{"id":47521,"date":"2026-08-22T06:51:07","date_gmt":"2026-08-22T06:51:07","guid":{"rendered":"https:\/\/insider18.com\/?p=47521"},"modified":"2026-08-22T07:03:02","modified_gmt":"2026-08-22T07:03:02","slug":"philippine-educators-question-marcos-governments-law-and-order-approach-to-rising-school-violence","status":"publish","type":"post","link":"https:\/\/insider18.com\/index.php\/2026\/08\/22\/philippine-educators-question-marcos-governments-law-and-order-approach-to-rising-school-violence\/","title":{"rendered":"Philippine Educators Question Marcos Government\u2019s Law-and-Order Approach to Rising School Violence."},"content":{"rendered":"\t\t
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The Educators Forum for Development-Mindanao says treating school shootings purely as security threats could obscure the deeper issues involved, stressing that such incidents should also be addressed through stronger mental health support, social welfare programmes and preventive measures within communities and schools.<\/h3>

Educators call for a broader response to violence in Philippine schools<\/h2>

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Education specialists in the Philippines are urging authorities to take a wider approach to the problem of violence in schools, arguing that increased police deployment alone may not address the circumstances that lead young people to commit serious acts of violence.<\/p>

Their comments followed another deadly incident at a Philippine school, in which two junior high school students were killed. The incident has renewed concerns about the safety of students and teachers and prompted fresh discussion about how the government should respond to such cases.<\/p>

President Ferdinand Marcos Jr has directed authorities to strengthen police visibility at schools across the country as part of efforts to improve security.<\/p>

However, the Educators Forum for Development-Mindanao (EFD-M)<\/strong> believes that relying primarily on policing and security measures could overlook deeper social and psychological factors connected to school violence.<\/p>

The organisation is calling for a more comprehensive investigation into the causes of shootings and stabbings involving students and educators.<\/p>

Educators seek a different approach<\/h3>

According to EFD-M lead convenor Sr. Concepcion Gasang, the government’s response has largely focused on what she described as the “securitisation” of the problem.<\/p>

In practical terms, this means treating school violence mainly as an issue of public safety, policing and maintaining order.<\/p>

While security measures may help protect schools and respond to immediate threats, the educators’ group argues that they do not necessarily explain why some young people become involved in violent incidents in the first place.<\/p>

The group believes the issue is influenced by several factors that need to be examined together.<\/p>

These may include mental health, social conditions, family circumstances, exposure to violence, online influences and the wider environment in which children grow up.<\/p>

For that reason, EFD-M is asking authorities to move beyond a purely security-focused response and examine the underlying causes of the violence.<\/p>

Proposal for an independent investigation<\/h3>

The educators’ organisation has proposed creating an Independent Commission of Educators and Social Scientists<\/strong>.<\/p>

The proposed body would examine the circumstances surrounding school shootings and stabbing incidents and attempt to identify the factors contributing to violence among young people.<\/p>

The commission would bring together people with expertise in education and social sciences, allowing the issue to be examined from several perspectives rather than solely through the lens of law enforcement.<\/p>

The group believes such an investigation could help authorities understand patterns behind violent incidents and develop prevention strategies aimed at addressing problems before they result in attacks.<\/p>

Rather than focusing only on what happens after an incident, the proposed approach would look at the conditions that may contribute to violent behaviour.<\/p>

The debate over violent video games<\/h3>

One question raised in the discussion is whether violent video games and other forms of digital entertainment are contributing to aggressive behaviour among children.<\/p>

Sr. Concepcion acknowledged that the increasing role of digital technology in children’s lives can affect their mental and emotional wellbeing.<\/p>

Young people are spending more time online, and exposure to different types of digital content has become a normal part of childhood and adolescence.<\/p>

Violent games and other online material have therefore become part of the wider conversation about the influences affecting young people.<\/p>

However, the educator cautioned against placing all of the blame on gaming.<\/p>

She argued that the wider social environment also needs to be considered.<\/p>

Violence extends beyond the digital world<\/h3>

According to the educators’ group, children are growing up in an environment where violent language and behaviour can become normalised.<\/p>

From social media discussions to public debates and news coverage, young people are exposed to a wide range of material every day.<\/p>

The group believes this broader environment may have a greater influence on young people’s attitudes toward violence than any single form of entertainment.<\/p>

This means that focusing exclusively on video games could provide an incomplete explanation for why violent incidents occur.<\/p>

The educators are instead calling for an examination of the different social, psychological and cultural influences affecting children.<\/p>

Concerns about children in conflict with the law<\/h3>

Sr. Concepcion also referred to young people classified as children in conflict with the law (CICL)<\/strong>.<\/p>

