Anti-Bullying-Handbook-07-28-22 PDF

COPYRIGHT NOTICE
The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of
the Government of the Philippines”. However, prior approval of the government agency or office wherein the
work is created shall be necessary to prevent exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable,
patentable contents) included in this learning resource are owned by the respective copyright and intellectual
property right holders. Where applicable, DepEd has sought permission from these owners specifically for
the development and printing of this learning resource. As such, using these materials in any form other than
the agreed framework requires another permission and/or licensing.
No part of this material, including its original and borrowed contents, may be reproduced in any form
without the written permission from the Department of Education.
Finally, this handbook shall solely be used for the purpose of handling bullying incidents in schools.
DEVELOPMENT TEAM
Team Leader Technical Consultants
Nancy B. Panistante
Education Program Supervisor - EsP Randolph B. Tortola
Members Schools Division Superintendent
Ronnel Jun T. Estiva Shambaeh A. Abantas-Usman
Bobby Glen G. Casanos Assistant Schools Division Superintendent
John Clemence L. Ando Elbert R. Francisco
Writers Chief, Curriculum Implementation Division
Philip R. Florenosos
Artemio Rey S. Adajar
Joseph L. Silvestre Chief, School Governance Operations Division
Josielie B. Paeste
Vergilia O. Pancho Rhodel A. Lamban
Emmanuel T. Yap Education Program Supervisor - Math
Rhea S. Taboada Edwin O. Gurrea
Jimelyn T. Lansaderas Education Program Supervisor - AP
Said M. Macabago
Legal Consultants
Cover Page Artist
Atty. Alfredo G. Cape Jr.
Jonre L. Bone
Attorney III
Layout Artist
Daryl Rhey T. Macario Atty. Heinz Guiderian L. VIllanueva
Archimedes M. Casama Attorney III
Atty. Rome Vonhart S. Valdez
Editors Legal Assitant
Sarah M. Mancao
Education Program Supervisor - English
Rejynne Mary L. Ruiz
Education Program Supervisor - LR
i Handbook on Handling Bullying in Schools

Making meaning to the mandate of the Department of Education in
MESSAGE
ensuring an accessible, free, and quality education to all Filipinos is like
a car race. Sometimes, it moves slowly due to obstacles and challenges
along the way, but it also travels in full speed and breaks the limits
when its engine has been functioning so well.
It is yet too early to claim an accomplishment and celebrate success

for the full implementation of the Handbook on Handling Bullying in
Schools to the different learning institutions in the Province of Bukidnon.
But, I am certain that the move of the Division Office to produce a
material that would prevent and solve cases of bullying proactively in
schools is a victory in itself after all. Looking at the huge impact of the
project to the lives of the learners when fully implemented, I would
humbly say that this advocacy material is already one of the legacies
DepEd Bukidnon must be proud of, for this one-of-a-kind handbook is
timely and relevant to today’s generation.
As the Schools Division Superintendent of Bukidnon, I am deeply

honored to lead a group of people whose hearts do beat for the
betterment of the next generation to come. I know that advocating
quality education does not stop right after enrolment or even after
finishing a school year. Education, indeed, is a continuous
process, and it is affected by the different forces
outside the learning competencies. Good education,
therefore, is transpired when everybody is happy
and contented with his or her life in school wherein
each learner is safe and motivated to finish the race
to literacy.
Accordingly, to race a car symbolizes bravery,

while to fight for one’s right is a little bit braver than
the former, but to race for a bullying-free campus is
the bravest of them all. With that, let this Handbook
on Handling Bullying in Schools be our mechanism
to promote equity and equality in schools.
Cheers!
RANDOLPH B. TORTOLA
Schools Division Superintendent
Division of Bukidnon
MESSAGE
“Stop Bullying” is a call to action which simply means don’t
stand by instead stand up strong and do something to end bullying
before it destroys our ends life.
This call to action is enshrined inn RA 10627 otherwise known
as “The Anti Bullying Act of 2013”. The Anti Bullying Law requires
the Department of Education to come up with policies and
mechanisms to provide special protection to children who are
gravely threatened or endangered by circumstances which affect
their normal development.
In response to this mandate, the department has adopted
policies on bullying. As a matter of fact, DepEd Order No. 40, s. 2012
on Child Protection Policy, the forerunner of RA 10627 has already
been placed. However, the statistics on bullying cases remained
deplorable as the department recorded a dramtic 21% increase in
2015. UNICEF, in 2019 also reported that 1 of 3 young individuals
have experienced bullying in 30 countries.
With this reality of the school children, local
initiatives among Division Offices and schools to
initiate more effective measures are encouraged.
Hence, a Handbook in Handling Bullying in schools.
Let me convey my warmest congratulations
and loudest cheers to the men and women in
DepEd Division of Bukidnon whose brilliance,
effort and hardwork were poured together to
come up with this handbook.
(Sgd.) AUDIE S. BORRES

Assistant Schools Division Superintendent
Handbook on Handling Bullying in Schools

MESSAGE
The Program for International Student Assessment (PISA) stated
that in 2018, 6 out of 10 Filipinos said they were bullied. Bullying
in schools can be physical, social, emotional, verbal and cyber. The
National Center for Educational Statistics (2019), reported that
one out of five students were bullied and over 10% of students
who dropped-out of school were being bullied repeatedly, This
Handbook on Handling Bullying in Schools is therefore very timely,
to deter, if not totally eradicate the incidence of bulling in schools.
While it is true that the Department of Education (DepEd) has

already released issuance to provide policies in handling cases, this
handbool provides a more elaborate, step by step processes how to
deal with the matter at hand, including simplified form to be used
in monitoring and reporting.
Allow me to express my appreciation and warm felicitaitions to

the team who worked on this handbook. Truly, the school system in
this Division does not only promote conducive learning environment
physically through our beautiful classrooms and schools,
but we are also building a school climate that
nurtures safety and respect among our learners.
Let this handbook be an instrument of

protecting the rights of every learner in schools
and a compass for the teachers and school
officials in handling bullying when the need
arises.
(Sgd.) LANILA M. PALAPAR

Assistant Schools Division
Superintendent
MESSAGE A school is the home away from home among young hopefuls. It
does not need to be grand and regal. It only requires to be conducive,
loving, and motivating throughout its existence.
Year after year, learners from all walks of life come to school not
only to develop and gain communicative competence and numerical
expertise but also to seek comfort, guidance, and protection from
their mentors whom they consider as their second parents. Teachers,
as stewards of God’s children on Earth, do treat these learners with
utmost consideration in all aspects of human development. Being
fragile and delicate, these young individuals who have been entrusted
to the teachers are placed at the center of every endeavor so that they
can fairly spread their wings and reach their full potential. Like a soaring
eagle, a child who is well-supported and loved would most likely arrive
successfully at a certain destination.
With the development of the Handbook on Handling Bullying in

Schools, I would like to congratulate the team spearheaded by Nancy
Panistante, EdD, Education Program Supervisor (EPS) in
Edukasyon sa Pagpapakatao, for conceptualizing and
putting into paper the procedures and mechanisms
on handling cases of bullying in schools. Designed
purposively to eliminate such occurrences, this
endeavor also projects the courage of the team to put
the learner at the heart of government service so that
no child would be left behind.
Dreaming of a better tomorrow, let us support one

another in instilling love and values to our learners. Let
us make every school in the Division of Bukidnon
a haven for all children from today and
beyond.
Congratulations!
(Sgd.) ELBERT R. FRANCISCO

Chief Education Program Supervisor
Curriculum Implementation Division
i Handbook on Handling Bullying in Schools

MESSAGE
“Bullying is killing our kids. Being different is killing our kids and
the kids who are bullying are dying inside. We have to save our kids
whether they are bullied or they are bullying. They are all in pain”.
- Cat Cora
There has been a lot of discussions regarding bullying in schools,

and how it is being addressed by our school authorities. Our schools
offer variety of programs in addressing bullying. Throughout the school
year, programs and activities such as assemblies, orientation and the
like are held to disseminate information, and advocate for a friendly
school environment. Students learn best when schools are accessible,
safe, hygienic, reasonably comfortable, cognitively stimulating, and free
from bullying.
The crafting of this handbook is very timely as a

tool in minimizing the act of bullying in our school
environment. This will pave the way to a conducive
learning environment for our students, and for
effective learning to happen.
With gratitude, I would like to convey my sincere

appreciation to the team for having this initiative as
an intervention in making our school environment a
better place for learning.
(Sgd.) ARTEMIO REY S. ADAJAR

Chief Education Program Supervisor
School Governance and Operations
Division
MESSAGE This is a milestone of the division in its endeavor to address bullying in schools.
The handbook was made possible through a collective hardwork, dedication, and
passion of individuals, private organizations and public agencies.
The effort of the Division for Good Education in Beautiful Schools (GEBS)
made way for the entire support of Schools Division Superintendent Randolph B.
Tortola, Assistant Schools Division Superintendent Shambaeh A. Abantas-Usman,
CID Chief Elbert R. Francisco, and SGOD Chief Artemio Rey S. Adajar. This project
was anchored on the belief that beautiful schools means absence of bullying.
We are so grateful for World Vision through Mark Joseph Alejo and G Jeff
Lomigo in providing us the people who have the expertise in terms of the content
and in the development of the audio-video materials. The participation of the staff
of the World Vision in the entire journey gave so much inspiration to the group.
The bright ideas of the school heads and district supervisors paired with their
passion to address bullying issues happening in their respective schools from their
real life experiences made the content of this handbook anchored on reality, and
guided the team to make sure that the handbook is responsive to the needs of
the schools.
The presence of the representatives from different agencies and offices such as
the Philippine National Police, Sangguniang Panlalawigan, Office of the Provincial
Indigenous Peoples Mandatory Representative, Provincial Social Welfare and
Development deepened our perspectives in the crafting of the procedures and
mechanisms in addressing bullying.
The participation of the students representing the Federation of Student
Government both in the elementary and secondary levels together
with their advisers, as well as the officers representing the Division
Federated Parents Teachers Association enabled us to make sure
that the material is responsive to their needs and context.
This project gave opportunity for strong collaboration
among the Division personnel who are the Project Development
Officers, the GAD Focal Person, the Legal Section Staff, the
Senior Education Program Specialist for Social Mobilization,
the Learning Resource Management Development System
(LRMDS) personnel, the IT Officer, and Mr. Jonre L. Bone-ALS
Education Program Specialist who designed the cover page of
the handbook.
The battle against bullying is believed to be somber, yet it is
our fervent hope that this handbook will become a powerful
tool of our schools to promote peace, justice, and fairness
among other values.
(Sgd.) NANCY B. PANISTANTE

Education Program Supervisor in EsP

MESSAGE
Greetings from World Vision Development Foundation,
Mindanao Field Office.
As a child-focused organization, World Vision remains committed

in protecting children from all forms of violence, whether at home, in
school and in their communities.
Our work is geared towards advocating for every child to

have a decent and better childhood, safe from abuse, neglect and
exploitation.
We are grateful to partner with the Department of Education-

Division of Bukidnon for coming up with a Handbook on Handling
Bullying in School in the Division of Bukidnon. Bullying is one of
the major child protection issues that children face everyday.
Bullying cases have been rampant, however, most of the time goes
unreported. As children are exposed to bullying incidents, it creates
serious negative effects to the child’s overall well-being. Hence, the
need for a more collaborative efforts to prevent and respond to the
issue. This partnership is a legacy to the children we are serving and
a support to the advocacy of the Department of Education’s zero
tolerance against any form of violence against children.
It is our hope that this handbook will strengthen

the reporting and referral mechanism and will
minimize bullying in schools. It is our duty to pomote
and protect the rights of every child.
Together, we can make every school a safer

place, ensuring that children learn in a protective
environment.
(Sgd) JOCELYN P. MARISCAL

Associate Director
World Vision Development Foundation
Mindanao Field Office
TABLE OF CONTENTS
Cover Page ………………………………………………………………...........

