Public awareness campaigns and professional development programs should be expanded to destigmatize child protection issues and sensitize professionals and society to the importance of early intervention and support. Moreover, child protection training should be mandatory for all professionals working with children, including health care providers, teachers, and social workers. This training should cover the recognition, reporting, and management of child abuse and neglect (13, 14). Likewise, Programs such as Incredible Years, implemented in child protection services, have shown positive impacts on parenting practices and parents’ perceptions of their child’s behavior, although challenges remain in their implementation (15). In Oman, while teachers and caregivers have positive attitudes toward child rights, their knowledge of available child protection services is limited. Participation in awareness activities has been positively associated with the reporting of suspected abuse cases, indicating the need for expanded training programs (16). In addition, collaboration between the University of Iowa and Turkish professionals has led to a significant increase in the number of multidisciplinary teams (MDTs) and improved professional attitudes toward child abuse and neglect. This underscores the importance of culturally competent training programs and policymakers’ involvement of policymakers (17). Consequently, despite increasing awareness, there are significant deficits in the training of health care professionals. Initiatives such as the Medical Child Protection Helpline and online courses in Germany have significantly improved knowledge and competencies among healthcare professionals, highlighting the need for flexible and accessible training options (18, 19). Similarly, in the Philippine educational context, while the Department of Education (DepEd) mandates all teachers to adhere to child protection and welfare standards (see Table 1), the critical need for structured, ongoing training to translate this mandate into effective practice remains a pressing concern.

Limited time resources, staff shortages, and financial constraints complicate the implementation of protection policies (20). Fiscal interventions often suffer from low utilization ratios and infrastructural constraints, which affect their effectiveness (21). Additionally, enhancing policies and strengthening institutional capacity are necessary to bolster legal protection for children (22). In addition, developing collaborative networks between community agencies and organizations is recommended for effective contextual safeguarding (23). Adopting positive schooling, which emphasizes inclusiveness, strength-based education, and collaboration, can create a healthier and safer school environment (24). Nonetheless, limited time resources, staff shortages, and financial constraints complicate the implementation of protection policies (20). Overly bureaucratic responses and a blame culture hinder effective practice reforms in child protection services (25). Cross-sector collaborations face challenges, such as a lack of socio-political support and organizational culture issues, which affect the implementation of programs aimed at reducing racial disparities in child protection (26). Some regions, societal customs, and traditions can hinder the effective implementation of child protection programs. For instance, professionals in Saudi Arabia have reported that customs and traditions are major barriers to implementing child protection training programs (27). A lack of public awareness of the importance of child protection can impede such efforts. In the Banyumas Regency, Indonesia, insufficient public awareness has been identified as a significant obstacle to the implementation of child protection regulations (11). Similarly, the role of community outreach and collaboration among school administrators, teachers, and parents is emphasized in creating a positive school environment (12) Moreover, allocating more funds through regional budgets can help address resource limitations (11).

Bronfenbrenner’s Ecological Systems Theory (EST) offers a detailed framework for comprehending human development in relation to various environmental systems that impact an individual (28). This theory has been extensively applied in the study of child development, focusing on how diverse environmental contexts interact to shape growth and behavior (29). The microsystem represents the innermost layer, encompassing the immediate environments in which an individual engages directly, such as family, school, and peers, highlighting the reciprocal influences between the individual and their immediate surroundings (30, 31). The mesosystem involves connections between these microsystems, such as the interaction between a child’s home and school environments, and how these relationships affect the child’s development (31, 32). The exosystem includes broader social settings that do not directly involve the individual but still have an indirect impact, such as parents’ workplaces, community services, and local government policies (31, 32). The macrosystem consists of cultural and societal norms, values, and laws that shape other systems, including overarching cultural, economic, and political patterns (31, 32). The chronosystem introduces the element of time, considering the changes and continuities in an individual’s environment throughout their life, including transitions and historical events (28, 32). By applying EST, a more comprehensive framework is provided to understand the context of child protection policies in schools, which is crucial for ensuring children’s welfare. This involves a combination of statutory duties, training, inter-agency collaboration, and preventive measures to create a safe and supportive environment for children. However, implementing child protection policies can be challenging because of factors such as a lack of awareness among staff, insufficient training, and the complexity of coordinating with external child protection systems. Research indicates that many newly qualified teachers are not fully informed about their schools’ child protection policies, underscoring the need for improved communication and training (5).

