Abstract
This mixed-methods study examined how the Department of Education's Child Protection Policy (CPP) shapes student behavior in Maghanoy Elementary School, Philippines. Surveys and focus group discussions were conducted with teachers, parents, pupils, and school personnel. Overall perceptions of CPP implementation were positive: parents were most favorable (M≈4.55), followed by teachers and pupils (both ≈4.1). Teachers reported frequent use of reinforcement strategies (e.g., praise, verbal reminders; means up to ≈4.9), which supported positive behavior. The school climate was generally perceived as supportive, although pupils reported lower levels of peer respect and safety than teachers. Correlational analyses indicated moderate positive associations between CPP implementation and student behavior (r=.68), and between school environment and behavior (r=.55). A positive but weaker association was observed between teachers' reinforcement strategies and behavior (r=.45). Qualitative findings underscored challenges in policy enforcement, reporting, and misalignment of adult and student views. The study concludes that the CPP contributes to better student behavior but highlights the need for stronger training, more precise reporting mechanisms, and deeper collaboration among stakeholders to address gaps and sustain safer, more supportive learning environments.