Copyright Notice …………………………………………………….…......... i
Development Team …………………………………………….….…......... i
Message of the Schools Division Superintendent ………………. ii
Message of the Assistant Schools Division Superintendents.. iii
Message of the CID Chief …………………………………………………... v
Message of the SGOD Chief ……………………………………………….. vi
Message of the EPS ………………………………………………………….... vii
Message of World Vision …………………………………………………... viii
Introduction ………………………………………………………………………. 1
Legal Bases …………………………………………………………………........ 3
Fact Finding and Documentation ........................................... 9
Definition of Terms ………………………………………………………….... 11
Acronyms ……………………………………………………………………........ 12
Flowchart in Handling Bullying Incidents………………………....... 13
Procedures in Handling Bullying Incidents in Schools …………. 15
Immediate Response .................................................. 15
Reporting to the Teacher/Adviser .............................. 16
Accomplishing the Intake Sheet ................................. 16
Fact Finding and Documentation ............................... 17
Conflict Resolution/Intervention ................................ 18
Moderate Acts ................................................ 18
Severe Acts of Bullying ................................... 19
Referral ....................................................................... 20
Disciplinary Measures ................................................ 20
Due Process .................................................... 21
Monitoring and Evaluation ......................................... 22
Recording and Reporting ............................................ 22

Prevention and Intervention Program to Address Bullying .... 23
Conflict Resolution/Intervention ............................................ 25
Roles and Functions ................................................................ 27
Advocacy Implementation Plan ………………………….....…………… 35
Suggested Advocacy Materials …………………………………….…..… 37
References ……………………………………………………………………….... 39
Appendices ………………………………………………………………………… 40
CPC Form 1A Intake Sheet …………………....................... 41
CPC Form 2 Guidance and Counseling Tool …….......... 43
CPC Form 3 Notice of Invitation ....................………….. 45
CPC Form 4 Agreement Form ………………….……………... 46
CPC Form 5 Parents—Teacher Conference .......…….... 47
CPC Form 6A Referral Slip ……................……..........…... 48
CPC Form 6B Referral Slip to Other Agency .........…..... 49
CPC Form 6C Guide Questions for Investigation ......... 50
CPC Form 7 Program Implementation
Monitoring Form ….……......................…... 51
CPC Form 8 Progress Monitoring Report ………............ 54
CPC Form 9 School- Based Report on Incidents
of Bullying …….......................................... 55
Writers/Developers/Participants ........................................... 56
Acknowledgement ................................................................. 60
Back Cover .............................................................................. 61
INTRODUCTION
A
round 130 million, or one in every three children worldwide, experience
some form of bullying, the United Nations stated in its latest report on how
children can be better protected (UN News, 2020). Program for International
Student Assessment (PISA) reported that at least, six in 10 Filipino students are
bullied regularly. From the data, it is remarkable that the prevalence of bullying in
Philippine schools is nearly three times higher compared to developed countries.
This figure is higher compared to the 23 percent average of students who reported
experiencing bullying in 36 developed nations (OECD, 2018).
Bullying, if not intervened, may have long lasting and direct effect on the
learners’ health, school performance and overall well-being. A study conducted
by Gerardo (2016), reveals that three types of bullying were experienced by the
Filipino learners: physical, social, and verbal bullying. Among these types, students
experienced being thrown with things, humiliated in front of others, and received
offensive, threatening and insulting remarks from their bullies. These bullying
experiences affected their behavioral, creative, emotional, social, physical, and
intellectual well-being.
On the other hand, the Department of Education urged schools to conduct
a thorough and complete review of their operations manuals, handbooks,
regulations, and protocols in preventing and addressing cases of bullying. Schools
both from public and private are enjoined to align their anti-bullying policies with
that of the department, as mandated by law, specifically RA 10627 or the Anti-
Bullying Act of 2013 and its Implementing Rules and Regulations, issued through
DepEd Order No. 55, s. 2013 and reiterated in DepEd Memorandum No. 5, s. 2017
for strict implementation. The department further underscores compliance to the
Child Protection Policy, issued through DepEd Order No. 40, s. 2012, which requires
1 Handbook on Handling Bullying in Schools

all public and private kindergarten, elementary, and secondary schools to create
their own Child Protection Committee (CPC) to ensure that cases and instances of
abuse and bullying are closely monitored and expeditiously investigated.
In the context of the Division of Bukidnon, the consolidated report of bullying
in 2018-2019 reveals that 463 incidences were accounted in the elementary and
secondary schools. This report may have not covered the unreported incidences
for there have been no apparent structure or process on how to address bullying
in schools.
The Handbook on Handling Bullying in Schools, it is anchored on one of the
core components of Sulong Edukalidad: the Improvement of Learning Environment
in terms of sustaining safe and nurturing environment among schools. This is
supported with the advocacy of Good Education in Beautiful Schools (GEBS),
as one of the flagship programs of the Schools Division Superintendent of the
Division of Bukidnon, which promotes not only the physical improvement of the
schools, but also its climate of safety and conduciveness where every child is safe
from harm and violence including bullying. Moreover, this project is materialized
to guide teachers, school heads, stakeholders, and other educators in preventing
and handling incidence of bullying in schools.
Accordingly, the manual underwent several phases of planning and
consultations, designing and development, and evaluation. During the planning
phase, stakeholders from different groups of elementary and secondary
students, parents, teachers from regular classes, Alternative Learning System
(ALS), Indigenous People (IP), school heads and division personnel were invited
for consultation. After such, in partnership with World Vision, the designing and
development phase followed where pool of ICT experts, writers, and research and
development specialists from the Division of Bukidnon convened for the workshop.
Before its finalization, the outputs of the project in every phase were subjected to
evaluation by the panel of experts and end users of the materials.
As viewed by the team, this handbook provides a mechanism to guide
teachers, school heads and other educators, and stakeholders on the proper
handling of bullying cases in schools. This also delineates the roles and functions
of the Child Protection Committee anchored to existing laws on anti-bullying.
Enclosed in this handbook as well are CPC Forms and Advocacy Materials readily
available for the implementation.
Division of Bukidnon 2
THE BACKGROUND
LEGAL BASES
1. UN Convention on the Rights of a Child

2. 1987 Philippine Constitution
3. R.A. No. 10627
4. DepEd Policies
- D.O No. 40, s. 2012
- D.O No. 55, s. 2013
Pursuant to the 1987 Philippine Constitution, the State shall defend the
right of children to assistance, including proper care and nutrition, and special
protection from all forms of neglect, abuse, cruelty, exploitation, and other
conditions prejudicial to their development (Article XV, Section 2).
The Philippine Constitution further states that all educational institutions shall
inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of the national heroes in the historical development
of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage
critical and creative thinking, broaden scientific and technological knowledge, and
promote vocational efficiency (Article XIV, Section 3).
Towards this end, the Department of Education (DepEd) in collaboration
with its partners and stakeholders shall ensure that all schools are conducive to
the education of children. As a matter of fact, the department has adopted the
policy to provide special protection to children who are gravely threatened or
endangered by circumstances which affect their normal development and over
those which they have no control, and assist the concerned agencies in their
rehabilitation program.
As stated in the Section 6 of DepEd Order No. 40, s. 2012, the division offices
shall have the following duties and responsibilities:
A. Conduct information-dissemination activities and in-service training for
teachers on the protection of children from abuse, violence, exploitation,

discrimination, bullying or peer abuse;
B. Undertake advocacy campaigns and capability building activities to
enable the schools to do the following:
1. Apply positive and nonviolent discipline;
2. Formulate and implement guidelines and procedures to emphasize
the role of all stakeholders and other persons in the prevention and
reporting cases of bullying, and
3. Provide conflict resolution or peer mediation, including referral to
appropriate service providers, if needed.
C. Organize and conduct capacity building activities for members of the Child
Protection Committee and Guidance Counselors/Teachers; including, but
not limited to the identification of students who may be suffering from
significant harm based on any physical, emotional or behavioral signs
to guidance counselors/teachers and members of the Child Protection
Committee;
D. Develop strategies to address the risk factors that contribute to the
commission of acts of abuse, violence, exploitation and discrimination
and bullying;
E. Consolidate the reports on incidents and cases of all schools and submit
a Division Report to the Regional Office;
F. Monitor and evaluate the implementation and enforcement by public and
private schools of this Department Order and such other related laws and
regulations relative to abuse, exploitation, violence and discrimination of
children;
G. Exercise disciplinary jurisdiction, where appropriate, pursuant to
the Revised Rules of Procedure of the Department of Education in
Administrative Cases and other existing laws, rules and regulations;
H. Give recommendations to Regional Office and advise measures to address
and prohibit abuse, exploitation, violence and discrimination, and bullying
or peer abuse of children, consistent with this Department Order;
I. Utilize resources; coordinate with appropriate offices and other agency
or instrumentality for such assistance as it may requir in the performance
of its functions;
J. Encourage and support activities and campaigns initiated by stakeholders;
and
K. Perform such other functions as may be assigned by the Secretary of the
Regional Director.
Section 7 of DepEd Order No. 40, s. 2012 states that the schools shall
have the following duties and responsibilities:
A. Ensure the institutionalization of effective child protection policies
and procedures, and monitor thereof
B. Ensure that the school adopts a child protection policy;
C. Ensure that all pupils, students or learners, school personnel, parents,
guardians or custodians and visitors and guests are made aware of
the child protection policy;
D. Organize and convene the Child Protection Committee of the school;
E. Conduct the capacity building activities for the members of the Child
Protection Committee and Guidance Counselors/Teachers;
F. Conduct disciplinary proceedings for offenses committed by the
learners;
G. Ensure that the participatory and other rights of the children are
respected and upheld in all matters of procedures affecting their
welfare;
H. Maintain a record of all proceedings related to bullying or peer abuse
and submit after each school year to the Division office and a copy
of the intake form;
I. Conduct appropriate training and capability-building activities on
child protection measures and protocols;
J. Ensure that the school adopts a Student Code of Conduct to be
followed by all pupils, students or learners, while on school grounds,
or when traveling to and from school, or during a school-sponsored
activity and during lunch period whether on or off-campus;
K. Adopt school conflict resolution mechanisms that respect the rights of
indigenous peoples, provided that they conform to this Department
Order and they uphold the rights of the child;
L. Coordinate with the appropriate offices and other agency or
instrumentality for appropriate assistance and intervention, as may
be required in the performance of its functions;
M. Coordinate with the Department of Social Welfare and Development
or appropriate government and non-governmental organizations on
a Child Protection Hotline for reporting abuse, violence, exploitation,
discrimination, bullying and other similar for counseling;
N. Ensure that all incidents of abuse, violence, exploitation,
discrimination, bullying and other similar acts are addressed in
accordance with the provisions of this Department Order;