She pointed to the age of some of the young people involved in violent incidents, noting that many are between 14 and 16 years old.<\/p>

These teenagers were born around 2010 and have grown up during a period of significant social and political change in the Philippines.<\/p>

The educator argued that their experiences need to be considered when trying to understand their behaviour.<\/p>

According to her, this generation has grown up alongside the rapid expansion of social media and digital culture.<\/p>

They have also been exposed to a political environment in which violent rhetoric and reports of extrajudicial killings became prominent during the administration of former president Rodrigo Duterte.<\/p>

Impact of the social environment<\/h3>

The EFD-M argues that children do not develop their attitudes and behaviour in isolation.<\/p>

Their understanding of violence can be influenced by what they see and hear around them, including in their homes, communities, online spaces and wider society.<\/p>

For educators, understanding these influences is important when developing prevention programmes.<\/p>

A school may increase security at its entrances, for example, but security measures alone cannot necessarily identify a student experiencing severe emotional distress or dealing with difficult circumstances outside the classroom.<\/p>

The group therefore believes that schools need access to broader support systems.<\/p>

Mental health and social welfare<\/h3>

One of the main points raised by EFD-M is that school violence should also be considered a mental health and social welfare issue.<\/p>

The group argues that treating violent incidents exclusively as security threats risks missing opportunities for early intervention.<\/p>

Students experiencing emotional or psychological difficulties may require professional assistance, counselling or other forms of support.<\/p>

Likewise, children facing difficult family or social circumstances may need assistance beyond what schools can provide on their own.<\/p>

A broader response could therefore involve educators, counsellors, social workers, mental health professionals and other specialists working together.<\/p>

Learning from previous policy debates<\/h3>

Sr. Concepcion compared the current debate over school violence with the Philippines’ experience in dealing with illegal drugs.<\/p>

She argued that the country’s drug problem was previously approached primarily as a peace-and-order concern rather than being treated sufficiently as a public health issue.<\/p>

Her point was that the way a problem is defined can significantly influence the type of solution authorities pursue.<\/p>

If school violence is viewed only as a policing problem, resources may primarily be directed toward security.<\/p>

If it is also understood as a mental health and social welfare issue, authorities may be more likely to invest in counselling, prevention, family support and other intervention programmes.<\/p>

Security still has a role<\/h3>

The educators’ criticism does not necessarily mean that schools should operate without security measures.<\/p>

Police presence, emergency planning and other protective measures can play an important role in responding to immediate threats.<\/p>

However, EFD-M believes these steps should form only one part of a much broader strategy.<\/p>

The group wants authorities to examine why violent incidents are occurring and how warning signs might be identified before a situation becomes dangerous.<\/p>

This could involve improving mental health services in schools, strengthening counselling programmes and developing systems through which students can safely report concerns.<\/p>

Supporting students before crises develop<\/h3>

A prevention-focused approach would place greater emphasis on identifying students who may be struggling before their difficulties become severe.<\/p>

Teachers and school personnel are often among the adults who spend the most time with young people outside their families.<\/p>

With appropriate training and professional support, educators may be better positioned to recognise significant changes in a student’s behaviour.<\/p>

However, teachers cannot be expected to handle serious psychological or social problems alone.<\/p>

The EFD-M proposal for greater involvement from social scientists and other specialists reflects the belief that school violence requires cooperation across several fields.<\/p>

The influence of social media<\/h3>

The rapid growth of social media has changed the way young people communicate, consume information and interact with one another.<\/p>

Students can now encounter material from around the world within seconds.<\/p>

This can create opportunities for learning and connection, but it can also expose children to disturbing or harmful content.<\/p>

The educators’ group believes the effects of this digital environment deserve closer examination when studying youth violence.<\/p>

Rather than assuming that one type of online content is responsible, researchers could examine how multiple forms of digital exposure interact with family life, social pressures and mental health.<\/p>

Avoiding simple explanations<\/h3>

The debate over school shootings often leads to questions about a single cause.<\/p>

Some may focus on access to weapons, others on online content, family circumstances or mental health.<\/p>

EFD-M is arguing for a more comprehensive examination rather than assigning responsibility to one factor.<\/p>

The organisation’s proposed independent commission would potentially allow researchers to study incidents from several angles.<\/p>

Such an approach could help determine whether common patterns exist across different cases and whether early warning signs can be identified.<\/p>

Schools as part of the solution<\/h3>

Schools have an important role not only in education but also in supporting the wellbeing of young people.<\/p>

Creating a safe environment involves more than preventing unauthorised access or responding to emergencies.<\/p>

It can also include ensuring that students have trusted adults to approach when they are struggling.<\/p>

