The integration of anti-bullying policies into the MATATAG curriculum has encountered several challenges, despite its well-intentioned framework. These issues were highlighted during the Second Congressional Commission on Education’s (EDCOM 2) Technical Working Group (TWG) meeting on August 5, which aimed to review and amend the Implementing Rules and Regulations (IRR) of RA 10627, the Anti-Bullying Law of 2013.

Dr. Allan B. I. Bernardo, a member of EDCOM 2 and Distinguished Professor at De La Salle University, raised concerns about the practical application of anti-bullying policies in classrooms. “There is a curriculum document, but we want to know what is actually happening in classrooms,” he said. “How do you know that the documents you develop are actually being implemented?” This sentiment was echoed by Ms. Carmencita Aguas, Senior Education Program Specialist at DepEd’s Bureau of Learning Delivery, who admitted that there is a significant gap in monitoring how these policies are delivered in classrooms.

The implementation challenges discussed at the meeting include a high teacher-student ratio, difficulties in curriculum implementation, and a mismatch between teachers’ training and their assigned subjects. These factors complicate the monitoring of whether teachers are effectively applying Social and Emotional Learning (SEL) and other anti-bullying principles.

Jona Kristen Valdez, Senior Education Specialist at the Bureau of Curriculum Development, highlighted that while manuals and materials on SEL and anti-bullying are developed and distributed, tracking their application remains problematic. The Bureau faces difficulties due to the large number of students per teacher and the misalignment between teachers’ training and the subjects they teach.

In contrast, some progress has been made at the local level. Mr. Elias K. Santos II, LRPO Focal Person from Valenzuela City, reported that their experiential approach to teacher training has been effective. He emphasized the need for teachers to convey the impact of bullying passionately and noted that guidance coordinators have been placed in schools to address the shortage of Registered Guidance Counselors (RGCs). These coordinators, who are Psychology graduates from the Pamantasan ng Lungsod ng Valenzuela, help bridge the gap in student support.

The meeting also included insights from private schools, such as Xavier School San Juan, where Assistant Principals Chaveli Dela Cerna and Ria Orqueza described their clear system for reporting and investigating bullying incidents. This system ensures the protection of witnesses and victims, illustrating effective practices that could be adapted for broader implementation.

Despite these examples of success, the overall implementation of anti-bullying policies remains inconsistent. Dr. Bernardo pointed out that while DepEd’s efforts are appreciated, the framework often remains abstract and may not be effectively translated into practice at the school level. “We have to make sure that it goes to the level of the classroom, and not just on paper,” he emphasized.

The urgency of addressing these challenges is underscored by the findings of the PISA 2018 and 2022 assessments, which identified the Philippines as having the highest percentage of bullying among participating countries. This alarming statistic has earned the country the title of the “bullying capital of the world.”

Future TWG meetings will focus on conducting focus group discussions with stakeholders in Navotas and Tacloban City to further refine the implementation strategies of the Anti-Bullying Act of 2013. By adapting effective practices from both public and private sectors, EDCOM 2 aims to enhance the IRR of the law and improve the overall effectiveness of anti-bullying policies in Philippine schools.