Section 8 of DepEd Order No. 40, s. 2012, states the duties and responsibilities
of School Personnel (school administrators, teachers, academic and non-academic
and other personnel based on the Article 218 of the Family Code of the Philippines:
A. Exercise special parental authority and responsibility over the child
while under his or her supervision, instruction and custody. Authority
and responsibility shall apply to all authorized activities whether inside
or outside the premises of the school, entity or institution.
Articles 220 and 233 of the Family Code of the Philippines, Presidential
Decree No. 603, and other related laws enumerated the following duties
and responsibilities of the abovementioned persons and personnel over
the children under their supervision, instruction and custody;
B. Keep them in their company and support, educate and instruct them by
the right precept and good example;
C. Give them love and affection, advice and counsel, companionship and
understanding;
D. Enhance, protect, preserve and maintain their physical and mental
health at all times;
E. Furnish them with good and wholesome educational materials, supervise
their activities, recreation and association with others, protect them
from bad company and prevent them from acquiring habits detrimental
to their health, studies and morals;
F. Represent them in all matters affecting their interests;
G. Inculcate the value of respect and obedience;
H. Practice positive and non-violent discipline, as may be required under
the circumstances; provided, that in no case shall corporal punishment
be inflicted upon them;
I. Perform such other duties as are imposed by law upon them, as
substitute parents or guardians; and
J. School personnel shall also strictly comply with the school’s child
protection policy.
Section 9 of DepEd Order No. 40, s. 2012 states the following duties and
responsibilities of the pupils, students or learners:
A. Comply with the school’s regulations, as long as they are in harmony
with their best interests. Pupils, students and learners shall refrain from:
i. Engaging in discrimination, or leading a group of pupils or students
to discriminate another, with reference to one’s physical appearance,
weaknesses and status of any sort;
ii. Doing any act that is inappropriate or sexually provocative;
iii. Participating in behavior of other students that is illegal, unsafe or
abusive behavior;
iv. Marking or damaging school property, including books in any way;
v. Engaging in fights or any aggressive behavior;
vi. Introducing into the school premises otherwise possessing
prohibited articles, deadly weapons, drugs, alcohol, toxic and noxious
substances, cigarettes and pornographic materials; and
vii. Performing other similar acts that cause damage or injury to another.
An allegation that any of these acts has been committed shall not be used
to curtail the child’s basic rights, or interpreted to defeat the objectives of this
Department Order.
B. Conduct themselves in accordance with their levels of development,
maturity, and demonstrated capabilities, with a proper regard for the
rights and welfare of other persons;
C. Respect another person’s rights regardless of opinion, status, gender,
ethnicity, religion, as well as everyone’s moral and physical integrity; and
D. Observe the code of conduct for pupils, students and learners.
Section 10 of DepEd Order No. 40 s. 2012, states the establishment

of a Child Protection Committee in all public and private elementary and
secondary schools where:
A. The CPC shall be composed of the following:
1. School head/Administrator-Chairperson
2. Guidance Counselor/Teacher-Vice Chairperson
3. Representative of the Teachers as designated by the Faculty Club
4. Representative of the Parents as designated by the Parents
Teachers Association
5. Representative of pupils, students and learners as designated by
the Supreme Student Council
6. Representative from the Community as designated by the
7 A Handbook on Anti-Bullying in Schools

Punong Barangay, preferably a member of the Barangay Council
for the Protection of Children (BCPC).
B. The CPC shall perform the following functions:
1. Draft a school child protection policy with a code of conduct
and a plan to ensure child protection and safety, which shall
be reviewed every three (3) years;
2. Initiate information dissemination programs and organize
activities for the protection of children from abuse,
exploitation, violence, discrimination and bullying or peer
abuse;
3. Develop and implement a school-based referral and
monitoring system;
4. Establish a system for identifying students who may be
suffering from significant harm based on any physical,
emotional or behavioral signs;
5. Identify, refer and, if appropriate report to appropriate
offices cases involving child abuse, exploitation, violence,
discrimination and bullying;
6. Give assistance to parents or guardians, whenever necessary
in securing expert guidance counseling from the appropriate
offices or institutions;
7. Coordinate closely with the Women and Child Protection
Desks of the Philippine National Police (PNP), the Local Social
Welfare Development Office (LSWDO), other government
agencies and non-governmental organizations (NGOs), as
may be appropriate;
8. Monitor the implementation of positive measures and
effective procedures in providing the needed support of the
child and for those who care for the child; and
9. Ensure that the children’s right to be heard are respected and
upheld in all matters and procedures affecting their welfare.
In addition to these guidelines, Section 9 of DepEd Order No. 55, s. 2013 states
that the Child Protection Committee shall perform the following tasks:
a. Conduct awareness-raising programs with school stakeholders in
preventing and addressing bullying;
b. Ensure that the anti-bullying policy adopted by the school is
implemented;
c. Monitor all cases or incidents related to bullying either reported
or referred to by the teacher, guidance counselor or coordinator or
any person designated to handle the prevention and intervention
measures mentioned by the preceding sections of this IRR; and
d. make the necessary referrals to appropriate agencies, offices or
persons, as may be required by circumstances.
FACT-FINDING AND DOCUMENTATION

As stated in the DepEd Order no. 55, s. 2012, the school administrator,
principal, or school head or guidance counselor/teacher, or school personnel or
person designated to handle bullying incidents shall:
1. Separately interview in private the bully or offending student and
the victim;
2. Determine the levels of threats and develop intervention strategies.
If the bullying incident retaliation or the situation that requires
immediate attention or intervention, or the level of threat is relatively
high, appropriate action shall be taken by the school within twent-
four (24) hours from the time of the incident;
3. Inform the victim and the parents or guardian the steps to be taken
to prevent any further acts of bullying or retaliation; and
4. Make appropriate recommendations to the Child Protection
Committee on proper interventions, referrals and monitoring.
Section 6 on the Prevention and Intervention Program to Address Bullying in

DepEd Order No. 55, s. 2013 states that:
All public and private schools shall adopt bullying prevention programs.
These programs shall be applicable to all students regardless of level of risk or
vulnerability to bullying. Said programs shall also be comprehensive, multi-faceted
and shall involve all education stakeholders and personnel. The programs may
contain, among others:
1. School-wide initiatives centered on:

a. Positive school climateand environment conducive to the
attainment of learning objectives development of healthy
relationships and the understanding of and respect for individual
differences;

b. periodic assessment and monitoring of the nature, extent and
perceptions of bullying behaviors and attitude of students;
c. periodic review and enhancement of the students’ and
personnel’s manual or code of conduct in relation to bullying;
d. conductactivities for students, school personnel and service
providers on how to recognize and respond to bullying;
e. continuing personnel development to sustain bullying prevention
programs; and
f. coordination with the Local Government Units, Barangay Council
for the Protection of Children and other stakeholders.
2. Classroom-level initiatives that focus on:
a. reinforcing school-wide rules pertaining to bullying;
b. building a positive sense of self and interpersonal relationships
through the development of self-awareness and self-management,
interpersonal skills and empathy and responsible decision-making
and problem-solving;
c. discussion of issues related to bullying, and strategies for responding
to and reporting of incidents of bullying;
d. teaching positive online behavior and safety and how to recognize
and report cyber-bullying; and
5. providing an inclusive and caring learning environment for students.
3. Involving parents in bullying prevention activities, such as
a. discussion of the anti-bullying policy of the school, emphasizing
bullying prevention during Parents-Teachers Association meetings
and seminars; and
b. conducting or sponsoring education sessions for parents to learn,
teach, model and reinforce positive social and emotional skills to their
children;
3. monitoring students who are vulnerable to committing aggressive
acts or who are the perpetrators of bullying, or who are possible
targets or victims, for the purpose of early intervention. This activity
shall be conducted with utmost confidentiality and respect to all
parties concerned.
DEFINITION OF TERMS
To facilitate common understanding among the users of this manual, the
following terms are defined in verbatim based on DepEd Order No. 55 s. 2013.
“Bullied or refers to any student who experiences the acts of bullying
Victim” or retaliation.
“Bully” refers to any student who commits acts of bullying.
“Bullying” refers to any severe, or repeated use by one or more students
of a written, verbal or electronic expression, or a physical act
or gesture, or any combination thereof, directed at another
student that has the effect of actually causing or placing
the latter in reasonable fear of physical or emotional harm
or damage to his property; creating a hostile environment
at school for the other student; infringing on the rights of
another student at school; or materially and substantially
disrupting the education process or the orderly operation of
a school; such as, but not limited to, the following:
any unwanted physical contact between the bully and the
victim like punching, pushing, shoving, kicking, slapping,
tickling, headlocks, inflicting school pranks, teasing, fighting
and the use of available objects as weapons;
any act that causes damage to a victim’s psyche and/or
emotional well-being;
any slanderous statement or accusation that causes the
victim undue emotional distress like directing foul language
or profanity at the target, name-calling, tormenting and
commenting negatively on victim’s looks, clothes and body;
“Bystander” refers to any person who witnesses or has personal
knowledge of any actual or perceived acts or incidents of
bullying or retaliation.
“Cyber-bullying” or any bullying done through the use of technology or any
electronic means. The term shall also include any conduct
resulting to harassment, intimidation, or humiliation,
through the use of other forms of technology, such as, but
not limited to texting, email, instant messaging, chatting,
internet, social media, online games, or other platforms or
formats.
“Gender-based refers to any act that humiliates or excludes a person on the
Bullying” basis of perceived or actual sexual orientation and gender
identity (SOGI).

“Social Bullying” refers to any deliberate, repetitive and aggressive social
behavior intended to hurt or belittle an individual like
name-calling, cursing, and labelling.
Terms defined operationally*

“Complainant” refers to any person who reported bullying incidents to the
school personnel
“Emotional refers to any act that causes damage to a victim’s psyche

Bullying” and/or emotional well-being or any slanderous statement or
accusation that causes the victim undue emotional distress like
directing foul language or profanity at the target, name-calling,
tormenting and commenting negatively on the victim’s looks,
clothes and body.
“Physical Bullying” refers to any unwanted physical contact like punching, shoving,
pushing, kicking, and headlocks.
“School is a school teacher designated by the School Head to conduct

disciplinarian” proper disciplinary measures on situations other than bullying.
“Spiritual Bullying” refers to any act disrespecting the religious rights, practices and
rituals of an individual.
* The terms are coined by the developers for common understanding.
ACRONYMS
BCPC - Barangay Child Protection Committee
BFP - Bureau of Fire and Protection
CAR - Child At-Risk
CICL - Children in Conflict with the Law
CPC - Child Protection Committee
DSWD - Department of Social Welfare and Development
GC - Guidance Counselor
LDRRMO - Local Disaster Risk Reduction Management Office
MHU - Municipal Health Unit
MSWD - Municipal Social Welfare and Development
PNP - Philippine National Police
SH - School Head
SSC - Supreme Student Council
FLOWCHART IN HANDLING BULLYING INCIDENT
Start
Is the NO
Bullying Incident CPC decides report
true?
YES
Immediate Submit report to
Response CPC
Conflict Resolution/
Disciplinary Measures/
Report to Fact-finding and Intervention
Teacher/ Adviser Documentation
Referral School Head
is it YES
resolved?
LEGEND
Task Prompt for
Bystander NO
Task Prompt for
Teachers
Task Prompt for CPC

Task Prompt for School
Heads and Guidance
Counselor

This section presents the process in addressing
bullying in school. The process layout, the actions that
should be taken when bullying scenario takes place,
the person who is expected to address the situation, the
suggested action that should be taken by the person to
address the scenario and the tools that shall be used by
the person who addresses the incident. The details of the
suggested actions are found in the next pages.
Dismissal
Disciplinary Action on
False Report
Monitoring and
Evaluation Recording and Reporting
(Guidance Counselor/School Head) (Guidance Counselor/Designate)
Refer to other End

agency or higher office
PROCEDURES IN
HANDLING BULLYING INCIDENTS
This section describes who shall respond to and record bullying incidence may it be
written, verbal or electronic expression, or a physical act or gesture, or any combination
thereof at the school level. Reports may come from the victim, classmate, parents/
guardians, bystander or anyone who witnesses the incident.
A. Jurisdiction
Complaints of bullying and other acts under this IRR shall be within the exclusive
jurisdiction of the Department or the private school and shall not be brought
for amicable settlement before the Barangay, subject to the existing laws, rules
and regulations. Complaints for acts covered by other laws shall be referred to
the appropriate authorities.
B. Procedures
Consistent with the Sections 3 and 4 of Republic Act No. 10627, all public and
private kindergarten, elementary and secondary schools shall adopt procedures
that include:
IMMEDIATE RESPONSE
As soon as the bullying scenario or a knowledge of such incidence exists, the
following steps should be undertaken:
1. the victim or anyone who witnesses or has personal knowledge of a bullying
incident or retaliation shall immediately call the attention of any school
personnel.
2. the school personnel who was notified of a bullying incident or retaliation
shall intervene, by:
a. stopping the bullying or retaliation immediately;

b. separating the students involved;
c. removing the victim or, in appropriate cases, the bully or offending
student, from the site;
d. ensuring the victim’s safety, by:
i. determining and addressing the victim’s immediate safety needs;
and
ii. ensuring medical attention, if needed, and securing a medical
certificate, in cases of physical injury.
e. bringing the bully to the Guidance Office or the designated school
personnel.
If there are bruises, scratches, dislocation, fracture, or oozing blood, the witness
should call or seek medical help from the school health personnel or to the nearest
hospital.
In cases of riot or any worst form of physical violence, the witness should call the
help of the police or the Civilian Voluntary Officer (CVO) to normalize the situation.
REPORT TO THE TEACHER/ADVISER