A qualitative case study design was utilized to explore secondary school teachers’ perception of the child protection policy anchored on the Philippine Department of Education order and the Bangsamoro Autonomous Region in the Muslim Mindanao Ministry of Basic, Higher, and Technical Memorandum on Child Protection Policy Guidelines and Implementation. The flexibility of the case study method allows for the integration of multiple data sources, thereby providing a holistic and nuanced understanding of real-life experiences (33). By emphasizing the participants lived experiences and narratives, the case study approach legitimizes their voices and highlights their adaptive strategies within unique school contexts (34). Case studies can provide rich, detailed insights that quantitative methods may overlook, making them valuable for exploratory research, theory development, and practical applications (33). Thus, this study determines how teachers perceive the effectiveness of the child protection policy in ensuring student safety and well-being, and the challenges in implementing the child protection policy.

This study was conducted in public secondary schools in Bongao, Tawi-Tawi, Philippines. The Bongao municipality is among the 11 municipalities in the province of Tawi-Tawi, the Philippines. The participants were regular permanent secondary school teachers holding a plantilla item from Teacher-I to Teacher III, and those who had been in the teaching profession for 10 years and more years were identified as study participants. The researchers applied purposive sampling techniques to select the participants such that there were four (4) teachers holding teacher-I items, five (5) holding teacher-II items, and one (1) teacher-III item, such that seven (7) teachers had been in the service for 10 to 19 years, and three (3) had been in the service for 20 to 25 years (Table 2). Having more than 9 years of experience offers a deeper understanding of the law and valuable teaching experiences within a diverse community, such as the Bangsamoro Autonomous Region in Muslim Mindanao. Five or 50 % of the participants were class-advisers while the rest were subject teachers but held other crucial tasks. Having equal numbers of class-advisers and non-advisers gave a balanced perspective and insights to nurture and understand learners well-being, welfare, needs, and interest. Further, to establish gender sensitivity, responsiveness, and perspective, the selection of the participants was almost equal, such that six female participants and four male participants with an overall 10 participants.

The Key Informant Interview (KII) interview guide with seven participants and a Focus Group Discussion (FGD) interview guide with three participants were developed through a peer review process and submitted to an expert in educational leadership and educational policy for critiquing and validation. The semi-structured interview guide consisted of key questions on the need for awareness and training, impact on classroom management, community engagement, perceived limitation of the policies, effectiveness in safeguarding students, lack of awareness and training, resistance from students, parental involvement and awareness, implementation challenges, and external influence and environment to determine the perceived effectiveness of the child protection policy ensuring students’ safety and well-being, and elaborate changes encountered by the teachers in the implementation of the child protection policy.

Ethical approval from the subject-based ethics review of the first author’s institution was obtained prior to data collection (PEM 301-Approved Code No. 2025–01). The participants provided informed consent and the researchers explained the objectives of the study, procedure, and confidentiality of the data. The participants were interviewed face-to-face for 60 min and recorded with their permission. Data were transcribed and stored on the researchers personal online drive, and only the researchers team could access the files. After the transcription, an inductive thematic approach was used to elicit participants’ relevant views and experiences, aiming to identify themes from the participants’ narratives. First, three researchers performed data cleaning, wherein the cleaned data were thoroughly reviewed by all other researchers and then compared for consistency. Second, another three researchers were assigned coding, and the three researchers performed line-by-line coding of the data manually such that the codes identified and listed by the three researchers were compared and saturated to ensure accuracy and precision. Third, another three researchers performed the coding through the ATLAS.ti web application and compared it with the manual coding, which was performed to confirm the result and gain reliability and validity. Finally, the researchers agreed on consolidating the final enumeration of the codes both from manual and Atlas.ti version 25, from the transcripts, furthermore these codes were grouped by themes such as awareness and training, impact on classroom management, community engagement, perceived limitation of the policies, effectiveness in safeguarding students, lack of awareness and training, resistance from students, parental involvement and awareness, implementation challenges, and external influence and environment. For better interpretation and clearer analysis of the results, the primary researcher identified and listed three quotes for every theme taken from the responses of the participants, resulting in a total of 10 themes as shown herein. Data saturation was reached when no new codes emerged from the transcript. The final output was subjected to linguistic precision using digital language tools such as Grammarly for enhancement and coherence.