Counselling services, anti-bullying programmes, mental health education and stronger links between schools and social welfare services could form part of a wider prevention strategy.<\/p>

The exact measures would need to be based on evidence and the circumstances of individual communities.<\/p>

A national conversation<\/h3>

The recent deadly incident has intensified discussion about school safety across the Philippines.<\/p>

For the government, improving physical security is an immediate concern.<\/p>

For educators and social welfare advocates, however, the conversation needs to extend beyond security.<\/p>

They want policymakers to consider the circumstances surrounding young people and the factors that may contribute to violent behaviour.<\/p>

This includes looking at mental health, family and community conditions, online influences and the wider culture in which children grow up.<\/p>

Understanding young people<\/h3>

The EFD-M’s position is that young people involved in serious violence should not be viewed only through the lens of punishment.<\/p>

Understanding their circumstances could help policymakers develop more effective prevention measures.<\/p>

This does not remove responsibility for violent acts, but it may provide important information about how similar incidents can be prevented in the future.<\/p>

For educators, the ultimate goal is to create school environments where students feel safe while also ensuring that those experiencing difficulties can receive appropriate support.<\/p>

Calls for evidence-based solutions<\/h3>

The proposal for an independent commission reflects the group’s desire for a more detailed examination of school violence.<\/p>

Educators and social scientists could study previous incidents, examine available data and speak with affected communities.<\/p>

The findings could then help shape policies related to school security, student wellbeing, mental health support and social welfare.<\/p>

Such an approach could potentially provide a stronger foundation for long-term prevention than relying solely on increased police presence.<\/p>

Balancing safety and wellbeing<\/h3>

Protecting students and teachers from immediate threats remains essential.<\/p>

At the same time, the educators argue that long-term safety requires attention to the conditions that may contribute to violent behaviour.<\/p>

This creates a need for balance.<\/p>

Police and security measures can provide immediate protection, while educators, counsellors, mental health professionals and social workers can contribute to prevention and early intervention.<\/p>

The EFD-M believes that combining these approaches would provide a more complete response to the country’s school violence problem.<\/p>

A call to look beyond the immediate crisis<\/h3>

The recent deaths have understandably prompted calls for stronger protection at schools.<\/p>

However, EFD-M is urging authorities not to limit the response to the immediate security concerns created by each incident.<\/p>

The organisation wants policymakers to examine the broader picture and investigate why some young people are becoming involved in serious violence.<\/p>

Its proposed commission of educators and social scientists would be tasked with exploring these underlying issues.<\/p>

The group argues that understanding the causes is essential if authorities want to prevent future incidents rather than simply respond to them after they occur.<\/p>

The bigger issue<\/h3>

For the educators, the central concern is how Philippine society responds to violence affecting children and schools.<\/p>

They argue that viewing the problem exclusively through a law-and-order lens can overlook important dimensions of the issue.<\/p>

Mental health, social welfare, family circumstances, exposure to violence and the influence of digital environments all deserve consideration.<\/p>

The organisation therefore wants the government to combine security measures with longer-term interventions designed to support young people and address potential risk factors.<\/p>

As the Philippines continues to debate how best to protect students and teachers, educators such as Sr. Concepcion Gasang are calling for a response that goes beyond police deployment.<\/p>

Their message is that school safety should involve not only protecting schools from violence but also understanding the conditions that can lead young people toward it.<\/p>

The proposed independent commission is intended to help provide that deeper understanding and potentially guide future policies aimed at prevention, mental health support and social welfare alongside necessary security measures.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Violence can affect students in both public and private schools<\/h3>

The Educators Forum for Development-Mindanao (EFD-M) has rejected the idea that school violence is primarily a problem affecting students in overcrowded public institutions.<\/p>

The organisation said young people can face exposure to violence regardless of whether they attend a large government school or an exclusive private institution with greater financial resources, smaller class sizes and more controlled surroundings.<\/p>

According to the group, the circumstances surrounding a recent shooting at a well-resourced private school demonstrate that no educational environment can be considered completely protected from violent incidents.<\/p>

Recent shooting raises wider concerns<\/h3>

Sr. Concepcion Gasang described the August 18 shooting as an important warning for authorities and the wider education sector.<\/p>

The incident occurred at a prominent private institution, where students were studying in an environment that generally has access to more resources and smaller student populations than many public schools.<\/p>

For EFD-M, the incident challenges the assumption that stronger facilities, fewer students or more comfortable surroundings can automatically shield young people from violence.<\/p>

Gasang argued that the incident should instead encourage policymakers to examine the broader circumstances that contribute to school violence.<\/p>

