Consolidate SDO reports on LRP incidents, interventions, and resolutions;
e. Conduct regular coordination meetings with SDOs;
f. Provide policy recommendations to CO; and Monitor compliance of public schools with Anti-Bullying Policy submission, in coordination with SDOs.
2. Legal Unit:
a. Facilitate investigation, disciplinary action, and implementation of decisions involving personnel;
b. Ensure prompt resolution of LRP cases under the RO jurisdiction; and
c. Provide legal guidance to RO LRPS, SDO LRP Focal Persons, and Legal Units.
3. Education Support Services Division (ESSD):
a. Implement regional initiatives promoting a safe learning environment with partners;
b. Strengthen partnerships and mobilize resources; and
c. Assist SDOs in managing teamer well-being programs and activities.
4. Curriculum and Learning Management Division (CLMD): Monitor the curriculum delivery concerning integrating the LRP and gender sensitivity topics in the GMRC and Values Education subjects, as a basis for possible policy recommendations to the CO.
5. Quality Assurance Division (QAD): Monitor compliance of private schools with Anti-Bullying Policy and reports, coordinating with SDOs.
6. Finance Division: Support funding for the Regional Learners TeleSafe Contact Center Helpline, including personnel compensation.
7. Personnel Section: Assist in staffing and HR management for the Regional Learners TeleSafe Contact Center Helpline
C. Schools Division Offices (SDOs) - responsible for child-friendly schools and CLCs:
1. Office of the Schools Division Superintendent
a. Facilitate implementation and compliance in schools and CLCs;
b. Coordinate with LGUs on Peace and Order Council activation;
c. Facilitate investigations and disciplinary actions via SDO Legal Unit; and
d. Guide staffing and funding for LRP personnel.
2. School Governance and Operations Division (SOOD):
a. Provide capacity-building and technical assistance for Guidance Counselors, Designates, and Advocates;
b. Support intervention, referral, monitoring, and evaluation of school-based LRP programs;
c. Consolidate school reports on LRP incidents and submit to RO LRPS;
d. Facilitate LRP discussions through In-Service Training (INSET)/Learning Action Cell (LAC) sessions; and
e. Monitor compliance of schools with the Anti-Bullying Policy and reports.
3. Curriculum Implementation Division (CID):
a. Monitor curriculum delivery on LRP and gender sensitivity;
b. Provide recommendations to CO via RO; and
c. Conduct orientation on Homeroom Guidance Program modules.
D. Schools and Community Learning Centers (CLCs) - Implementers of child protection and empowerment:
1. Enhance administrative and supervisory routines (e.g., visibility of authority and efficient personnel clustering;
2. Teach child protection and empowerment in values education, GMRC, and Edukasyon sa Pagpapakatao (EsP);
3. Strengthen positive discipline, avoiding corporal or punitive actions;
4. Capacitate personnel through LAC and INSET sessions;
5. Organize parenting seminars with collaboration from parents/guardians.
6. Conduct learner formation activities;
7. Engage learner governments and school organizations to lead protection campaigns;
8. Maintain CCTVs, Public Address (PA) systems, and distribute IEC materials;
9. Empower the School Governance Council and Child Protection Committee;
10. Establish clear incident reporting and referral systems aligned with national policies;
11. Facilitate, in coordination with partners and resources:
a. Clinical and aftercare support for victims and perpetrators; and
b. Counseling for violators focusing on empathy, accountability, and behavior change.
12. Clearly define the roles of learners. personnel. and stakeholders in child protection initiatives;
13. Conduct regular collaboration with barangay, community, organizations, and parents; and
14. Engage parent associations, alumni, volunteers, and student organizations to support school safety.
X. FUND SOURCE
The funds for the implementation of this Order shall be charged against available and appropriate funding sources, in accordance with existing budgeting. accounting, auditing, and procurement rules, laws, and 1regulations.
XI. MONITORING AND EVALUATION
The CO, through the LRPD, in coordination with the ROs, SDOS, schools, CLCs, and stakeholders, shall be primarily responsible for the monitoring and evaluation of the implementation of this Order. An M&E plan shall be prepared at each governance level as the basis for the conduct of M&E. A policy evaluation shall be conducted to assess the achievement of its outcome and to further enhance its provisions and effectiveness.
Additionally, the CO, through the LRPD, shall be responsible for the review and update, if necessary, of the attached templates and reporting mechanisms to ensure their relevance and effectiveness. Material revisions/updates affecting regulatory compliance shall be communicated to all relevant offices and stakeholders.
