When schools no longer feel safe: The alarming rise of school violence in Philippines
The opening of School Year 2026–2027 should have been a season of hope, excitement, and renewed aspirations for millions of Filipino learners. Instead, it has been overshadowed by a series of disturbing incidents that raise a difficult but necessary question: Are our schools really zones of peace and safety?
Within the first weeks of classes, the country witnessed several alarming cases of school violence. On June 16, 2026, a 14-year-old female Grade 8 student armed with a kitchen knife attacked a Grade 5 classroom at Bethel Academy in General Trias City, Cavite, injuring seven pupils. Three days later, on June 19, a senior high school student at Cavite National High School was stabbed five times by another student, sending shockwaves throughout the education community. Most tragically, on June 22, three students were killed and five others wounded in a shooting incident inside San Jose National High School in Tacloban City.
These incidents are not isolated events. They are warning signs of a deeper crisis that extends beyond individual acts of aggression. They reflect unresolved issues related to mental health, bullying, family dynamics, social media influences, access to violent content, and weakening support systems within schools and communities.
The findings of the Second Congressional Commission on Education further amplify these concerns. EDCOM 2 reported a troubling culture of bullying and disruption in overcrowded classrooms, contributing to an environment where many students do not feel entirely safe. The statistics are sobering. According to PISA 2019, 65% of Filipino students reported being victims of bullying at least a few times a month, while 40% experienced bullying weekly or more frequently. Although PISA 2022 showed some improvement, one in three Filipino students still experiences bullying in school. Alarmingly, 43% of girls and 53% of boys encounter bullying multiple times a month, figures that remain far higher than the OECD averages.
Bullying, when left unaddressed, can become the breeding ground for violence. Students who suffer prolonged victimization may experience anxiety, depression, anger, and social isolation. Others may become perpetrators themselves. Thus, school violence should not be viewed as a complex social and educational issue requiring systemic intervention.
Recent public discussions have drawn parallels with the popular Korean drama "Teach You a Lesson," which portrays the establishment of a dedicated bureau tasked with protecting educators and students from violence and abuse. This raises an intriguing policy question: Is it time for the Philippines to establish an Educational Rights Protection Bureau, or ERPB?
The proposal deserves serious consideration. While the Department of Education has Child Protection Committees in every school under the Anti-Bullying Act of 2013 (Republic Act 10627), enforcement remains uneven across regions. An ERPB could serve as a specialized national body responsible for investigating serious incidents, monitoring compliance with child protection policies, coordinating interventions, and providing legal and psychosocial assistance to victims. Such a bureau could complement—not replace—the existing mechanisms of schools and local governments.
International experiences offer valuable lessons. Malaysia has implemented an anti-bullying law and established an Anti-Bullying Tribunal to handle complex cases beyond the capacity of individual schools. Indonesia requires the formation of School Violence Prevention and Handling Teams through Ministerial Regulation No. 46 of 2023. Singapore integrates school discipline systems with juvenile justice mechanisms and the Protection from Harassment Act, allowing stronger responses to both physical and online forms of bullying.
The Philippines has already taken steps toward strengthening school safety. EDCOM 2 has proposed amendments to RA 10627, including mandatory localized anti-bullying policies, regular updates of anti-bullying guidelines, and the designation of discipline officers responsible for policy enforcement. These reforms are timely and necessary.
Equally important is the proposal to introduce more effective accountability measures for parents, guardians, or individuals responsible for offenders through amendments to Republic Act No. 9344, the Juvenile Justice and Welfare Act of 2006. While the law rightly prioritizes rehabilitation and restorative justice, it must also recognize the critical role of families in shaping children's behavior. Accountability should not be viewed as punishment alone but as shared responsibility for prevention and intervention.
What's needed
Legislation alone will not solve the problem. Schools must invest in proactive measures. First, immediate psychosocial support and counseling services should be provided to students, families, and school personnel affected by violent incidents. Trauma, if left untreated, can have long-term consequences on learning and well-being.
Second, schools should strengthen mental health programs, peer-support initiatives, and early-warning systems that identify students at risk of harming themselves or others. Third, classroom overcrowding, a concern repeatedly highlighted by EDCOM 2, must be addressed through increased investments in educational infrastructure and teacher deployment. Fourth, stronger partnerships among schools, parents, local governments, law enforcement agencies, and mental health professionals are essential in creating a comprehensive safety network.
Most importantly, schools must cultivate cultures of empathy, respect, and belonging. Security cameras, metal detectors, and disciplinary policies may deter violence, but they cannot replace the human connections that make students feel valued, heard, and supported.
The recent incidents in Cavite and Tacloban remind us that safety cannot be taken for granted. Schools are meant to be sanctuaries of learning, character formation, and hope. When violence enters the classroom, it strikes at the very heart of education.
As the nation begins another academic year, the challenge before policymakers, educators, parents, and communities is clear. We must ensure that every school truly becomes what it was always intended to be—a genuine zone of peace, safety, and human flourishing for every Filipino learner.
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Danilo V. Rogayan Jr. ([email protected]) and Lea F. Dollete ([email protected]) are research fellows of the Center for Policy Studies in Education and Social Sciences (CePSESS) at the President Ramon Magsaysay State University in Zambales.
The views expressed herein are solely those of the authors and do not necessarily represent the official position of the institution with which they are affiliated.
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