She said that protecting schools cannot simply mean increasing the number of security personnel, strengthening entrances or introducing tougher restrictions.<\/p>

Instead, the response should consider the range of social, psychological and environmental factors that can contribute to violent behaviour.<\/p>

No school environment is completely immune<\/h3>

The educators’ group said the recent incident demonstrated that violence can cross the boundaries between different types of educational institutions.<\/p>

Students in public schools may face challenges associated with overcrowding and limited resources, while students in private schools may have access to better facilities and smaller school populations.<\/p>

However, these differences do not eliminate the possibility of violence.<\/p>

EFD-M believes that the problem needs to be understood as a complex issue involving several contributing factors.<\/p>

The organisation therefore supports a response that combines school safety with mental health services, social welfare programmes, responsible firearm regulation and broader preventive measures.<\/p>

Concerns over increased police presence<\/h3>

The debate intensified after the Marcos administration announced plans to increase police presence at schools.<\/p>

The government said additional officers would be deployed to help strengthen security, with support from local village watchmen.<\/p>

The announcement was made by senior officials from the Department of the Interior and Local Government and the Philippine National Police.<\/p>

While the government considers a stronger security presence a way to deter potential threats, Gasang has expressed reservations about placing armed personnel inside environments primarily intended for children’s education and development.<\/p>

She argued that schools should remain spaces where young people can learn and feel secure without being surrounded by an atmosphere that resembles a heavily guarded public-order zone.<\/p>

Educators question an armed response<\/h3>

According to Gasang, placing more armed personnel around schools could unintentionally expose children to the wider culture of violence that authorities are trying to prevent.<\/p>

She believes students should not be expected to carry the consequences of problems created by adults and institutions.<\/p>

From her perspective, the responsibility for addressing violence extends beyond teachers, students and school administrators.<\/p>

It also includes government agencies responsible for public safety, social welfare, education and firearm regulation.<\/p>

Gasang has therefore called for policymakers to examine why weapons are reaching young people in the first place.<\/p>

Access to firearms begins outside schools<\/h3>

The EFD-M leader pointed to preliminary findings from the Zamboanga shooting as an example of the importance of firearm access outside school premises.<\/p>

According to her, the student involved was able to obtain firearms belonging to his father, who worked as a customs official and was subsequently suspended.<\/p>

The example, she argued, demonstrates that preventing school violence cannot begin and end at the school gates.<\/p>

If children can gain access to firearms at home or through relatives and other adults, increasing security at schools alone may not address the underlying risk.<\/p>

The issue therefore includes questions about how weapons are stored, who has access to them and how existing firearm regulations are enforced.<\/p>

Similar concerns in Tacloban<\/h3>

Gasang also referred to the shooting in Tacloban, where the individuals involved reportedly obtained weapons through relatives connected to law enforcement and a security organisation.<\/p>

For EFD-M, these cases reinforce the argument that firearm access is a broader social issue.<\/p>

The group believes authorities need to examine how weapons are kept in households and organisations and whether young people can obtain them without adequate safeguards.<\/p>

From this perspective, preventing school violence requires action well before a student arrives at the school entrance.<\/p>

Debate over responsibility for teachers<\/h3>

The discussion over school violence has also led to disagreement over the role of teachers.<\/p>

Following the shooting, the president’s spokesperson reportedly suggested that educators sometimes contribute to behavioural problems by teaching students poor manners.<\/p>

That comment prompted criticism from teachers and child welfare advocates.<\/p>

Among those objecting was Mae Fae Templa, an expert in children’s rights, child welfare and psychosocial intervention.<\/p>

Templa argued that teachers should not be held responsible for armed violence simply because the perpetrators are students.<\/p>

Teachers cannot control access to weapons<\/h3>

Templa said educators do not control the illegal weapons trade or determine whether children can access firearms at home.<\/p>

She also pointed to several broader problems that she believes contribute to the crisis.<\/p>

These include political violence, weaknesses in firearm-law enforcement, reductions in funding for counselling and mental health services, and the influence of large social media platforms on young people.<\/p>

From her perspective, these issues extend far beyond the responsibilities of classroom teachers.<\/p>

Teachers can educate, supervise and support students, but they cannot control every aspect of a child’s environment outside school.<\/p>

Broader social factors need examination<\/h3>

Templa argued that the problem should therefore not be reduced to classroom discipline or teacher performance.<\/p>

Young people are influenced by their families, communities, online environments and the broader social climate.<\/p>

When weapons become accessible to children, she said, responsibility cannot simply be placed on the educators who encounter them during school hours.<\/p>

She also questioned the effectiveness of blaming individual teachers for failures that may involve multiple government institutions and wider social systems.<\/p>