XII. CONFIDENTIALITY
Any information relating to the identity and personal circumstances of all parties involved in an incident covered by this Order shall be treated with the utmost confidentiality by all parties that collected the said data, including but not limited to the school head or school principal, teachers, school counselor or school counselor associate, and parents or parent-substitutes. Furthermore, all personal information, sensitive personal information, and/or privileged information collected shall be subject to the rules and regulations set forth in RA No. 10173, or the Data Privacy Act of 2012 and its IRR.
Access to the data collected pursuant to this Order shall be strictly limited to the duly authorized school personnel and designated officials within the appropriate and relevant district office, regional office, and central office.
Any personnel who commit a breach of confidentiality shall be subject to appropriate administrative action in accordance with the existing rules and regulations of the DepEd or in the private school, without prejudice to any civil or criminal action.
XIII. SEPERABILITY CLAUSE
If any provision of this Omer is hereby declared as invalid and/or unconstitutional by a court of competent authority, the remaining provisions thereof not otherwise affected shall remain valid and in full force and effect.
XIV. REPEALING CLAUSE
All other related provisions inconsistent with this Order are hereby repealed, rescinded or modified accordingly. Specifically, this DepEd Order repeals the following: policies:
1. DepEd Order No. 6, s. 1954 or the Prohibiting the Practice of Hazing in Schools and Imposes Sanctions for Violations;
2. DepEd Order No. 70, s. 1999 or Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class Hours;
3. DepEd Order No. 26. s. 2000 or Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class Hours; and
4. DepEd Order No. 83, s. 2003 or Reiteration to DECS Orders Nos. 70, s. 1999.
XV. REFERENCES
1. Association of Southeast Asian Nations (2017). ASEAN Regional Plan of Action on the Elimination of Violence against Children (ASEAN RPA on EVAC). Accessed through: https://asean.org/book/asean-regional-plan-of-action-on-the-elimination-of-violence-against-children-asean-rpa-on-evac/
2. Association of Southeast Asian Nations (2021). Declaration on the Elimination of Bullying of Children in ASEAN. Accessed through:
https://asean.org/declarion-on-the-elimination-of-bullying-of-children-in-asean/
3. Department of Education (1991). Prohibition of Fraternities and Sororities in Elementary and Secondary Schools. DepEd Order No. 20. s. 1991. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s1991_020.pdf
4. Department of Education (1999). Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class Hours. DepEd Order No. 70, s. 1999. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s1999_070.pdf
5. Department of Education (2003). Reiteration to DECS Orders Nos. 70, s. 1999 and 26 s. 2000 (Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class Hours). DepEd Order 83, s. 2003. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2003/11/DO_s2003_83.pdf
6. Department of Education (2006). Reiterating the Prohibition of the Practice of Hazing and the Operation of Fraternities and Sororities in Elementary and Secondary Schools. DepEd Order No. 7, sa. 2006. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2003/11/DO_s2003_83.pdf
7. Department of Education (2006). Revised Rules of Procedures of the Department of Education in Administrative Cases. DepEd Order No. 49, s. 2006. Accessed through: https://www/deped.gov.ph/2006/12/12/do-49-s.2006-revised-rules-of-procedure-of-the-department-of-education-in-administrative-cases/amended-by/
8 Department of Education (2012). DepEd Child Protection Policy. DepEd Order No. 40, s. 2012. Accessed through: https://www.deped.gov.ph/wp-content/content/uploads/2012/05/DO_s2012_40.pdf
9 Department of Education (2015). DepEd Guidelines and Procedures on the Management of Children-at-Risk (CAR) and Children in Conflict with the Law (CICL). DepEd Order No. 18, s. 2015. Accessed through: https://www.deped.gov.ph/wp-content/content/uploads/2015/05/DO_s2015_18.pdf
10 Department of Education (2015). Establishment of a Policy Development Process at the Department of Education. DepEd Order No. 13, s. 2015. Accessed through: https://www.deped.gov.ph/wp-content/content/uploads/2015/04_DO_s2015_13.pdf
11 Department of Education (2016). The Implementing Guidelines on the Direct Release and Use of MOOE Allocations, Including Other Funds Managed by Schools. DepEd Order No. 13, s. 2016. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2016/03/DO_s2016_13.pdf
12 Department of Education (2017). Gender-Responsive Basic Education Policy. DepEd Order No. 32, s. 2017. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2017/06/DO_s2017_032.pdf
13 Department of Education (2017). Policy on the Protection of Children in Armed Conflict. DepEd Order No. 57, s. 2017. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2017/11/DO_s2017_057.pdf
14 Department of Education (2018). Guidelines on the Release, Use, Reporting, and Monitoring and Evaluation of the Fiscal Year 2018 Child Protection Program Funds for Capacity Building. DepEd Order No. 43, s. 2018. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s2018_043.pdf
15 Department of Education (2019). National Policy Framework on Learners and Schools as Zones of Peace. DepEd Order No. 32, s. 2019. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2019/11/DO_s2019_032.pdf
16 Department of Education (2021). Creation of the Child Protection Unit and the Child Rights in Education Desk in the Department of Education. DepEd Order No. 3, s. 2021. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2021/01/DO_s2021_003.pdf
17 Department of Education (2022). Amendments to DepEd Order No. 47, s. 2022 (Promotion of Professionalism in the Implementation and Delivery of Basic Education Program and Services). DepEd Order No. 49, s. 2022. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2022/11/DO_s2022_049.pdf
18 Department of Education (2022). Promotion of Professionalism in the Implementation and Delivery of Basic Education Program and Services. DepEd Order No. 47, s. 2022. Accessed through: https://www.deped.gov.ph/wp-content/uploads/2022/10/DO_s2022_047.pdf
19 Department of Education (2024). Department Memorandum on Protocols on the Handling of Children in Situations of Armed Conflict (CSAC) Learners in the Department of Education. DM-OUOPS-2024-05-01167.
