Child Protection Policy Compliance in a Catholic Educational Institution

  • Karen L. Zamora Colegio San Agustin-Bacolod, Bacolod City, Philippines
  • Dennis V. Madrigal University of Negros Occidental-Recoletos, Bacolod City
Keywords: Child Protection, Health and Safety, Policies, Quality Assurance


Child protection policy is a statement of commitment of schools to safeguard children from harm and foster their holistic development and welfare. Using a sequential explanatory mixed method design, the paper examines the extent of compliance of the Catholic educational institution in the Philippines with the Department of Education (Dep.Ed.) Order No.40 on Child Protection Policy. The participants of the study are school personnel and parents of the Basic Education Department who assesses the extent of the school’s compliance with the Child Protection Policy in the areas of the school environment and admission policy, school personnel, information and procedures, safety measures for children, prevention and intervention programs, and personnel training and development. The investigation further seeks to determine the insights of the participants into the child protection practices of the school. The data are gathered using a validated researcher-made questionnaire and a semi-structured interview. The findings show that the Catholic educational institution has complied with the provisions of the child protection policy yet the personnel training and development are partially complied. A significant difference was found in the extent of compliance of the Catholic educational institution with the child protection policy when the assessors are grouped according to their classification. It is recommended that child protection should be integrated into the quality management system of the school to establish quality assurance measure in dealing with child protection related matters.


Download data is not yet available.


Adam, M. (2008) Changes in early admissions: good or bad? The Hispanic Outlook in Higher Education, 18, 14-15. Retrieved on August 27, 2015 from https://search. docview/219222072?accountid=34542.

Appleton, J. V. (2012). Delivering safeguarding children services in primary care: Responding to national child protection policy. Primary Health Care Research & Development, 13(1), 60-71. DOI:10.1017/S1463423611000375

Beck, K. A., Ogloff, J. R., & Corbishley, A. (1994). Knowledge, compliance, and attitudes of teachers toward mandatory child abuse reporting in british columbia. Canadian Journal of Education, 19(1), 15-29. Retrieved on January 20, 2016 from

Blythe, B., Heffernan, K., & Walters, B. (2010). Best practices for developing child protection workers' skills: Domestic violence, substance abuse, and mental health training. Revista De Asistenta Sociala, (2), 51-64. Retrieved December 10, 2015 from https://search.

Broadley, K., & Goddard, C. (2015). A public health approach to child protection: Why data matter. Children australia, 40(1), 69-77. DOI: 10.1017/cha.2014.37

Brock, S. E., & Jimerson, S. R. (2004). School crisis interventions: Strategies for addressing the consequences of crisis events. Handbook of school violence, 285-332.

Dake, J. A., Price, J. H., & Murnan, J. (2003). Evaluation of a child abuse prevention curriculum for third-grade students: Assessment of knowledge and efficacy expectations. The Journal of School Health, 73(2), 76-82. Retrieved January 10, 2016 from

Department of Education. (2012). DO 40, s. 2012 – DepEd Child Protection Policy. Retrieved on July 16, 2015 from

DeVoe, J. F., & Kaffenberger, S. (2005). Student Reports of Bullying: Results From the 2001 School Crime Supplement to the National Crime Victimization Survey (NCES 2005-310). Washington, DC: US Department of Education. National Center for Education Statistics. Retrieved January 20, 2016 from http://nces. ed. gov/pubsearch/pubsinfo. asp.

Eber, et al. (2002). Wraparound and Positive Behavioral Interventions and Supports in the Schools. Journal of Emotional and Behavioral Disorders 10 (3). Retrieved on September 8, 2015 from

Ewton, M. (2014). Student safety: Parents' and school principals' perceptions. New waves, 17(1), 109-125. Retrieved on August 31, 2015 from

Fiorvanti, C. M., & Brassard, M. R. (2014). Advancing child protection through respecting children's rights: A shifting emphasis for school psychology. School Psychology Review, 43(4), 349-366. Retrieved on August 28, 2015 from

Gilbert, R., Kemp, A., Thoburn, J., Sidebotham, P., Radford, L., Glaser, D., & MacMillan, H. L. (2009). Child maltreatment 2: Recognising and responding to child maltreatment.The lancet, 373(9658), 167-80. Retrieved November 15, 2015 from accountid=34542.

Ginsberg, R., & Whaley, D. (2003). Admission and retention policies in teacher preparation programs: Legal and practical issues. The Teacher Educator, 38(3), 169-189.