Teachers say they are part of the solution<\/h3>

Rather than being treated as responsible for the crisis, Templa believes educators should be viewed as partners in preventing and addressing violence.<\/p>

Teachers are often in a position to observe changes in students’ behaviour and wellbeing.<\/p>

With adequate training and access to professional support, they can potentially help identify children who may be experiencing serious emotional or social difficulties.<\/p>

However, educators need the resources and institutional support necessary to respond appropriately.<\/p>

They cannot be expected to act as teachers, counsellors, social workers, security officers and law-enforcement officials simultaneously.<\/p>

Need for stronger counselling services<\/h3>

The debate has also highlighted concerns about psychosocial support in schools.<\/p>

If young people experiencing emotional distress or difficult circumstances are not able to access appropriate professional assistance, their problems may remain unidentified.<\/p>

EFD-M believes schools should have stronger links with mental health professionals, social workers and child welfare specialists.<\/p>

Such services could provide students with somewhere to seek help before problems become more serious.<\/p>

A stronger support network could also help teachers respond appropriately when they notice concerning behaviour.<\/p>

Avoiding blame<\/h3>

Templa has urged authorities to avoid placing responsibility on teachers or young people alone.<\/p>

She argued that students involved in violence may themselves have been affected by broader social problems.<\/p>

This does not remove responsibility for harmful actions, but it does mean that policymakers need to consider the circumstances surrounding those actions.<\/p>

For the EFD-M co-convenor, assigning blame to teachers risks diverting attention from larger institutional problems.<\/p>

She believes authorities should instead investigate issues such as firearm access, mental health support, social media exposure and the availability of resources for schools.<\/p>

Security and prevention should work together<\/h3>

The educators’ position does not mean that school security is unnecessary.<\/p>

Measures designed to protect students and staff from immediate threats remain important.<\/p>

However, EFD-M argues that security should be combined with prevention.<\/p>

Police officers may respond to an immediate danger, but they cannot necessarily identify the social or psychological factors that caused a student to become involved in violence.<\/p>

Similarly, stricter gates and surveillance systems cannot prevent a child from accessing an unsecured firearm at home.<\/p>

For this reason, the organisation wants authorities to pursue a more comprehensive strategy.<\/p>

Looking beyond the school gates<\/h3>

One of the central arguments from the educators is that school violence cannot be understood solely by examining what happens inside schools.<\/p>

The availability of weapons, family circumstances, community conditions, online influences and exposure to violence can all exist outside the education system.<\/p>

These factors may nevertheless affect what happens inside classrooms and school grounds.<\/p>

Consequently, the group believes prevention efforts should extend into homes and communities as well as schools.<\/p>

Protecting children without normalising fear<\/h3>

Gasang has also raised concerns about the effect of placing armed personnel in schools.<\/p>

While police deployment may reassure some members of the public, the educators’ group questions whether constant visibility of armed officers could change the atmosphere in educational institutions.<\/p>

Schools are supposed to provide environments where children can learn, develop relationships and seek support.<\/p>

The group argues that safety measures should therefore be designed carefully so that they protect students without making schools feel like heavily militarised spaces.<\/p>

The role of government<\/h3>

For EFD-M, the responsibility for addressing school violence ultimately extends beyond educators.<\/p>

Government agencies control many of the systems that influence public safety, firearm regulation, mental health services and social welfare.<\/p>

The organisation therefore believes the government should accept responsibility for addressing these broader factors rather than placing the burden primarily on teachers.<\/p>

This includes examining whether existing laws are being properly enforced and whether children can gain access to weapons through adults in their households or communities.<\/p>

Why firearm access matters<\/h3>

The examples cited by Gasang highlight one of the group’s central concerns.<\/p>

If young people involved in violent incidents can obtain weapons from parents, relatives or other adults who legally or professionally possess firearms, the problem cannot be solved simply by increasing security at schools.<\/p>

The question then becomes how weapons are stored and secured when they are not being used.<\/p>

It also raises questions about accountability when minors gain access to firearms belonging to adults.<\/p>

These issues require attention from policymakers and law-enforcement agencies.<\/p>

A more comprehensive response<\/h3>

EFD-M is calling for an approach that brings together education, public safety, mental health and social welfare.<\/p>

Such a strategy could involve stronger firearm controls, improved counselling services, better psychosocial support and research into the causes of youth violence.<\/p>

Schools could also receive additional resources to help educators recognise and respond to students experiencing serious difficulties.<\/p>

At the same time, authorities could examine the role of online platforms and the wider social environment in shaping children’s experiences.<\/p>

Protecting teachers from misplaced blame<\/h3>

Templa’s criticism reflects a broader concern among educators that teachers are being held accountable for problems they cannot control.<\/p>