1. Reports of incidents of bullying or retaliation initiated by persons who prefer
anonymity shall be entertained, and the person who reported the incident
shall be afforded protection from possible retaliation; provided, however, that
no disciplinary administrative action shall be taken against an alleged bully or
offending student solely on the basis of an anonymous report and without any
other evidence.
2. The school personnel shall report the incident to the teacher-adviser.
ACCOMPLISHING THE INTAKE SHEET

The teacher-adviser shall then accomplish the CPC Form 1 (Intake Sheet)
after receiving the bullying incident report. He or she has to consider the
prohibition as stressed in the anti-bullying policy consistent with the Section 3
of RA 10627:
1. Bullying at the following:
a. school grounds;
b. property immediately adjacent to the school grounds;
c. school-sponsored or school-related activities, functions or programs
whether on or off school grounds;
d. school bus stops;
e. school buses or other vehicles owned, leased or used by a school;
f. school buses or school services privately-owned but accredited by
the school
2. Bullying through the use of technology or an electronic device or other
forms of media owned, leased or used by a school.
3. Bullying at a location, activity, function or program that is not school-
related and through the use of technology or an electronic device or
other forms of media that is not owned, leased or used by a school; and
4. Retaliation against a person who reports bullying, who provides
information during an investigation of bullying, or who is a witness to or
has reliable information about bullying.
FACT FINDING AND DOCUMENTATION

As soon as the school head receives the bullying incident report from the
teacher-adviser, he/she the designates any teacher or guidance counselor to
conduct fact finding and documentation.
The teacher, the guidance counselor or any school personnel designated by
the school head to conduct fact finding shall:
1. Separately interview in private the bully or offending student and the
victim. (Use the CPC Form 6C–Guide questions for investigation interview.)
2. The designated person who conducts fact finding and documentation
shall submit the report to the school head. (CPC Form 1).
3. The school head shall refer the incident to the Child Protection Committee
for action.

CONFLICT RESOLUTION/INTERVENTION
If after the fact finding activity the teacher found out that the report was
true, the CPC shall:
1. directs the teacher-adviser to call the attention of the bully, the bullied,
and the parents/guardians through CPC Form 3 – Letter to Parents Form.
Then, conduct a parent-teacher conference to address and prevent the
acts of bullying;
2. proceeds to provide the conflict resolution/disciplinary measures/
interventions.
3. if the incident of bullying or retaliation involves students from more than
one school, the school that was first informed of the bullying or retaliation
shall promptly notify the appropriate administrator or school head of the
other school so that both schools may take appropriate action through
CPC Form 6A - Referral Letter.
4. Determine the severity of the case and its equivalent consequences.
MODERATE
Any or a combination of the following acts done repeatedly by one or
more students directed at another student/s:
• Any slanderous statement or accusation that causes the victim
undue emotional distress like directing foul language or profanity at
the target, name-calling, tormenting and commenting negatively on
victim’s looks, clothes and body;
• Any unwanted physical contact between the bully and the victim like
punching, pushing, shoving, kicking, slapping, tickling, headlocks,
inflicting school pranks, teasing, fighting and the use of available
objects as weapons;
• Any act that causes damage to a victim’s psyche and/or emotional
well-being;
• “Cyber-bullying” or any bullying done through the use of technology
or any electronic means. The term shall also include any conduct
resulting to harassment, intimidation, or humiliation, through the use
of other forms of technology, such as, but not limited to texting, email,
instant messaging, chatting, internet, social media, online games, or
other platforms or formats as defined in DepEd Order No. 40, s. 2012;
• Name calling in person or in social media, and
• Any act disrespecting the religious rights, practices and rituals
SEVERE
• Blows such as, but not limited to, beating, kicking, hitting, slapping,
or lashing, of any part of a child’s body, with or without the use of an
instrument such as, but not limited to a cane, broom, stick, whip or
belt.
• Striking of a child’s face or head, such being declared as a “no contact
zone”.
• Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging,
pushing or throwing of a child.
• Tying up a child.
• Verbal abuse or assaults, including intimidation or threat of bodily
harm, swearing or cursing, ridiculing or denigrating the child;
• Forcing a child to wear a sign, to undress or disrobe, or to put on
anything that will make a child look or feel foolish, which belittles or
humiliates the child in front of others.
• Permanent confiscation of personal property of pupils, students or
learners, except when such pieces of property pose a danger to the
child or to others.
• Other analogous acts.
5. Implement the intervention in the form of penalty to the erring party
and counseling of bothe parties.
6. If the mediation process goes well, he/she prepares the CPC Form 4 and
let them read and affix their signature in the form. The form may or may
not be signed by the guidance counselor.

REFERRAL
The school head or the Child Protection Committee may refer the victims
and the bully to trained professionals outside the school, such as social workers,
guidance counselors, psychologists, or child protection specialists, for further
assessment and appropriate intervention measures using CPC Form 6B, as may
be necessary. The school head or the designated school personnel shall notify
the Women and Children’s Protection Desk (WCPD) of the local Philippine
National Police, if he believes that appropriate criminal charges may be pursued
against the bully or offending student.
DISCIPLINARY MEASURES
All public and private schools shall include in the school’s child protection or
an ti-bullying policy a range of disciplinary administrative actions that may be
taken against the perpetrator of bullying or retaliation.
Bullying incidents or retaliation shall be treated according to their nature,
gravity or severity and attendant circumstances.
1. The school head, considering the nature, gravity or severity, previous
incidents or bullying or retaliation and attendant circumstances, may
impose reasonable disciplinary measures on the bully or offending
student that is proportionate to the act committed.
2. Written reprimand, community service, suspension, exclusion or
expulsion, in accordance with existing rules and regulations of the
school or of the Department for public schools, may be imposed, if the
circumstances warrant the imposition of such penalty, provided that the
requirements of due process are complied with.
3. In addition to the disciplinary sanction, the bully shall also be required
to undergo an intervention program which shall be administered or
supervised by the school’s Child Protection Committee. The parents of
the bully shall be encouraged to join the intervention program.
If after the fact finding activity the teacher found out that the report was
not true for any underlying motives of the source of the fallacious report, the
teacher/adviser shall then:
1. call for a conference with the parent/s and the student/s who make
the false news using CPC Form 3A. Witnesses may be included in the
conference, if necessary.
2. decide with the parent/s of the erring students on the appropriate
disciplinary action or impose disciplinary measures defined in the school
handbook, if available.
3. implement the agreed disciplinary action.
4. monitor the students while disciplinary action is implemented.
5. furnish the guidance counselor and the parents a copy of duly
accomplished CPC Form 4 (Parents–Teacher Agreement).
6. refer the incident to the Guidance Counselor/Coordinator/School Head
through CPC Form 6A–Teacher’s Referral Slip and CPC Form 1 (Intake
Sheet) whenever the classroom level mediation is unsuccessful.
Due Process
In all cases where a penalty is imposed on the bully or offending student, the
following minimum requirements of due process shall be complied with:
a. the student and the parent or guardians shall be informed of the
complaint in writing;
b. the student shall be given the opportunity to answer the complaint in
writing, with the assistance of the parents or guardian;
c. the decision of the school head shall be in writing, stating the facts and
the reasons for the decision; and
d. the decision of the school head may be appealed to the Division Office,
as provided in existing rules of the Department.
If the bullying incident or retaliation resulted in serious physical injuries
or death, the case shall be dealt with in accordance with the provisions of
Republic Act 9344 or the “Juvenile Justice and Welfare Act,” as amended, and its
Implementing Rules and Regulations, in connection with other applicable laws,
as may be warranted by the circumstances attendant to the bullying incident.
If the student, after an investigation, is found to have knowingly made a
false accusation of bullying, the said student shall be subjected to disciplinary
actions or to appropriate interventions in accordance with the existing rules
and regulations of the Department or the private school.

MONITORING AND EVALUATION
In the implementation of the interventions, the school head, or his/her
delegated CPC member shall:
1. monitor the implementation of the agreed intervention as well the
effectiveness of the agreed intervention and accomplish Form 8.
2. communicate with the CPC the result of the monitoring on
the implementation of the agreed intervention, as well as the
effectiveness of the agreed intervention.
3. lead the CPC in coming up with enhanced processes on addressing
bullying incidence.
4. conduct a research on the efficiency of the mechanisms in handling
bullying.
RECORDING AND REPORTING

After implementing the conflict resolution, disciplinary measures,
interventions and/or accomplishing the referral forms for cases that need the
attention of other agencies handled in the CPC level, the documentation in-
charge who could be any school personnel designated by the school head shall
enter the case to CPC Form 9 and all the other cases handled by the CPC for the
month.
The guidance counselor/designate shall consolidate all the reports coming
from the teacher advisers captured through CPC Form 9 (School Based Report
on Incidents of Bullying).
The guidance counselor/designate shall then submit the accomplished CPC
Forms 9 to the school head on the first or second day of the fourth week of
every month.
The school head shall then encode the report to the division office using
CPC Forms 9 through the link https://bit.ly/3vHrn7V within the fourth week
of every month. In an instance no bullying case is encountered in the school
that month, the school head shall still submit Forms 9 marked with “No case
reported”.
PREVENTION AND INTERVENTION
PROGRAM TO ADDRESS BULLYING
Section 6 of the Implementing Rules and Regulations (IRR) of the Anti-Bullying

Act of 2013 directs all public and private schools to adopt bullying prevention
programs applicable to all students regardless of the risk level of vulnerability. The
programs shall be comprehensive, multi-faceted and collaborative where personnel
and education stakeholders shall be involved. Among others, these programs may
contain:
1. School-wide initiatives centered on:

a. positive school climate and environment conducive to the attainment of
learning objectives, the development of healthy relationships and the
understanding of and respect for individual differences;
b. periodic assessment and monitoring of the nature, extend, and
perceptions of bullying behaviors and attitudes of students;
c. periodic review and enhancement of the students’ and personnel’s
manual or code of conduct in relation to bullying;
d. conduct of activities for students, school personnel and service providers
on how to recognize and respond to bullying;
e. continuing personnel development to sustain bullying prevention
programs; and
f. coordination with Local Government Units, barangay (Barangay Council
for the Protection of Children) and other stakeholders.
2. Classroom-level initiatives that focus on:

a. reinforcing school-wide rules pertaining to bullying;
b. building a positive sense of self and interpersonal relationships through

the development of self-awareness and self-management, interpersonal
skills and empathy, and responsible decision-making and problem-
solving;
c. discussion of issues related to bullying, and strategies for responding to
and reporting of incidents of bullying;
d. teaching positive online behavior and safety and how to recognize and
report cyber-bullying; and
e. providing an inclusive and caring learning environment for students.
3. Involving parents in bullying prevention activities, such as:

a. discussions of the anti-bullying policy of the school, emphasizing bullying
prevention during Parents-Teachers Association meetings and seminars;
and
b. conducting or sponsoring education sessions for parents to learn, teach,
model, and reinforce positive social and emotional skills to their children.
4. Monitoring students who are vulnerable to committing aggressive acts or

who are perpetrators of bullying, or who are possible targets or victims,
for the purpose of early intervention. This activity shall be conducted with
utmost confidentiality and respect for all parties concerned.
“Never be bullied into silence.

