Assessing the implementation of the child-friendly school system and its relationship to learner well-being in SOCCSKSARGEN

https://doi.org/10.35912/jshe.v5i4.2951
Published: Aug 8, 2025

Abstract:

Purpose: This study examined the level of implementation of the Child-Friendly School System (CFSS) in the three city divisions of SOCCSKSARGEN and its relationship with learners' well-being. This study aimed to determine whether the CFSS contributes to positive emotional and educational experiences among learners.

Research methodology: Using a descriptive-correlational design, the study gathered data from 237 respondents, including teachers, child protection coordinators, guidance counselors, and SSLG advisers from selected large, medium, and small schools in General Santos City, Koronadal City, and Tacurong City. The data collection instruments were based on DepEd Order No. 44, s. 2015, and a validated learner well-being scale. The statistical tools used included the mean and Pearson's r.

Results: The findings revealed a high level of CFSS implementation across schools, with the highest teacher morale and academic success ratings. Learners’ well-being was also rated moderately across five domains: engagement, perseverance, optimism, connectedness, and happiness. A strong positive correlation (r = 0.6058, p < 0.05) was found between CFSS implementation and learner well-being.

Conclusions: Stronger CFSS implementation is linked to better learner well-being, highlighting the importance of supportive and inclusive school environments.

Limitations: The findings are limited to selected public secondary schools in SOCCSKSARGEN and rely on self-reported data, which may reflect subjective perceptions of the respondents. Broader generalizations beyond this region should be approached with caution.

Contribution: This study provides empirical support for the CFSS as a critical approach to promoting student well-being and positive school outcomes. It also highlights the importance of sustained involvement of stakeholders.