Teachers do have an important role in maintaining safe classrooms and supporting students.<\/p>

However, they cannot regulate the availability of firearms in society or determine the political and cultural environment in which children grow up.<\/p>

Nor can individual teachers control what students encounter online or what happens inside their homes.<\/p>

The educators therefore argue that responsibility should be distributed according to the ability of each institution to address a particular problem.<\/p>

Children need support as well as protection<\/h3>

Another important part of the educators’ argument is that children should not be viewed solely as potential threats.<\/p>

Young people involved in violent incidents may also have experienced difficult social or psychological circumstances.<\/p>

Identifying those circumstances could help authorities develop earlier interventions.<\/p>

This could include access to counselling, family support, child protection services and other forms of assistance.<\/p>

The objective would be to identify risks before they develop into serious incidents.<\/p>

Moving beyond a single explanation<\/h3>

The discussion in the Philippines demonstrates how complicated the issue of school violence can be.<\/p>

There is no single factor that necessarily explains every incident.<\/p>

Firearm access, mental health, family circumstances, social conditions, online content and exposure to violence may all play different roles.<\/p>

For that reason, EFD-M wants authorities to avoid relying on one explanation or one type of intervention.<\/p>

Instead, the group advocates examining each factor and determining how they interact.<\/p>

Schools should remain safe spaces<\/h3>

At the centre of the educators’ concerns is the belief that schools must remain safe environments for children.<\/p>

Security measures can contribute to that goal, but the group believes safety should also include emotional and psychological wellbeing.<\/p>

Students should have access to adults they trust, professional support when necessary and systems for reporting concerns.<\/p>

Teachers should also have access to training and resources that allow them to support students without being expected to solve problems beyond their expertise.<\/p>

A wider responsibility<\/h3>

The recent incidents have prompted a difficult debate about who should be held responsible for school violence.<\/p>

For EFD-M, the answer cannot simply be teachers, students or school administrators.<\/p>

The organisation argues that government institutions, families, communities and wider society all have roles to play.<\/p>

Addressing the problem requires attention to the conditions that allow violence to develop, including access to weapons and gaps in mental health and social welfare services.<\/p>

The educators’ message<\/h3>

The central message from Gasang and Templa is that school violence should not be treated exclusively as a security issue.<\/p>

Police protection may be necessary in certain circumstances, but it cannot replace long-term preventive work.<\/p>

Similarly, blaming teachers for student violence does not address the availability of weapons, gaps in counselling services, social pressures or other factors outside the classroom.<\/p>

The educators are instead calling for a response that protects students while also examining the deeper causes of violence.<\/p>

Their position is that teachers should be supported as partners in prevention and recovery rather than treated as convenient targets for blame.<\/p>

Ultimately, EFD-M believes that protecting children requires more than armed personnel at school entrances. It requires stronger safeguards around firearms, better mental health and psychosocial services, greater social support for vulnerable young people and a serious examination of the wider environment in which children grow up.<\/p>

The group argues that only by addressing these interconnected issues can authorities move from reacting to individual tragedies toward preventing future incidents.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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What approach could offer a better solution?<\/h3>

\u00a0<\/p>

Sr. Concepcion Gasang and Mae Fae Templa are calling for a broader investigation into the causes of violence involving young people, arguing that policymakers need reliable evidence before deciding which interventions are most effective.<\/p>

They propose establishing an independent panel made up of educators, social scientists and other relevant specialists to examine the different factors that may contribute to violence in and around schools.<\/p>

According to the two educators, such a body could study the influence of social media, access to firearms, mental health challenges and wider social conditions affecting children and teenagers.<\/p>

Examining the role of social media<\/h3>

One area they want the proposed commission to investigate is the growing influence of social media platforms on young people.<\/p>

Children and teenagers spend a significant amount of time online, making digital platforms an important part of their social environment.<\/p>

The educators believe researchers should examine whether exposure to harmful or violent material, online behaviour and other aspects of digital culture have any connection with incidents of youth violence.<\/p>

Rather than immediately placing restrictions on young people’s access to social media, they argue that policymakers should first examine available evidence and experiences from other countries.<\/p>

The commission could study measures introduced elsewhere, including restrictions on social media access for minors, and assess whether similar policies would be appropriate or effective in the Philippines.<\/p>

Should minors face social media restrictions?<\/h3>

The possibility of limiting social media access for children has become part of the wider international debate over online safety.<\/p>

However, such a policy would need to consider several questions.<\/p>

Authorities would have to determine what age restrictions should apply, how they could be enforced and whether limiting access would actually reduce harmful online exposure.<\/p>