Never allow yourself to be made a victim.”
-Harvey Firestone
CONFLICT RESOLUTION/INTERVENTION
INTERVENTION PROGRAMS
There shall be intervention programs to promote the continuity of

comprehensive anti-bullying policies. Intervention refers to a series of activities
which are designed to address the following:
a. issues that influence the student to commit bullying;
b. factors that make a student a target of bullying; and
c. effects of bullying.
Interventions may include programs such as counseling, life skills training,

education, and other activities that will enhance the psychological, emotional
and psycho-social well-being of both the victim and the bully. Such programs
may:
a. involve activities that will address acts of bullying;
b. emphasize formative and corrective measures rather than
punishment;
c. conform to principles of child protection and positive and non-violent
discipline;
d. help the victim, the bully, and the bystanders understand the bullying
incident and its negative consequences; and
e. provide opportunities to practice pro-social behavior.
All schools shall develop intervention strategies involving all parties, such as
bullies, victims, bystanders, parents, school personnel, service providers and all
other persons who may be affected by the bullying incident.

CONFIDENTIALITY
Any information relating to the identity and personal circumstances of

the bully, victim, or bystander shall be treated with utmost confidentiality by
the Child Protection Committee and the school personnel, provided, that the
names may only be available to the school head or administrator, teacher or
guidance counselor designated by the school head, and parents or guardians of
students who are or have been victims of the bullying or retaliation.
Any school personnel who commits a breach of confidentiality shall be

subject to appropriate administrative disciplinary action in accordance with the
existing rules and regulations of the Department of Education or the private
school, without prejudice to any civil or criminal action.
ROLES AND FUNCTIONS
This section stipulates the roles and functions of an individual or group who will
be involved in handling advocacy campaign, prevention strategy, and intervention
program pertaining to bullying in school.
Victim
The victim shall:
1. report the incident of bullying he/she personally experienced to the
teacher-adviser truthfully and in detail.
2. be present during mediation process called by the teacher-adviser,
guidance counselor or CPC.
3. sign the CPC Form 4-Agreement Form upon reconciliation.
4. participate in the intervention session organized by the teacher-adviser
or the guidance counselor of CPC with the consent of his/her parents.
Complainant / Bystander
The complainant/bystander shall:
1. inform any school personnel of the bullying incident that he/she
witnesses or is aware of, and narrate the bullying incident truthfully
in details.
2. act as witness and speaks truthfully during the mediation process.
3. sign the CPC Form 4 - Agreement Form upon reconciliation.

Bully / Respondent / Perpetrator
The bully/respondent/perpetrator shall:
1. attend the mediation process being called by the teacher adviser or
guidance counselor/designate.
2. answer truthfully the inquiry regarding his/her participation of the
incident.
3. attend to every intervention session being organized by the
teacher-adviser or guidance counselor.
Parents of the Bully and the Bullied

The parents of the bully and the bullied shall:
1. participate in the conduct of mediation process conducted by the
teacher/adviser, guidance counselor or CPC.
2. sign the CPC Form 4–Agreement Form.
3. give consent, help and monitor their children in undergoing the
intervention program agreed with the teacher-adviser, guidance
counselor or CPC.
4. ensure that the children’s rights are respected and upheld in all matters
and procedures affecting their welfare.
Schools
Public and private kindergarten, elementary, and secondary schools,
through their administrators, principals and school heads, shall:
1. adopt and implement a child protection or anti-bullying policy in
accordance with this IRR and submit the same to the Division Office.
The anti-bullying policy may be a part of the school’s child protection
policy;
2. provide students and their parents or guardians a copy of the child
protection or anti-bullying policy adopted by the school. Such policy
shall likewise be included in the school’s student and/or employee
handbook and shall be conspicuously posted on the school walls and
website, if there is any;
3. educate students on the dynamics of bullying, the anti-bullying policies
of the school as well as the mechanism for the anonymous reporting of
acts of bullying or retaliation;
4. educate parents and guardians about the dynamics of bullying, the
child protection or anti-bullying policy of the school and how parents
and guardians can provide support and reinforce the said policy at
home;
5. devise prevention, intervention, protective and remedial measures to
address bullying;
6. conduct the capacity building activities for guidance counselors/
teachers and the members of the Child Protection Committees;
7. ensure effective implementation of the anti-bullying policy and monitor
compliance therewith;
8. ensure the safety of the victim of bullying, the bully, and the bystander
and determine the students’ needs for protection;
9. ensure that the rights of the victim, the bully, and the bystander are
protected and upheld during the conduct of the investigation;
10. accomplish the Intake Sheet whether there is an incident of bullying,
maintain a record of all proceedings related to bullying, and submit
reports prescribed in “Annex A” of DepEd Order No. 40, s. 2012, to the
Division Office; and
11. maintain a public record or statistics of incidents of bullying and
retaliation;
12. Coordinate with appropriate offices and other agencies or
instrumentalities for appropriate assistance and intervention, as
required by the circumstances.
The school principal or any person who holds a comparable role shall be
responsible for the implementation and oversight of the child protection or anti-
bullying policy.
Teachers and Other School Personnel

The teacher and other school personnel shall:
1. participate and cooperate in all prevention, intervention and other
measures related to bullying implemented by the school;
2. report to school authorities any incident of bullying; and
3. perform the duties as specified in this IRR.
Students
The student shall:
measures related to bullying implemented by the school;

2. avoid or refrain from any act of bullying;
3. intervene to protect the victim, unless it will jeopardize his safety and
security;
4. report to school authorities any incident of bullying; and
Teacher/Adviser
The teacher/adviser shall:
1. record the incident of bullying using the CPC Form 1 (Intake Sheet) as
soon as a case is reported to him/her by other school personnel or
personally witnessed by him/her that involved his/her students.
2. perform all tasks on fact-finding stipulated in the procedure using CPC
Form 6C.
3. call the parents of the involved students on bullying cases using CPC
Form 3A (Letter to Parents from Adviser) and CPC Form 5 (Parent—
Teacher Agreement).
4. refer to the school head all bullying incidents that are not resolved in
his/her level using CPC Form 6A–Teacher’s Referral Slip or those cases
beyond his/her capacity.
5. implement the interventions agreed by both parents during the
teacher—parent conference as captured in CPC Form 5.
6. conduct disciplinary action to students as stipulated in the procedure
for handling bullying case.
7. record all bullying incidences involving his/her students using CPC Form
1 (Consolidated Report on Bullying Cases) and submit to the school
head the said form within the third week of every month.
8. conduct an orientation to learners on school policy addressing bullying
and show audio-video advocacy materials on anti-bullying every day
during the first week of classes in every school year.
9. conduct an orientation to parents on the handbook in handling bullying
in school and audio–video viewing on anti-bullying during the first
homeroom PTA meeting.
10. render report to parents on bullying incidents in their respective classes
during homeroom PTA meetings.
11. accomplish CPC Form 1 (Teacher-Adviser Consolidated Report on
Bullying Cases) every third week of the month and submit to the
Guidance Counselor/Coordinator/School Head.
12. monitor the progress of his/her students under disciplinary measures
or intervention implemented by him/her as class adviser or by the CPC
and other concerned agencies.
13. take part as a member of the school Research Team.
14. ensure that the children’s rights to be heard are respected and upheld
in all matters and procedures affecting their welfare.
Guidance Counselor/Guidance Counselor-Designate

The Guidance Counselor shall:
1. handle all the cases referred to him/her by the school head.
2. facilitate the implementation of the agreed interventions together
with the involved parties.
3. collect the CPC Form 1 from all teacher advisers every third week of
the month.
4. consolidate all CPC Form 1 from all advisers and submit to the school
head within the fourth week of every month.
5. act as the Vice Chairperson of the CPC.
6. conduct school-wide symposium, room to room campaign and other
activities to fight against bullying.
7. ensure that the children’s’ rights to be heard are respected and upheld
in all matters and procedures affecting their welfare.
Community Representative
The Community Representative shall:
measures related to bullying implemented by the school ;
2. act as member of the CPC as designated by the Punong Barangay,
preferably a member of the BCPC; and
3. ensure that the children’s rights to are respected and upheld in all
matters and procedures affecting their welfare.

Child Protection Committee (CPC)
The Child protection Committee shall:
1. adapt the handbook in handling bullying in schools.
2. initiate information dissemination programs and activities for the
protection of children from abuse, exploitation, violence, discrimination
and bullying or peer abuse.
3. develop and implement a school-based referral and monitoring system.
4. establish a system for identifying students who may be suffering from
significant harm based on any physical, emotional or behavioral signs.
5. identify, refer and, if appropriate, report to the proper offices the
cases involving child abuse, exploitation, violence, discrimination and
bullying.
6. give assistance to parents or guardians, whenever necessary, in securing
guidance counseling from the appropriate offices of institutions.
7. coordinate closely with the Women and Child Protection Desk of the
Philippine National Police, the Local Social Welfare Development Office,
other government agencies, and non-government organizations, as
may be appropriate.
8. monitor the implementation of positive measures and effective
procedures in providing the necessary support for the child and for
those who care for the child.
10. conduct awareness-raising programs with school stakeholders in
preventing and addressing bullying.
11. ensure that the anti-bullying policy adopted by the school is
implemented.
12. monitor all cases or incidents related to bullying reported or referred
to by the teacher, guidance counselor or coordinator or any person
designated to handle prevention and intervention measures.
13. make the necessary referrals and coordinate with the appropriate
agencies, offices or persons, as may be required by circumstances.
School Head
The School Head shall:
1. receive referral slip forwarded by teacher advisers.
2. designate a Guidance Coordinator from among the teachers.
3. request the Guidance counselor to handle the cases referred to by
teacher-advisers.
4. organize a Child Protection Committee (CPC) .
5. make an action plan on anti-bullying advocacy.
6. conduct an orientation to the CPC, all school personnel, and SSG/SPG
officers on the handbook on handling bullying cases, and on the roles
and functions of all school personnel related to handling bullying cases.
7. convene the CPC in situations that referred case from the teacher-
advisers shall be handled by the CPC and not the guidance counselor
8. act as chairman of the CPC.
9. delegate function of the chairman to the vice-chairman whenever
necessary.
10. prepare data on bullying and other child abuse related cases including
violence against children, and include them in the conduct of SMEA for
program monitoring and program plan adjustment.
11. form a Continuous Improvement Research Team.
12. conduct a school-based research on the Advocacy Plan implementation
to assess and monitor the nature, extent and perceptions of bullying
behaviors and attitudes of learners.
13. search for Child Friendly Class Champions.
14. conduct monitoring of the recording and reporting of bullying incidence
by the teachers and guidance counselors as captured in the CPC Form 1
or intake sheet.
15. report bullying cases as captured in the CPC Forms 7, 8, and 9 to the
division office every quarter.