20 Department of Education (2024). Department Memorandum on the Supplemental and Expanded Guidelines on the Implementation of DepEd Order No. 40, s. 2012, or the DepEd Child Protection Policy. DM-OUOPS-2024-05-07998.
21 Department of Education (2024). Office Memorandum on the Guidelines on the Implementation of the Safe Spaces Act in Basic Education. OM-OUPS-2024-05-01115.
22 Department of Education (2025). Revised Basic Education Enrollment Policy. DepEd Order No. 017, s. 2025. Accessed through: https://www.deped.gov.ph/wp-content/uploads/DO_s2025_017r.pdf
23 Flores, F. (2007). Case Digests for Consti Law 2 Case Facts, Issue, Ruling DLSU vs CA (Under Academic Freedom and Due Process). Accessed through: https://www.academia.edu/29955369/CASE_DIGESTS_FOR_CONSTI_LAW_2_CASE_FACTS_ISSUE_RULING_DLSU_VS_CA_2007_under_Academic_Freedom_and_Due_Process
24 Kjellén, M., & Wong, C. (2023, December). ResearchGate. Retrieved from Chapter 13 Governance: A ‘whole-of-society’ approach: https://www.researchgate.net/publication/376418936_Governance_A_whole-of-society_approach
25 OECD (2018). PISA 2018 Results (Volume III). Chapter 2 Bullying. Accessed through: https://www.oecd.org/en/publications/pisa-2018-results-volume-iii_acd78851-en.html
26 Republic Act 10640 (2014). Comprehensive Dangerous Drugs Act of 2002. Accessed through: https://legaldex.com/laws/amendment-to-ra-no-9165-anti-drug-campaign-of-the-government
27 Republic Act 10173 (2011). Data Privacy Act of 2012. Accessed through: https://privacy.gov.ph/data-privacy-act/
28 Republic Act 11053 (2018). Anti-Hazing Act of 2018. Accessed through: https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/85055
29 Republic Act 11313 (2019). Safe Spaces Act. Accessed through: https://pcw.gov.ph/republic-act-11313-safe-spaces-act/
30 Republic Act 11930 (2022). Anti-Online Sexual Abuse or Exploitation of Children (OSAEC) and Anti-Child Sexual Abuse or Exploitation Materials (CSAEM) Act. Accessed through: https://pcw.gov.ph/republic-act-11930-anti-online-sexual-abuse-or-exploitation-of-children-act-and-anti-child-sexual-abuse-of-exploitation-materials-act/
31 Republic Act 12080 (2024). Basic Education Mental Health and Well-Being Promotion Act. Accessed through: https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/98130
32 Republic Act 6713 (1989). Code of Conduct and Ethical Standards for Public Officials and Employees. Accessed through: https://www.ombudsman.gov.ph/docs/republicacts/Republic_Act_No_6713.pdf
33 Republic Act 7877 (1995). The Anti-Sexual Harassment Act of 1995. Accessed through: https://pcw.gov.ph/republic-act-7877-anti-sexual-harassment-act-of-1995/
34 Revised Implementing Rules and Regulations of Republic Act No. 10627 Otherwise Known as The Anti-Bullying Act of 2013. Accessed through: https://www.deped.gov.ph/wp-content/uploads/IRR-OF-RA-10627_ANTI-BULLYING-ACT-OF-2013.pdf
35 Rungduin, T., & Reyes, Z. (2015). The Filipino Learner: A Socioemotional Perspective. Retrieved from Research Gate: https://www.researchgate.net/publication/285202735_The_Filipino_Learner_A_Socioemotional_Perspective
XVI. EFFECTIVITY AND AMENDMENTS
This Order shall take effect upon its approval. issuance. and fifteen (15) days after its publication on the Official Gazette or a newspaper of general circulation and filing with the Office of the National Administrative Register (ONAR) at the University of the Philippines Law Center (UPLC) UP Dillman, Quezon City.