Researchers would also need to consider possible unintended consequences, including whether young people might move to less regulated platforms or find alternative ways to access restricted services.<\/p>

For Gasang and Templa, these questions are precisely why an independent investigation could be useful.<\/p>

Instead of introducing policies based solely on assumptions, they want experts to study the evidence and determine which measures could genuinely improve children’s safety and wellbeing.<\/p>

Investigating access to firearms<\/h3>

The proposed commission would also examine how young people gain access to guns.<\/p>

The educators argue that firearm availability is an important part of the discussion because some recent incidents have involved weapons that were reportedly obtained through family or other adult connections.<\/p>

According to the figures cited by the group, an estimated 3.9 million firearms are circulating in the Philippines.<\/p>

Of that total, approximately one million are reportedly licensed, while hundreds of thousands are believed to be unregistered.<\/p>

The scale of firearm ownership makes gun access a significant issue when considering how to prevent violent incidents involving young people.<\/p>

Security cannot begin at the school gate<\/h3>

The educators argue that strengthening security inside schools may not be enough if children can obtain weapons before they arrive on campus.<\/p>

If a firearm is accessible within a household or through a relative, increasing police presence at school entrances does not necessarily address the original source of the weapon.<\/p>

This is why EFD-M wants authorities to look beyond school security and examine how firearms are stored, regulated and accessed.<\/p>

The group believes that stronger safeguards around weapons could form part of a wider prevention strategy.<\/p>

The importance of firearm regulation<\/h3>

The number of firearms in circulation also raises questions about enforcement.<\/p>

Authorities may need to examine whether existing regulations are sufficient to prevent unauthorised access, particularly by minors.<\/p>

Another issue is how licensed firearms are stored in homes and workplaces.<\/p>

If children can access weapons belonging to parents or other adults, the problem may involve inadequate storage or supervision rather than simply the existence of firearms.<\/p>

A comprehensive review could therefore examine both legal and illegal weapons and determine where gaps in enforcement exist.<\/p>

Mental health support remains limited<\/h3>

Another concern raised by the educators is the availability of mental health professionals.<\/p>

They argue that the Philippines does not have enough mental health specialists to adequately serve the country’s population.<\/p>

This shortage can make it difficult for children and families experiencing emotional or psychological problems to obtain timely assistance.<\/p>

For schools, the problem can be particularly challenging.<\/p>

Teachers may recognise that a student is struggling but lack the specialist training or resources required to provide appropriate treatment.<\/p>

More support for students<\/h3>

The educators believe schools need stronger access to mental health and psychosocial services.<\/p>

This could include counsellors, psychologists, social workers and other professionals who can help students dealing with emotional distress or difficult circumstances.<\/p>

Such services could also help educators identify warning signs and determine when a student needs additional support.<\/p>

The goal would not be to label students as potential threats.<\/p>

Instead, the focus would be on helping young people address problems before they become more serious.<\/p>

Moving away from purely punitive policies<\/h3>

Templa has criticised what she sees as an overreliance on strong security and enforcement measures to address complex social problems.<\/p>

She argues that increasing police or military involvement may provide an immediate sense of protection but does not necessarily address the underlying reasons behind violent behaviour.<\/p>

In her view, problems involving children require a combination of education, mental health support, social welfare and public safety measures.<\/p>

That approach would allow authorities to consider the different circumstances affecting individual students rather than treating every incident as solely a law-and-order problem.<\/p>

An interdisciplinary strategy<\/h3>

The proposed commission would bring together people from different professional backgrounds.<\/p>

Educators could provide insight into school environments and student behaviour.<\/p>

Social scientists could examine broader community and cultural influences.<\/p>

Mental health professionals could contribute expertise on psychological wellbeing.<\/p>

Other specialists could study firearm regulation, digital platforms and child welfare.<\/p>

The educators believe that bringing these perspectives together could provide a more complete understanding of school violence.<\/p>

Creating safer schools<\/h3>

The ultimate objective of the proposed approach is to make schools safer without turning them into environments dominated by fear and punishment.<\/p>

According to Templa, schools should be places where children can learn, develop confidence and receive support.<\/p>

Safety should therefore involve more than physical protection.<\/p>

It should also include emotional security, access to professional assistance and opportunities for students to seek help when they are experiencing difficulties.<\/p>

Children as individuals<\/h3>

Templa stressed that young people should not be viewed solely through the lens of discipline or punishment.<\/p>

Children involved in serious incidents must still be held accountable where appropriate, but the educators believe their circumstances should also be examined.<\/p>

Understanding what happened before an incident may reveal problems that could have been addressed earlier.<\/p>