Supreme Pupil Government (SPG) /
Supreme Student Government (SSG)
The SPG/SSG shall:
1. intervene to protect the victim, unless it will jeopardize his safety and
security (DO No. 55, s.2013).
2. report to school authorities any incident of bullying (DO No. 55, s.2013).
3. designate a representative among the students to become regular
member of the CPC in the school level, except in kindergarten.
4. appears during the mediation process.
5. ensure that children’s rights are considered in the process of resolving
cases.
6. assist in disseminating the Anti-Bullying campaign.
7. serve as confidante to pupil/student regardless of his or her role in the
incident.
8. help in the monitoring of the progress of the provided intervention to
the victims of bullying.
9. integrate advocacy on anti-bullying in their Annual Action Plan.
10. submit report of their accomplishment to the Office of the School Head
through the SPG/SSG adviser.
Parents
The Parents shall:
measures related to bullying implemented by the school.
2. act as member of the CPC as designated by the Parents –Teachers
Association.
ADVOCACY IMPLEMENTATION PLAN
This section introduces the suggested advocacy activities that the schools shall
implement within a school year cycle to prevent and address bullying issues. The
proposed activities, key person/s on the lead, timeline and tools/forms are pre-
identified for the implementer’s guidance.
PERSON/S TOOLS/
ACTIVITIES TIMELINE
RESPONSIBLE FORMS
Organize a Child Protection School 2 weeks before D.O. 40 s. 2012,
Committee (CPC) and designate a Head the start of D.O 55 s. 2013,
Guidance In-charge classes RA 10 627
Conduct an orientation to the CPC, School 1 week before Handbook

all school personnel, and SSG/SPG Head the start of on handling
officers on the handbook on handling classes bullying in
bullying cases and on the roles and schools
functions of all school personnel
related to handling bullying cases
Make an action plan on the School 1 week before

development of anti-bullying Head the start of
advocacy materials classes
Conduct simultaneous orientation to Class Daily on the Handbook

learners about the school policy on Advisers first week of on handling
handling bullying in school and audio- the opening of bullying in
video viewing of advocacy and other classes schools and
related materials on anti-bullying in audio-video
every classroom across grade levels materials
Conduct simultaneous orientation to Class 3 weeks after Handbook

parents on the handbook in handling Advisers the opening of on handling
bullying in school as well as audio- classes bullying in
video viewing on anti-bullying or schools and
other relevant materials during the audio-video
first homeroom PTA meeting in all materials
classrooms across grade levels

PERSON/S
ACTIVITIES RESPONSIBLE
TIMELINE TOOLS/ FORMS
Conduct school-wide symposium/room to SPG/SSG/ Quarterly Anti-bullying

room campaign and other activities to fight Guidance advocacy
against bullying Counselor- materials
designate
Prepare data on bullying and other child School Quarterly Accomplished
abuse related cases including violence Head CPC Forms
against children and present these during found in the
SMEA handbook
Form a Research Team School 1 week Research
Head before the Manual
start of
classes
Conduct a school-based research on School 1st Research
the Advocacy Implementation Plan to Head semester Manual
assess and monitor the nature, extent and Class
and perceptions of bullying behaviors and Advisers
attitude of learners
Presentation of research on the bullying Research Middle of Research write-
campaign to the school personnel and CPC Team the school up
year
Search for Child Friendly Class Champions School Middle of DepEd Memo
Head the school 147 s. 2019,
year RA 10661-
Declaration
of National
Children’s Month
Conduct monitoring on the proper recording School Quarterly CPC Form 1
and reporting of bullying incidence based on Head
the reports provided for by the teachers
and guidance counselors as captured in the
CPC Form 1 or Intake Sheet
Reporting of bullying cases as captured in School Quarterly CPC Form 9, 10

the CPC Forms 9,10, and 11 to the division Head and 11
office
SUGGESTED ADVOCACY MATERIALS
This section presents the audio-video materials which can be used by the
school during the awareness campaign for the prevention and cessation of bullying
incidents. The materials depict sample bullying scenarios in the different grade
levels and school context. These videos can be accessed through the link www.
depedbukidnon.net.ph/stop-bullying
Positive Reinforcement Format

The video, an advocacy material, is intended for Kindergarten to Grade
III learners. It conveys the key message on spreading love and kindness to
address bullying. It also encourages strong social support, safety, clear system
for the holistic approach in values-formation among children.
Problem-Solution Format
The video is prepared for Grade IV to Grade VI levels to make them
fully aware of what bullying is. It encourages peers, teachers, parents and
stakeholders to address barriers to the advocacy such as close mindedness,
lack of resources, accessibility to information technology and prejudices.
Short Documentary
The documentary video is for Grades 11 and 12, where prevention of cyber
bullying and proper use of social media platforms were tackled by the key
message Prevent Cyber Bullying.
IP School Context
The video is prepared for Kindergarten to Grade II IP learners. The key
message rests on the idea “Bully no more, friends more”. The advocacy battles
against discriminations, hesitations, lack of confidence, awareness of the
types of bullying and lack of cultural background.

IP Infomercial
The infomercial directs the learners to the key message: Be a friend, We
care. The target audience are the IP learners of public schools in Indigenous
Peoples community.
Coping with Bullying

The simple story found in this advocacy material illustrates the power of love
and forgiveness in the face of bullying. It is an appropriate material for all
Grade levels.
MEMEHU,MEBEBE”
The video depicts a typical school bullying where bullies tag discriminating
label to the bullied. With the prompt mitigating action of the teacher, the
bullying was successfully addressed. Interference of concerned student who
reported the incident to the teacher was instrumental in the immediate
response to the issue.
Anti-bullying Material, Junior High School

It is a strong advocacy clip that will enlighten viewers on the signs, types and
effects of bullying, plus valuable advices to students on what to do.
Anti-Bullying Animated Short Film

This video was created by the principle that bullying can be stopped. The
video is appropriate for elementary grade levels.
Cyber Bullying (UNICEF)

Advocating UNICEF’s belief that through education, awareness-raising
and empowerment of children, young people and their caregivers, we can
minimize the risk presented by the online world, and maximize the positive
impact on children’s rights, education and development.
REFERENCES
1987 Constitution
DepEd Order No. 40 s. 2012-DepEd Child Protection Policy
DepEd Order No. 55 s.2013- Implementing Rules and Regulations (IRR) of Republic
Act (RA) No. 10627 Otherwise Known as the Anti-Bullying Act of 2013
Division of Bukidnon. (2019). Consolidated Reports of Bullying in Schools.
Malaybalay City.
Family Code of the Philippines (1987 Philippine Constitution)
Gerardo, J. U. (2016). Types, Extent, and Effects of bullying on the well-being of
students in Western Cagayan. Presented at 13th National Convention of
Statistics. Mandaluyong City
OECD (2018), Teaching for the Future: Effective Classroom Practices to Transform
Education, OECD Publishing, Paris.
Republic Act 10627 “Anti-Bullying Act of 2013”
UN News. (2020, March 10). Retrieved from United Nations News: https://news.
un.org/en/story/2018/10/102256

APPENDICES
CPC Form 1A

Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS Division of Bukidnon
INTAKE SHEET
(For Child Protection)
I. INFORMATION*
A. INCIDENT
Complaint:
Date: Time of the Incident:
Where:
B. VICTIM/S
Name: LRN:
Date of Birth: Age: Sex:
Grade and Section: Adviser:
Parents:
Father: Contact No:
Occupation:
Address:
Mother: Contact No:

Occupation:
Address:
C. COMPLAINANT
Name:
Relationship to the Victim:
Address: Contact No.:
D. RESPONDENT
C.1 If the respondent is a School Personnel
Name:
Relationship to the Victim:
C.2 If the respondent is a Learner

Name: LRN:
Grade and Section: Relationship to the Victim:
Parents/Guardian: Age:
Occupation: Contact No.:
Address: Fortich St., Sumpong, Malaybalay City, Bukidnon

Telephone No: (088)-813-3634
Email Address: bukidnon@deped.gov.ph
Website: www.depedbukidnon.net.ph

ͳ
II. DETAILS OF THE CASE*

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Accomplished by: ______________________ __________________

(Guidance/Teacher) Date
III. ACTIONS TAKEN**

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
IV. RECOMMENDATIONS**
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
Prepared by:
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
Note:
* - To be filled up by the teacher/adviser
** - To be filled up by the Child Protection Committee

Telephone No: (088)-813-3634
ʹ
CPC Form 2

SCHOOLS Division of bukidnon
Guidance and Counselling Assessment Tool

Guidance and Couns eling Assessment Tool
LRN: ________________ Grade & Section: _________________ Date: ____________
HOME No Yes
Are there any problems within your family that directly or indirectly
concern you? (Meron bang problema sa inyong pamilya kung saan
ikaw ay maaring maapektuhan?
Does your parents/guardians listen to you and take your feelings
seriously? (Pinapakinggan ka ba ng iyong magulang/tagapag-alaga
at sinesoryoso ba nila ito?
Have you ever seriously thought of running away from home? (May
pagkakataon bang naisip mong maglayas sa bahay?)
In the past year, have there been any major family charges? (Sa
nakaraang taon, mayroon bang pagbabagong naganap sa inyong
pamilya?)
EDUCATION No Yes
Are you studying? (Nag-aaral ka ba?)
Are you working? (Ikaw ba ay nagtatrabaho?)
Are you having problems in school/work? (May problema ka ba sa
klase o sa trabaho mo?)
Have you experienced bullying in school or at any other occasion?
(Nakaranas ka na ba ng bullying o pang-aapi sa eskwela o saan
mang okasyon?)
EATING HABITS No Yes
Are you satisfied with the way you look/weight? (Kuntento ka ba sa
iyong itsura/sa iyong timbang?)
Have you tried to lose weight/maintain weight, taking diet pills,
laxatives or starving yourself? (Sinubukan mo na bang magbawas o
panatilihin ang timbang sa pamamagitan ng pag-inom ng diet pills
o pampadumi, o kaya ang hindi pagkain sa tamang oras?
Has somebody pointed out that you have gained weight or lost
weight? (May nagpuna na ba na ikaw ay tumataba/pumapayat?)
ACTIVITIES No Yes
Do you participate in any sports or activities in school? At work? At
home? (Sumasali ka bas a sports/activities sa eskwela, trabaho o
bahay?)
Do you exercise regularly?
(Regular ka bang nag-eehersisyo?)

Telephone No: (088)-813-3634
43 44
ʹ
Do you use the internet/computer? (Gumagamit ka ba ng

internet/computer?
DRUGS No Yes
Have you ever used any of the following? (Nakagamit o sinubukan
mo bang gumamit ng mga sumusunod:
Tobacco (Paninigarilyo?)
Alcohol (Alak?)
Street drugs/Prohibited drugs (Bawal na gamut?)
SEXUALITY No Yes
Do you have any concerns regarding your health/your body
changes? Nababahala ka ba sa iyong kalusugan o mga pagbabago
sa iyong pangangatawan?)
Have you ever has sex? (Ikaw ba ay may karanasan na sa sex o
pakikipagtalik?)
Have you ever been pregnant or gotten someone pregnant? (Ikaw ba
ay nakaranas ng magbuntis o makabuntis?)
Have you had sexually transmitted infection? (Ikaw ba ay
nagkakaroon na ng nakakahawang sakit dulot ng pakikipagtalik?)
Do you use any form of protection when you have sex? (May
ginagamit ka bang pangproteksyon kapag ikaw ay nakikipagtalik?)
Have you ever seriously thought of running away from home? (May
pagkakataon bang naisip mong maglayas?)
SAFETY/WEAPONS/VIOLENCE No Yes
Have you ever been touched/hit/slapped/kicked/pushed or shoved
in any way by any person? (Ikaw ba ay nakaranas na
mahipuan/masuntok/masampal/masipa/matulak ng kahit na
sino?)
Are you currently in a relationship where you are physically hurt,
threatened or made to feel afraid? (Nakaranas ka na bang masaktan
o takutin ng iyong karelasyon ngayon?)
Do you wear seatbelt when driving a car? A helmet when riding a
motorbike? (Gumagamit ka ba ng seatbelt sa pagmaneho ng kotse,
o gumagamit ng helmet kapag sumasakay sa motorbike?)
Do you nor anyone you live with have a gun, rifle or firearm? (May
kasambahay ka bang nagmamay-ari ng baril?)
SUICIDE/DEPRESSION No Yes
Are you anxious, sad depressed in any way? (Ikaw ba ay balisa o
malungkot?)
Have you thought of hurting yourself or ending your life in any way?
(Naisip mo bang saktan o tapusin ang iyong buhay?
Is there any member of the family with a history of suicide,
depression or anxiety? (May kasapi ka ba ng pamilya na
nagtangkang magpakamatay, nakararanas ng matinding
kalungkutan o laging balisa?)