Keywords:
1. Child-Friendly School System
2. Inclusive Learning
3. Learner Well-Being
4. Public Education
5. School Environment
6. SOCCSKSARGEN
Authors:
1 . Luzviminda Bautista
Mindanao State University, Philippines
2 . Ildefonso E. Libdan Jr.
Mindanao State University, Philippines
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How to Cite
Bautista, L., & Libdan Jr., I. E. . (2025). Assessing the implementation of the child-friendly school system and its relationship to learner well-being in SOCCSKSARGEN. Journal of Social, Humanity, and Education, 5(4), 359–370. https://doi.org/10.35912/jshe.v5i4.2951
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Vol. 5 No. 4 (2025): August
Articles
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  1. Andiyanto, D., & Hariri, H. (2022). Inclusive Education Schools: A Literature Review. Jurnal Humaniora dan Ilmu Pendidikan, 1(2), 121-127. doi:https://doi.org/10.35912/jahidik.v1i2.1645
  2. Baron, J. (2022). HIV/AIDS Awareness and the Level of Sexual Risk Behaviors Among Senior High School Students: An Evaluation. Journal of Social, Humanity, and Education, 3(1), 43-55. doi:https://doi.org/10.35912/jshe.v3i1.1145
  3. Baron, J. V. (2024). Climate change awareness and adaptation by rice farmers in Surallah, South Cotabato. Journal of Social, Humanity, and Education, 4(3), 193-204. doi:https://doi.org/10.35912/jshe.v4i3.1854
  4. Baron, J. V., & Robles, A. C. M. O. (2023). Structural equation model: Organizational performance among state universities and colleges in Philippines. Journal of Social, Humanity, and Education, 3(4), 307-320. doi:https://doi.org/10.35912/jshe.v3i4.1505
  5. Cedeño, K. M. S. (2024). Positive School Climate: Scrutinizing Roles of Elementary Child Protection Policy Coordinators.
  6. Gaias, L. M., Arnold, K. T., Liu, F. F., Pullmann, M. D., Duong, M. T., & Lyon, A. R. (2022). Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services. Psychology in the Schools, 59(12), 2471-2485. doi:https://doi.org/10.1002/pits.22515
  7. Grover, H. M., Boberiene, L. V., & Limber, S. P. (2021). Are US schools places of community? Does it matter? American Journal of Orthopsychiatry, 91(3), 332. doi:https://psycnet.apa.org/doi/10.1037/ort0000551
  8. Hanna, E. (2022). Academic Performance and its Associated Factors Among Well Nourished and Under-Nourished Public-School Adolescents in Bahir Dar City, Northwest, Ethiopia, 2022.
  9. Ibarra, B. N. (2022). Understanding SEL to create a sense of belonging: The role teachers play in addressing students’ social and emotional well-being. Current issues in education, 23(2). doi:https://doi.org/10.14507/cie.vol23iss2.2049
  10. Kusmawan, A., Rahman, R., Anis, N., & Arifudin, O. (2024). The Relationship Between Teacher Involvement in Curriculum Development and Student Learning Outcomes. International Journal of Educatio Elementaria and Psychologia, 2(1), 1-12. doi:https://doi.org/10.70177/ijeep.v2i1.1890
  11. Leung, C., Leung, J. T. Y., Kwok, S. Y. C. L., Hui, A., Lo, H., Tam, H. L., & Lai, S. (2021). Predictors to Happiness in Primary Students: Positive Relationships or Academic Achievement. Applied Research in Quality of Life, 16(6), 2335-2349. doi:https://doi.org/10.1007/s11482-021-09928-4
  12. Markom, C. (2024). “Silencing” or “Being Silent” from a Child-Centered Perspective. Difference and Sameness in Schools: Perspectives from the European Anthropology of Education, 48, 122.
  13. McCabe, E. M., Davis, C., Mandy, L., & Wong, C. (2022). The role of school connectedness in supporting the health and well-being of youth: Recommendations for school nurses. NASN school nurse, 37(1), 42-47. doi:https://doi.org/10.1177/1942602X211048481
  14. Miller, T. W. (2023). School-Related Violence During the COVID-19 Pandemic. In T. W. Miller (Ed.), School Violence and Primary Prevention (pp. 217-229). Cham: Springer International Publishing.
  15. Page, A., Anderson, J., & Charteris, J. (2023). Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, 27(14), 1696-1711. doi:https://doi.org/10.1080/13603116.2021.1916105
  16. Robosa, J., Paras, N., Perante, L., Alvez, T., & Tus, J. (2021). The experiences and challenges faced of the public school teachers amidst the COVID-19 pandemic: A phenomenological study in the Philippines. International Journal of Advance Research and Innovative Ideas in Education, 7(1), 1342-1361.
  17. Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10). doi:10.1016/j.heliyon.2024.e31370
  18. Shamionov, R. M., Grigoryeva, M. V., Sozonnik, A. V., & Grinina, E. S. (2021). The role of junior adolescents’ school well-being/ill-being characteristics in school anxiety variations. European journal of investigation in health, psychology and education, 11(3), 878-893. doi:https://doi.org/10.3390/ejihpe11030065
  19. Simpal, E. A., Robles, Ava Clare. (2024). Education 4.0: Awareness, Readiness, and Digital Competence of Higher Education Institutions (HEIs) Faculty in Region XII. Readiness, and Digital Competence of Higher Education Institutions (HEIs) Faculty in Region XII (November 10, 2024). doi:https://dx.doi.org/10.2139/ssrn.5018303
  20. Suldo, S. M., Fefer, S., Mahony, K. E., & Blass, J. (2024). CBT for Promoting Well-Being of Children and Adolescents Cognitive-Behavioral Interventions in Educational Settings (pp. 77-106): Routledge.
  21. Sun, S. A., & Crosthwaite, P. (2022). “The findings might not be generalizable”: Investigating negation in the limitations sections of PhD theses across disciplines. Journal of English for Academic Purposes, 59, 101155. doi:https://doi.org/10.1016/j.jeap.2022.101155
  22. Tannert, S., & Gröschner, A. (2021). Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment. European Educational Research Journal, 20(4), 498-519. doi:https://doi.org/10.1177/14749041211024784
  23. Vaghela, V. S., & Parsana, D. F. (2024). Teaching and Learning: Fostering Student Engagement, Critical Thinking, and Lifelong Learning Skills.
  24. Walker, S., & Graham, L. (2021). At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. International Journal of Inclusive Education, 25(8), 896-913. doi:https://doi.org/10.1080/13603116.2019.1588925
  25. Wing III, T. W. (2024). Unraveling the Threads: Exploring the Interplay Between Occupational Stress and Metabolic Health Among Urban School Staff. Saint Joseph's University.
  26. Zheng, F. (2022). Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology, 12, 796728. doi:https://doi.org/10.3389/fpsyg.2021.796728