The study of child protection policies in public schools in the Philippines with respect to regional contexts, such as in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), implies a theoretical implication along the safeguarding of students’ safety and well-being is fundamentally rooted in a holistic approach that encompasses not only the physical environment of the school but also the emotional and psychological dimensions of student experiences in school, at home, and in their environment. Table 2 provides the theoretical implications of this theory in relation to the findings of this study. The findings of this study, analyzed through the lens of Bronfenbrenner’s Ecological Systems Theory, reveal that the challenges in implementing CPP are not merely a result of individual teacher resistance, but are symptomatic of dysfunctions and disconnections across the entire educational ecosystem. At the microsystem level, teachers are often caught in difficult positions. CPP is designed to foster trust. However, in practice, some teachers feel that it undermines their authority. This is exacerbated by mesosystem failures, particularly lack of parental awareness. When the values and rules of the school (one microsystem) are not reinforced at home (another microsystem), students receive conflicting messages, leading to the resistance and behavioral challenges teachers described. Furthermore, exosystem creates significant barriers. The call for more training and resources is a direct response to a system that does not adequately equip teachers with this mandate. Overcrowded classrooms and a lack of support staff are not classroom-level problems; they are the result of resource allocation decisions made at higher administrative levels. This aligns with Tariq (20) and Hariyanto et al. (11), who identified financial constraints and weak institutional capacity as key impediments. Ultimately, this occurs within the unique macrosystem of the BARMM. The need for “culturally sensitive approaches” underscores the need for a one-size-fits-all national policy that can be carefully adapted to local customs and realities. The reported “culture interference” is not a simple obstacle but a point of negotiation between the national law and local tradition, a classic macrosystemic dynamic (Table 4).

The theoretical implications extend to the development of policies and frameworks that are culturally sensitive and contextually relevant to the unique cultural and social dynamics of their communities. Practical strategies such as regular training for teachers, parents, and students on child protection policies are essential. The following are the recommendations for policy and practice:

Design more relevant training and awareness campaigns: There is a strong need for ongoing training and awareness programs for teachers, parents, and students regarding the Child Protection Policy (CPP). Participants emphasized that awareness should not be a one-time event, but rather a continuous process to ensure that all stakeholders are informed and engaged. Suggestions were made to integrate child protection topics into the school curriculum, particularly in subjects like the values education subject, to enhance students’ understanding of their rights and the policies in place to protect them. Further, the researchers suggested CPP-related training, such as understanding child development and psychology, digital safety and online protection, child protection in indigent community and cultural sensitivity, etc.

Strengthen parental and community involvement: Parental involvement is crucial for effective implementation of child protection measures. Many participants noted that parents often lack awareness of CPP, which can hinder its effectiveness. Therefore, initiatives to educate parents about these policies are necessary, and collaboration with local government units (LGUs) and community organizations is essential. Participants highlighted that safeguarding learners requires collective effort from all stakeholders including schools, parents, and community members.

Addressing implementation challenges: Many educators have pointed out that overcrowded classrooms and insufficient resources (such as security measures) pose significant challenges for the effective implementation of child protection policies. This environment can lead to increased stress among students and teachers. Similarly, there is a gap in the awareness and understanding of CPP between teachers and parents. While some teachers are familiar with these policies, many are not fully aware of their implications or of how to implement them effectively. Similarly, participants noted that societal issues such as domestic violence and economic pressures significantly impact students’ safety and well-being. Furthermore, the need for culturally sensitive approaches to implementing child protection policies has been emphasized, particularly in diverse communities. Understanding the cultural context of students can help educators to manage and discipline them more effectively.

Refining classroom management: Teachers emphasized the necessity of establishing clear rules and boundaries within the classroom. This includes communicating the do’s and don’ts to students, which helps to maintain discipline and order. In particular, the implementation of anti-bullying policies is crucial. Teachers noted that discussing the effects of bullying and ensuring that students understand these policies could create safer classroom environments. Moreover, it is important to be present in the classroom to effectively manage student behavior. When teachers are actively supervising, there are fewer incidents of misbehavior. Hence, ensuring that classrooms are equipped with necessary resources can help maintain discipline and provide a conducive learning environment.

This study provides significant knowledge and understanding of the implementation of educational policies focusing on child protection in public schools; however, it has several limitations. The findings herein were obtained from a small number of teachers as participants within a specific local context, which many may not represent across all regions of the Philippines. Because the study was mainly based on qualitative narratives, the interpretation emerged only on personal views and experiences, rather than broad generalizations. Future studies should include more participants from different localities and with different types of schools, which may include private schools and basic education schools managed by state colleges and universities to completely represent different situations and perspectives. Further, a longitudinal study and a comparative study between public schools and private schools in the region are highly recommended to produce more substantive and significant outputs. Mixed-methods research is recommended that combines personal narratives and measurable data on teachers’ perceptions and teachers’ encountered challenges in child protection policy.