Gore, M. T., & Janssen, K. G. (2007). What educators need to know about abused children with disabilities. Preventing School Failure, 52(1), 49-55. Retrieved on December 12, 2015 from

Inter-Parliamentary Union and UNICEF. (2004). Child Protection: A Handbook for Parliamentarians. Retrieved on October 31, 2015 from ttps://

Ivankova, N. Creswell, J. & Sheldon, S. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Retrieved on October 6, 2015 from

Jones, R. T., & Randall, J. (1994). Rehearsal-plus: Coping with fire emergencies and reducing fire-related fears. Fire technology, 30(4), 432-444.

Jones, S. E, Axelrad, R., & Wattigney, W. A. (2007). Healthy and safe school environment, part II, physical school environment: Results from the school health policies and programs study 2006. The Journal of School Health, 77(8), 544-56. Retrieved on August 21, 2015 from

Kaur, J., & Kumar, M. (2012). The impact of the type of school and school environment on the self-concept of adolescents. Journal of Psychosocial Research, 7(1), 43-51. Retrieved on September 28, 2015 from https://search. accountid=34542.

Lawrence, J. J., & Pharr, S. (2003). Evolution of admission standards in response to curriculum integration. Quality assurance in education, 11(4), 222-233. Retrieved on January 20, 2016 from

Litchman, M. (2003) Qualitative research in education, A User’s Guide Third Edition.USA Sage Publication,Inc.

Massadeh, N. (2012). Policies governing admission to Jordanian public universities. higher education policy, 25(4), 535-550. doi: hep.2011.28.

Mikton, C., & Butchart, A. (2009). Child maltreatment prevention: A systematic review of reviews. World Health Organization.Bulletin of the World Health Organization, 87(5),353-61.Retrieved January 10, 2016 from accountid=34542.

Molloy, C. J., Kearney, J., Hayes, N., Slattery, C. G., & Corish, C. (2014). The healthy incentive scheme in the irish full-day-care pre-school setting. The Proceedings of the Nutrition Society, 73(1), 147-58. doi: S0029665113003807.

Morin, E. (2007). Restricted complexity, general complexity. Science and us: Philosophy and Complexity. Singapore: World Scientific, 1-25.

Office of the High Commissioner for Human Rights (OHCHR). (2012). Office of the High Commissioner for Human Rights (OHCHR). Retrieved on November 5, 2015 from

Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of child psychology and psychiatry, 35(7), 1171-1190.

Orelove, F. P., Hollahan, D. J., & Myles, K. T. (2000). Maltreatment of children with disabilities: Training needs for a collaborative response. Child Abuse & Neglect, 24(2), 185-194.

Robers, S. et al. (2012). Indicators of school crime and safety: 2011. National Center for Education Statistics (NCES) 2012-002/NCJ 236021, US Department of Education. Retrieved on August 19, 2015 from

Sheffield, Mandy, MA, H.V.Cert, R.G.N. (2008). Safeguarding children: the case for mandatory training. Community Practitioner, 81(7), 27-30. Retrieved 2017 from

Shim, W. S., & Haight, W. L. (2006). Supporting battered women and their children: Perspectives of battered mothers and child welfare professionals. Children and Youth Services Review, 28(6), 620-637.

Singer, M. I., Miller, D. B., Guo, S., Flannery, D. J., Frierson, T., & Slovak, K. (1999). Contributors to violent behavior among elementary and middle school children. Pediatrics, 104(4), 878-884.

Stevens, I., & Cox, P. (2007). Complexity theory: Developing new understandings of child protection in field settings and in residential child care. British Journal of Social Work, 38(7), 1320-1336.

Stevens, I., & Hassett, P. (2007). Applying complexity theory to risk in child protection practice. Childhood, 14(1), 128-144.

UNICEF East Asia and Pacific Regional Office (EAPRO) (2012). Measuring and Monitoring Child Protection Systems: Proposed Core Indicators for the East Asia and Pacific Region, Strengthening Child Protection Series No. 3. Retrieved on October 25, 2015 from

UNICEF. (2009). Child-Friendly Schools Manual. Retrieved on November 10, 2015 from

UNICEF. (2014 November 14). Convention on the Rights of the Child. Retrieved on December 5, 2015 from

Wahba, M. & Bridwell, L. (1976). Maslow reconsidered: A review of research on the need hierarchy theory. Organizational Behavior and Human Performance, 15 (2), 212-240. Retrieved on October 12, 2015 from

White, J.o. (2008). A model of child protection supervision for school health practitioners.Community Practitioner, 81(5), 23-7. Retrieved on January 20, 2016 from
How to Cite
Zamora, K. L., & Madrigal, D. V. (2018). Child Protection Policy Compliance in a Catholic Educational Institution. ASEAN Journal of Education, 4(2), 22-34. Retrieved from
Research Articles