Telephone No: (088)-813-3634
CPC Form 3
͵

________________________
Petsa
____________________________
____________________________
____________________________
Tinahud kong __________________________,
Maayong adlaw!
Kami nga mga magtutudlo dinhi sa ___________________________ nagapaabot sa

among kinasingkasing nga pagpasalamat nga inyong gipili ang atong tulunghaan para sa
pag-eskwela sa inyong mga anak. Kini tungod kay nagatuo kami nga inyo kaming
gisaligan sa pag-umol sa inyong mga anak aron mamahimong mahinungdanon nga
kabahin sa atong katilingban. Tungod niining panglantaw, among pagabuhaton ang
tanan namong mahimo aron mahimong magmalampuson ang maong tinguha.
Kining maayong panlantaw ug tinguha para sa maayong kaugmaon sa inyong anak

dili gayod makab-ot kung wala usab ang inyong pagsuporta ug pagtabang kanamo.
Tungod niini, among katungdanan ang pagpahibalo kaninyo sa mga musunod nga
problema/kalapasan nga nahimo sa inyong anak dinhi sa eskwelahan.
1._______________________________________________________________________
2._______________________________________________________________________
3._______________________________________________________________________
4._______________________________________________________________________
5._______________________________________________________________________
Busa kinasingkasing kami nga nagahangyo kaninyo sa paggahin ug panahon sa pag-

anhi dinhi sa eskwelahan karung (petsa) ______________________ sa may alas _____________
ang takna sa buntag/hapon aron atong mahisgotan kung unsa ang maayo para sa
imong/inyong anak nga si ________________________________________________________
Grade & Section _________________________________ tuig tigtungha _________________.
Kaninyo matinahuron,
__________________________
CPC Representative
Telephone No: (088)-813-3634

CPC Form 4

AGREEMENT
Sumala sa among pagpakigsusi nga gihimo sa School Child Protection Committee
niadtong ___________________, among nahibaluan nga si ______________________________
sa (Grade & Section) _______________ sa _______________________________ SY_________
ug kasamtangang nagpuyo sa ___________________________________, nakahimo niining
mga musunod:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
Human sa pang-istoryahanay, ang nakahimo sa paglapas nagasaad niining mga

musunod:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
Agi ug pagpamatuod niini, amo kining pagapirmahan.
_______________________________ _____________________________________
Gi-Bully nga Estudyante Ginikanan sa Gi-Bully nga Estudyante
_______________________________ _____________________________________
Nang-Bully nga Estudyante Ginikanan sa Nang-Bully nga Estudyante
Mga Saksi:
__________________________ _________________________ ___________________________
Attested by:
________________________________
School Head/CPC Chairperson

Telephone No: (088)-813-3634
CPC Form 5
CPC Form 5

Department ofofEducation
Department Education
REGION X-X
REGION NORTHERN
– NORTHERN MINDANAO
MINDANAO
SCHOOLS DIVISION
SCHOOLS OFof
Division BUKIDNON
Bukidnon
PARENT-TEACHERS’
PARENT-TEACHERS’CONFERENCE
CONFERENCE
NameName of Learner
of Learner: ___________________________________
_______________________________________ Grade________________
Grade & Section: & Section: _______________
Issues/Case/s
Issue/s/Case/s of Bullying:
of Child Child Bullying:O Social/Verbal
Social/Verbal Gender-based
Bullying O Gender-Based
Bullying Bullying
Bullying Retaliation
O Physical Bullying O Cyber-bullying
Cyber-bullying
O Retaliation: _________________ Physical Bullying
GRADING PERIOD
PARTICULARS REMARKS
1ST 2ND 3RD 4TH
I. RESULTA/EPEKTO sa “Child Bullying”:
A. ACADEMIC
Gamay ang eskor sa test (quizzes)
Gamay ang eskor sa periodic test
Sige ug absent/sibat sa klase
Dili gaapil-apil sa mga buluhaton sa klase
Wala nakapasa ug output/requirements sa subject
Kulang ug kadasig sa pagpartisipar sa mga buluhaton sa grupo
Kulang ug interes sa pag-eskwela/pagtuon
B. NON-ACADEMIC
Sabaan sa klases
Gapangbully
Iresponsable sa mga buluhaton sa eskwelahan
Dili matinud-anon sa pag-eskwela
Sige ug dula sa cellphone/computer
Inpluwensiya sa dili maayo nga barkada
Problema sa Pamilya
II. GIBUHAT NGA AKSYON

Gidasig ang estudyante sa pagpartisipar sa klase
Gipahinumduman sa pagpasa sa mga output/requirements sa subject
Gihatagan ug counseling
Gihatagan ug modyul
Gipahibalo ang ginikanan/guardian
Gikunsulta ang nahatungdang magtutudlo
Gi refer sa principal
III. REKOMENDASYON
Pahinumduman ug supportahan sa mga output/requirements sa subject
Dugang giya sa pagtuon sa balay
Sitahon ug susihon sa eskwelahan
Ako si ______________________________________ nakasabot ug nagkompormi sa record/performance

sa akong anak nga si _____________________________________________ mahitungod sa iyang pagskwela.
SIGNATURE OF PARENT/S O GUARDIAN/S:
1st Grading: ________________ Date: ____________ 3rd Grading: ________________ Date: _________
2nd Grading: ________________ Date: ____________ 4th Grading: ________________ Date: _________
Agreement:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Attested by:
_____________________________ ___________________________
Adviser Guidance Counselor, Designate
Noted:
___________________________
School Head

CPC Form 6A

____________________
Date
The School Head/Principal

________________________________
________________________________
Sir/Madam:
Greetings!
Pursuant to DepEd Order No. 40, s. 2012 on DepEd Child Protection Policy which
promotes the protection of children in school from abuse, violence, exploitation, discrimination,
bullying and other forms of abuse and DepEd Order No. 55, s. 2013 on the Implementing Rules
and Regulations (IRR) of Republic Act (RA) No. 10627 otherwise known as the Anti-Bullying
Act of 2013 that provides policies to prevent and address the act of bullying, I would like to
inform you that a learner or learners from your school is/are found to have violated the
provisions of the said orders based on the complaint acted by the Child Protection Committee
(CPC) of the this institution.
In this connection, I would like to request your good office to inform the parents or
guardian of the learner or learners enclosed in this letter to report to
__________________________________________, __________________________ on __________________,
__________________ together with their child/children for the discussion, mediation,
recommendation and settlement of the complaint with the CPC. Their presence is very much
appreciated so as to put closure and provide appropriate intervention for the involved parties.
Name of Learner/s Complaint
I am fervently hoping for your cooperation and action in this regard.
Thank you very much and more power.
Very truly yours,
_____________________
School Head/Principal
CPC Form 6B
CPC Form 6A
Region X
__________________________
__________________________
REFERRAL SLIP
Name of Learners Grade & Section

1.
2.
3.
4.
Case/s /Problem/s:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Findings & Recommendation:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Referred by: Referred to:
_____________________________ _____________________________
School Head Head of Agency
Region X
__________________________
__________________________
REFERRAL SLIP
Name of Learners Grade & Section

1.
2.
3.
4.
Case/s /Problem/s:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Findings & Recommendations:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Referred by: Referred to:
49 _____________________________ _____________________________
School Head Head of Agency
CPC Form 6C
CPC Form 7

IMPLEMENTATION MONITORING FORM
ACCOMPLISHED REASONS FOR

CATCH
ACTIVITIES /NOT NOT REMARKS
UP PLAN
ACCOMPLISHED ACCOMPLISHED
Organize a Child
Protection Committee
(CPC) and designate
a Guidance in charge
Conduct an
orientation to the
CPC, all school
personnel, and SSC
officers on the
handbook on
handling bullying in
schools cases and on
the roles and
functions of all
school personnel
related to handling
bullying cases
Make an action plan

on anti-bullying
advocacy materials
Conduct
simultaneous
orientation to
learners on the
school policy on
schools and show
audio-video advocacy


or other materials on
anti-bullying in every
classroom across
grade levels
Conduct a school-
based research on the
Advocacy
Implementation Plan
to assess and monitor
the nature, extent
and perceptions of
bullying behaviors
and attitudes of
learners
Presentation of CI
research on the
bullying campaign to
the school personnel
and CPC
Search for Child

Friendly Class
Champions
Conduct monitoring
of the recording and
reporting of bullying
incidence based on
the reports provided
by the teachers and
guidance counselors
as captured in the
CPC Form 1 or
Intake Sheet
CPC Form 7

IMPLEMENTATION MONITORING FORM
ACCOMPLISHED REASONS FOR

CATCH
ACTIVITIES /NOT NOT REMARKS
UP PLAN
ACCOMPLISHED ACCOMPLISHED
Organize a Child
Protection Committee
(CPC) and designate
a Guidance in charge
Conduct an
orientation to the
CPC, all school
personnel, and SSC
officers on the
handbook on
schools cases and on
the roles and
functions of all
school personnel
related to handling
bullying cases
Make an action plan

on anti-bullying
advocacy materials
Conduct
simultaneous
orientation to
learners on the
school policy on
schools and show
audio-video advocacy

CPC Form 8

PROGRESS MONITORING FORM
Agreed
Name of Student Effect Remarks
Intervention
1.
2.
3.
4.
Monitored by:
_______________________________
School Head/CPC/Division Office Personnel
_______________________________
Date Monitored
School-Based Report on on Incidents of Bullying
School Year ____________________

School: Classification (Private/Public):
Address: Level: (Kindergarten/Elementary/Secondary)
Nature of Bullying Victims Perpetrator Status:
(Resolved/
Date/ Place Action
Case No. Physical Social
Gender- Cyber Spiritual Emotional Recommendation Pending/
of Incident Based Bullying Bullying Bullying
Retaliation Taken Referred to other
Name Age Sex Name Age Sex
Agency)
M F M F M F M F M F M F M F
Note: Bullying is perpetrated by a student against another student which may be:
*Cyber-bullying - any bullying done through the use of technology or any electronic means (texting, email, chatting, online games, etc.)
*Gender-Based - refers to any act that humilates or excludes a person on the basis of perceived or actual sexual orientation and gender identity.
*Social bullying - refers to any deliberate, repititive and aggressive social behavior intended to hurt or belittle an individual (name-calling, cursing, labelling, etc.)
*Emotional Bullying - refers to any act that causes damage to a victim’s psyche and/or emotional well-being or any slanderous statement or accusation that causes the victim
undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting and commenting negatively on the victim’s looks, clothes and body.
*Physical - unwanted physical contact (punching, shoving, pushing tickling, headlocks, etc.)
*Spiritual bullying - any act disrespecting the religious rights, practices and rituals of an individual
Reviewed and Confirmed by: Prepared by:
Name/Designation Name/Designation
CPC Form 9
Date Date
Enclosure No. 1A to DepEd memorandum No. 59, s. 2015
(To be submitted to the Division Office a week after the start of each school year)
55
Writers
NAME DESIGNATION SCHOOL DISTRICT

