Abstract
The study aimed to determine the extent of impact of Child Protection Policy on the behavior and academic performance of Grade 9 students in selected public secondary schools in Tanay District. The respondents of the study were selected Grade 9 students in the targeted schools. Utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data, a descriptive survey research design was employed. It revealed that Child Protection Policy has a high impact on the behavior of Grade 9 students with respect to academic engagement, socio -emotional development, and interpersonal relations as reflected on the composite mean of 3.72 (Often). Additionally, the students have very satisfactory performance as revealed by their average grades. Further, there is no significant relationship between the perceived impact of Child Protection Policy on the behavior of Grade 9 students and the level of their academic performance. Challenges are often encountered in the implementation of the Child Protection Policy in public secondary schools, with misbehavior among students as the most challenging. It was concluded that the academic performance of students is not significantly related to the perceived impact of CPP on the behavior of students with respect to educational engagement, socio-emotional development, and interpersonal relations. It is recommended that school administrators provide comprehensive and ongoing training for teachers and information sessions for parents to ensure both groups are well-informed on Child Protection Policy.