Revisions to the annexed templates and forms, as necessary, may be issued through a DepEd Memorandum to ensure flexibility and responsiveness to implementation needs, without requiring amendments to this policy.
LIST OF ANNEXES:
ANNEX A: Adult to Learner Protection
Concern Outlines the procedures to be observed in addressing cases involving potential harm, abuse, or rights violations committed by adults against learners.
ANNEX B: Learner to Learner Protection Concern
Outlines the procedures to be observed in addressing cases involving potential harm, abuse, or violations of rights committed by learners against fellow learners.
ANNEX C: Learner to Community Protection Concern
Outlines the procedures to be observed in addressing cases where learners may cause potential harm, abuse, or violations of rights against members of the community, particularly Children at Risk (CAR) and Children in Conflict with the Law (CICL).
ANNEX D: DepEd’s Anti-Bullying Policy Template for Schools
The template guides schools in formulating anti-bullying policies consistent with the Republic Act (RA) No. 10627, otherwise known as the “Anti-Bullying Act of 2013” (Anti-Bullying Act), its Revised Implementing Rules and Regulations (Revised IRR) to ensure prevention, proper reporting, implementation of discipline, response, and a safe learning environment.
ANNEX E: Random Routine Bag Inspection Plan
Specifies the school’s annual plan for conducting random bag inspections, detailing the grade levels covered, frequency, designated personnel, and required resources.
ANNEX F: Confiscation Slip for Prohibited Items
Serves as a written record issued when a prohibited item/s is/are confiscated due to policy violations, indicating the details of the incident and retrieval procedures.
ANNEX G: Administrative Sanctions and Penalties for Using Portable Electronic Devices During Instructional Hours
Outlines the disciplinary actions for both personnel (teaching and non-teaching) and learners for using portable electronic devices during instructional hours.
ANNEX H: Initial Risk Assessment Form
Serves as a critical diagnostic tool for the CPC, through the Registered Guidance Counselor/Guidance Designate of the school, for early detection and management of cases involving LRP concerns.
ANNEX I: Classification of Offenses and Penalties
Demonstrates the classification of offenses and its corresponding penalties to address non-bullying incidents in consideration of the frequency and severity of the acts committed.
ANNEX J: Confiscation Slip for Violation of Responsible Use of Portable Electronic Device Policy
Serves as a written record issued when a learner’s portable electronic device is confiscated due to policy violations, indicating the details of the incident and retrieval procedures.
ANNEX K: Call Slip
A document issued to parents or guardians inviting them to attend a meeting regarding a learner’s concern or case.
Footnotes:
1 Association of Southeast Asian Nations (2021). Declaration on the Elimination of Bullying of Children in ASEAN. Accessed through: https://asean.org/declarion-on-the-elimination-of-bullying-of-childrean-in-asean/
2 Association of Southeast Asian Nations (2017). ASEAN Regional Plan of Action on the Elimination of Violence against Children (ASEAN RPA on EVAC). Accessed through: http://asean.org/book/asean-regional-plan-of-action-on-the-elimination-of-violence-against-childrean-asean-rpa-on-evac/
3 Rungduin, T., &. Reyes, Z. (2015). The Filipino Learner: A Socioemotional Perspective. Retrieved from Research Gate: http://www.researchgate.net/publication/285202735_The_Filipino_learner_A_socioemotional_perspective
4 DepEd website. Accessed on April 15, 2025, through http://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/
5 Department of Education (2012). DepEd. Child Protection Policy. DepEd. Order No. 40, a. 2012. Accessed through:https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
6 OECD (2018). PISA 2018 Results (Volume III). Chapter 2 Bullying. Accessed through: https://www.oecd.org/en/publications/pisa-2018-results-volume-iii_acd7885-en.html
7 Kjellen, M., & Wong, C. (2023, December). ResearchGate. Retrieved from Chapter 13 Governance: A “whole-of-society” approach: https://www.researchgate.net/publication/376418936_Governance_A_’whole-of-society’_approach
A full copy of DepEd Order No. 006, s. 2026 below:
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