1. FLORENOSOS, PHILIP R PRINCIPAL I APYAO NHS QUEZON IV
2. PAESTE, JOSIELIE E. PRINCIPAL I MINTAPUD ES IMPASUGONG II
3. PANCHO, VERGILIA O. PRINCIPAL I LIBONA NHS LIBONA II
4. SILVESTRE, JOSEPH L. PRINCIPAL I BOCBOC NHS DON CARLOS II
5. TABOADA, RHEA S. MASTER TEACHER II IMPASUGONG NHS IMPASUGONG I
6. YAP, EMMANUEL T. PRINCIPAL I KIBATANG NHS DON CARLOS I
Advocacy Material Developers

1. AMAHOY, JEROME B. TEACHER I DANGCAGAN NHS DANGCAGAN
2. BENEDICTO, JOEVIN T. TEACHER III MARAMAG CES MARAMAG I
3. CASTRO, JUNREY T I/DALSC KALAGANGAN CES SAN FERNANDO II

4. DALAOTA, JAY-AR B. TEACHER I IMPASUGONG IMPASUGONG I
5. LIBUCAY, SHEM P. TEACHER I BUSCO CES QUEZON IV
6. LUCERNAS, PAUL KEDNER B TEACHER I COLAMBUGON ES MARAMAG III
7. SIAROT, MARY GRACE J. TEACHER I GUTALID ES KITAOTAO II
8. TAN III, LEO I. SHS TEACHER I MANOLO FORTICH NHS MANOLO FORTICH I
Participants

1. ACEBU, MARIA MERCY C. TEACHER I ALAE NHS MANOLO
2. AMAHOY, JEROME B. TEACHER I DANGCAGAN NHS DANGCAGAN

3. LAS MARIAS, RNEL C. TEACHER II TALAKAG NHS TALAKAG I
4. PAVA, HANNIBAL P. CRAFTS EDUCATION BNHSI MARAMAG I
DEMONSTRATOR I
5. TORRES, JAMES P. TEACHER II BNSHI MARAMAG I
6. VARDIZA, DIVINA T. PRINCIPAL I DOLOGON CES MARAMAG III
7. CASIANO, TEODORO P. PRINCIPAL II IMPASUG-ONG NHS IMPASUGONG I
Participants

8. KILIMAN, CARONEL TEACHER I ILIGNAN ES IMPASUG-ONG I
9. APARECE, PATRICK C. PRINCIPAL I MARAMAG SOUTH ES MARAMAG I
10. SANTE, JOEY L. PRINCIPAL I DIGONGAN ES KITAOTAO I
11. MARCELO, WEENKIE JHON HEAD TEACHER I DUMALAGUING IS IMPASUG-ONG I
12. LUCERNAS, PAUL KEDNER TEACHER I COLAMBUGON ES MARAMAG III
13. GAJE, SAMSON C. PRINCIPAL I KIBURIAO NHS QUEZON III
14. BATONGHINOG, HERACLIO TEACHER III HALAPITAN NHS SAN FERNANDO
15. CANDILASA, ELMA GAY D. TEACHER III HALAPITAN NHS SAN FERNANDO
16. CANILLAS, CHRISTINA B. TEACHER III SALORINGAN IPS SAN FERNANDO
17. CASTRO, JUN REY B. DALSC ALS COORDINATOR SAN FERNANDO II
18. GULAY, BELITA A. TEACHER I IBA IS SAN FERNANDO II
19. HERNANE, MARIAN MAE TEACHER I SAN ROQUE ES DON CARLOS
20. RAMOS, GODISA M. AO II HALAPITAN NHS SAN FERNANDO
21. SIGNO, JOYCE S. TEACHER II KIBONGKOG IP SCHOOL SAN FERNANDO
22. HENRY J. LOOD PRINCIPAL II SAN LUIS ES MALITBOG II
23. SACULINGAN, ARDIAN V. PRINCIPAL II MANOLO FORTICH CES MANOLO FORTICH I
24. CABARON, DANTE O. PRINCIPAL I SAN MIGUEL ES MANOLO FORTICH I
25. EREDIANO, MICHELLE D. TEACHER I DIGONGAN ES KITAOTAO I
26. SIAROT, MARY GRACE J. TEACHER I GUTALID ES KITAOTAO II
27. SUMOHOY, IVONNY C. TEACHER I GUILANG-GUILANG IS MANOLO FORTICH

IV
28. ONAHON, PRINCESS MAE A TEACHER I MANOLO FORTICH CES MANOLO FORTICH I
29. CANOY, MARIA TERESA F. TEACHER I KABADIANGAN CES KADINGILAN
30. MANGGANA, MICHELLE E. TEACHER I BASAK ES TALAKAG I
31. LANSADERAS, JIMELYN T. PRINCIPAL II KALILANGAN CES KALILANGAN EAST
32. LARAYOS, ROSIE M. TEACHER III PANGANTUCAN CES PANGANTUCAN

NORTH
33. SIMORA, JOHN DARRYL C. TEACHER I PANGANTUCAN CES PANGANTUCAN
NORTH
34. PANDAN, SHIELA P. TEACHER III KALILANGAN CES KALILANGAN EAST
35. EMANO, EARL MAY D. TEACHER I / ALS KALILANGAN CES KALILANGAN EAST
MOBILE TEACHER
36. ASOY, HANNA B. TEACHER I MALINAO CES KALILANGAN WEST
37. DURA, JERLY B. TEACHER I PORTULIN ES PANGANTUCAN

NORTH

Participants

38. DULLA, JENNIFER M. PRINCIPAL II DOLOGON NHS MARAMAG 3
39. TAN, LEO III I. TEACHER I (SHS) MANOLO FORTICH NHS MANOLO FORTICH I
40. MATA, ROMMEL E. TEACHER I NAEWA TA KIHAN-AY
41. TULIC, LARRY M. TEACHER I KALILANGAN NHS KALILANGAN EAST
42. TRANGIA, CHELIE T TEACHER I APYAO NHS QUEZON IV
L43. IBUCAY, SHEM P. TEACHER I BUSCO CES QUEZON IV
44. MACABAGO, SAID PRINCIPAL I ANGGA-AN IS
45. QUIJARDO, SAMUEL B. PRINCIPAL I TALAKAG NHS TALAKAG I
46. VICEN, JEROME B. TEACHER II KALILANGAN NHS KALILANGAN EAST
47. DOÑO, MARK WINDEL PRINCIPAL I DAGUMBAAN IS TALAKAG I
48. BENEDICTO, JOEVIN TEACHER I MARAMAG CENTRAL ES MARAMAG I
49. REMATE, PRINCESS SARAH TEACHER I DAGUMBAAN IS TALAKAG I
50. OLIVER, LUCRESIO Y. PRINCIPAL II LANTAPAN NHS LANTAPAN EAST
51. BACOSA, KAREN TEACHER I MARAMAG CES MARAMAG I
52. GURREA, EDWIN O. EPS CID DIVISION OFFICE
53. PANISTANTE, NANCY EPS CID DIVISION OFFICE
54. SUMO-OY, ROLLEN B. SEPS SGOD DIVISION OFFICE
55. ESTIVA, RONNEL JUN T. PDO I SGOD DIVISION OFFICE
56. CASANOS, BOBBY GLEN G. PDO I SGOD DIVISION OFFICE
57. ANDO, JOHN CLEMENCE L. PDO I SGOD DIVISION OFFICE
58. VILLANUEVA, HEINZ GUDE- ATTORNEY III LEGAL OFFICE DIVISION OFFICE
RIAN L.
59. VALDEZ, ROME HART LEGAL ASST. I LEGAL OFFICE DIVISION OFFICE
60. TORRES, JAMES ADOLF R. ADAS III LEGAL OFFICE DIVISION OFFICE
61. MAHISTRADO, CHARLES T. PSDS MALITBOG II MALITBOG II
62. VIRTUDES, MARIA STELLA PSDS LIBONA II LIBONA II

K.
63. UAYAN, DAISY C. DIC MARAMAG MARAMAG III
64. PAMISA, TERESITA G. DIC DAMULOG NORTH DAMULOG NORTH
65. BENEDICTO, ROLISA PRINCIPAL III HALAPITAN NHS HALAPITAN NHS
66. BARRO, LONIEL PRINCIPAL II CABULOHAN NHS CABANGLASAN I
67. NADA, NANCY B. TEACHER I BOCBOC NHS DON CARLOS II
68. AGAPAY, ALOMA B. TEACHER III QUEZON NHS QUEZON I
Participants

69. PEREGRINO, NOVIEMA B. TEACHER I KISOLON CES IMPASUG-ONG I
70. DALITO, JOHN PATRICIA DFSPG President KISOLON IMPASUG-ONG I
71. JOROMO, CHERY DFSSG President BOCBOC NHS DON CARLOS II
72. INDAC, GEN INFINITY E. DFSSG V-President QUEZON NHS QUEZON I

73. PARCHAMENTO, SHANESSA SSG OFFICER QUEZON NHS QUEZON I
74. TEQUILLO, EDUARDO SSG OFFICER QUEZON NHS QUEZON I

Special Acknowledgement
This handbook is made possible through the Division GAD Fund.

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COPYRIGHT NOTICE

i Handbook on Handling Bullying in Schools

It is yet too early to claim an accomplishment and celebrate success

As the Schools Division Superintendent of Bukidnon, I am deeply

Accordingly, to race a car symbolizes bravery,

(Sgd.) AUDIE S. BORRES

Handbook on Handling Bullying in Schools

While it is true that the Department of Education (DepEd) has

Allow me to express my appreciation and warm felicitaitions to

Let this handbook be an instrument of

(Sgd.) LANILA M. PALAPAR

With the development of the Handbook on Handling Bullying in

Dreaming of a better tomorrow, let us support one

(Sgd.) ELBERT R. FRANCISCO

i Handbook on Handling Bullying in Schools

There has been a lot of discussions regarding bullying in schools,

The crafting of this handbook is very timely as a

With gratitude, I would like to convey my sincere

(Sgd.) ARTEMIO REY S. ADAJAR

(Sgd.) NANCY B. PANISTANTE

Handbook on Handling Bullying in Schools

As a child-focused organization, World Vision remains committed

Our work is geared towards advocating for every child to

We are grateful to partner with the Department of Education-

It is our hope that this handbook will strengthen

Together, we can make every school a safer

(Sgd) JOCELYN P. MARISCAL

Cover Page ………………………………………………………………...........

Handbook on Handling Bullying in Schools

1 Handbook on Handling Bullying in Schools

1. UN Convention on the Rights of a Child

3 Handbook on Handling Bullying in Schools

5 Handbook on Handling Bullying in Schools

Section 10 of DepEd Order No. 40 s. 2012, states the establishment

7 A Handbook on Anti-Bullying in Schools

FACT-FINDING AND DOCUMENTATION

Section 6 on the Prevention and Intervention Program to Address Bullying in

1. School-wide initiatives centered on:

9 Handbook on Handling Bullying in Schools

11 Handbook on Handling Bullying in Schools

Terms defined operationally*

“Emotional refers to any act that causes damage to a victim’s psyche

“School is a school teacher designated by the School Head to conduct

* The terms are coined by the developers for common understanding.

Referral School Head

Task Prompt for CPC

13 Handbook on Handling Bullying in Schools

Refer to other End

15 Handbook on Handling Bullying in Schools

REPORT TO THE TEACHER/ADVISER

ACCOMPLISHING THE INTAKE SHEET

FACT FINDING AND DOCUMENTATION

17 Handbook on Handling Bullying in Schools

19 Handbook on Handling Bullying in Schools

21 Handbook on Handling Bullying in Schools

RECORDING AND REPORTING

Section 6 of the Implementing Rules and Regulations (IRR) of the Anti-Bullying

1. School-wide initiatives centered on:

2. Classroom-level initiatives that focus on:

23 Handbook on Handling Bullying in Schools

3. Involving parents in bullying prevention activities, such as:

4. Monitoring students who are vulnerable to committing aggressive acts or

“Never be bullied into silence.

Accomplished by: ____

______________ _ _______________