School violenceis widely held to have become a serious problem in recent decades in many countries. It includes violence between school students as well as physical attacks by students on school staff or the reverse.Local and international studies have affirmed the alarming situation of bullying and school violence involving Filipino children. The intensity of violence has reached a disturbing rate that has pushed policy-makers to formulate bullying prevention schemes. Despite organized attempts to make schools a safe environment, this dilemma poses critical risks that call for aggressive and determined actions to fight violence in schools.
On June 7, 2013,HOUSE BILL No. 5496 “Anti-Bullying Act of 2012”Approved in the Senate and House of Representatives empowers the DepED to penalize schools that do not stop bullying or sanction bullies. It also authorizes schools to impose sanctions on student bullies. The bill mandates all elementary and high schools to adopt anti-bullying policies and sanctions, which would apply to prohibited acts committed within their campuses at school sponsored activities, whether done on or off school grounds, school bus stops, school buses, or other properties owned or leased by the school.
DepEd, as a trusted government agency, also released DepED Order No. 40, s. 2012, discussing policy and guidelines on protecting children in school from abuse, violence, exploitation, discrimination, bullying, and other forms of abuse.The policy aims to protect the child from all forms of violence that may be inflicted by adults, persons in authority as well as their fellow students, includingbullying. It also provides 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.The policy also seeks to ensure that such special protection from all forms of abuse and exploitation and care as is necessary for the child’s well-being, taking into account the primary rights and duties of parents, legal guardians, or other individuals who are legally responsible and exercise custody over the child.Zero tolerance for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse is also emphasized.
Conducting lectures on nonviolence and human rights education as a compulsory part of the curriculum serves as a strategic move in instilling values among students. It also works for teachers and school personnel since it would help them work with the theories and principles of peace and interpersonal relationship. Lee (2003) suggested that schools adopt a policy that highlights the character-building virtues such as respect, caring tolerance, and responsibility for others. The most effective (school) interventions appear to be those aimed at improving social and interpersonal skills and modifying attitudes and beliefs.
Children will better learn and will be more productive under a school environment free from threats to their young lives. Henrich, et al., emphasized effects of feeling secured at school because students consider school to be a “safe haven” from violence. A survey conducted revealed that bullying or abuse is experienced by one in two Filipino school children. This statistics is backed up by a report in an Australian newspaper involving 117,000 nine-year olds from 25 different countries, stating that 50% of Filipino students are being bullied in school. Also, Lai, et al. have affirmed that students in the Philippines had led the record of different types of bullying, which include being “made fun of or being called names,” “left out of activities by others,” and “made to do things the student did not want to.” A study conducted by Barbero et al. that sought to evaluate the effectiveness of the Advanced Science and Technology Letters Vol.36 (Education 2013), pp.27-31 intervention and violence prevention programs revealed that there is an existence of a phenomenon that has probably always been present in school, although it has become the subject of increasing attention and a social alarm in recent years. School violence and bullying issues continue to be an alarming subject of national discussion for years. The government has consistently set up campaigns in forming schemes that would make bullies liable and hamper school violence.
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 behaviour in the short and long-term and fosters self-discipline. It is based on the fundamental principle that children begins with setting the long-term goals or impacts that teachers want to have on their students’ adult lives, and using everyday situations and challenges to teach life-long skills and values to students.
Sources:
Henrich, C., Schwab-Stone, M., Fanti, K., Jones, S., &Ruchkin, V. The association of community violence exposure with middle-school achievement: A prospective study. Applied Developmental Psychology, 25, 327-348. (2004)
Lai, S.H. Bullying in Middle Schools” An Asia-Pacific Regional Study. Asia Pacific Education Review, 9, 503 – 515. (2008)
Barbero, J., Hernandez, J., Esteban, B., & Garcia, M. Effectiveness of anti-bullying school programmes: A systematic review by evidence levels. Children and Youth Services Review, 24, 1646 – 1658. (2012)
Lee, K.C., School Bullying in Korea and Christian Education Approach. Asia Pacific Education Review, 4, 75 – 83. (2003)
http://www.teacherph.com/deped-child-protection-policy-what-you-need-to-know/
By: Elmer P. Santos | Teacher I | Morong National High School | Morong, Bataan