This could include family difficulties, exposure to violence, mental health concerns, online influences or access to weapons.<\/p>

Prevention rather than reaction<\/h3>

One of the main arguments behind the proposed commission is the need to shift attention from responding to tragedies to preventing them.<\/p>

Police and emergency services are essential when a violent incident occurs.<\/p>

However, once an attack has happened, the opportunity for prevention has already been lost.<\/p>

The educators want policymakers to identify risk factors earlier and develop systems capable of responding before those risks develop into violence.<\/p>

Evidence should guide policy<\/h3>

Gasang and Templa believe that decisions about school safety should be based on evidence rather than political pressure following high-profile incidents.<\/p>

A tragic event can create demands for immediate action, including increased police deployment or tougher rules.<\/p>

However, they argue that policymakers should also ask whether those measures address the underlying causes.<\/p>

An independent commission could collect information from schools, communities, families and experts before making recommendations.<\/p>

Looking at international experience<\/h3>

The proposed research could also examine how other countries have responded to similar concerns.<\/p>

This would include studying policies relating to social media access for minors, firearm control, school counselling and violence prevention.<\/p>

The objective would not necessarily be to copy policies from other countries.<\/p>

Instead, international experiences could provide useful information about which approaches have worked, which have failed and what lessons could be adapted to Philippine conditions.<\/p>

The role of social welfare<\/h3>

The educators’ proposal also highlights the importance of social welfare.<\/p>

Children’s behaviour can be affected by circumstances outside school, including family difficulties and problems within their communities.<\/p>

Schools cannot address all of these issues on their own.<\/p>

Greater cooperation between education authorities and social welfare agencies could help identify vulnerable students and connect families with appropriate services.<\/p>

Giving teachers the right support<\/h3>

Teachers are often expected to recognise problems among their students, but they may not have the professional resources needed to deal with complex mental health or social welfare cases.<\/p>

The educators argue that teachers should therefore be supported rather than blamed.<\/p>

Providing schools with trained specialists could allow teachers to concentrate on education while ensuring that students with more serious needs receive professional assistance.<\/p>

A balanced approach to safety<\/h3>

The debate does not have to be framed as a choice between security and student wellbeing.<\/p>

Both can be part of an effective strategy.<\/p>

Schools can maintain appropriate security measures while also investing in mental health services, counselling and social support.<\/p>

Similarly, authorities can enforce firearm laws while examining why young people are able to gain access to weapons.<\/p>

The educators’ proposal is essentially for these measures to operate together.<\/p>

Rethinking the meaning of school safety<\/h3>

For EFD-M, a genuinely safe school is not simply one with more police officers or stricter physical barriers.<\/p>

It is also a place where students feel supported and where concerns can be identified before they become emergencies.<\/p>

A safe school should provide students with trusted adults, professional help and clear mechanisms for reporting threats or distress.<\/p>

Creating such an environment requires cooperation between teachers, families, government agencies and specialists.<\/p>

A long-term solution<\/h3>

The educators acknowledge that there may be no single policy capable of eliminating school violence.<\/p>

Instead, they are calling for a long-term strategy based on research and cooperation.<\/p>

That strategy could address several areas simultaneously, including firearm access, digital media, mental health, social welfare and school support systems.<\/p>

An independent commission could help determine which areas require the greatest attention and where existing policies may be failing.<\/p>

Treating students with dignity<\/h3>

Templa’s broader message is that children should be treated as individuals who can change and recover from difficult circumstances.<\/p>

This does not mean ignoring serious wrongdoing.<\/p>

Rather, it means recognising that punishment alone may not prevent future violence.<\/p>

Young people who are struggling may need intervention, counselling and guidance alongside appropriate accountability.<\/p>

The educators believe that a system focused on rehabilitation and prevention can provide better long-term outcomes than one based primarily on punishment.<\/p>

The proposed path forward<\/h3>

Gasang and Templa are therefore urging the government to reconsider how it approaches school violence.<\/p>

Instead of relying mainly on stronger policing, they want an independent group of educators and social scientists to investigate the problem in depth.<\/p>

The proposed review would examine social media use among minors, firearm availability, mental health services and other social factors.<\/p>

Its findings could then help policymakers design interventions suited to the realities faced by Philippine children and schools.<\/p>

Building safer and more supportive schools<\/h3>

The educators’ central argument is that school safety should involve both protection and support.<\/p>

Police and security measures may be necessary to address immediate risks, but they cannot replace mental health care, social welfare services or efforts to prevent children from accessing weapons.<\/p>

Likewise, restrictions on social media may be worth considering, but their effectiveness should be assessed carefully before they are adopted.<\/p>

A comprehensive evidence-based strategy would allow policymakers to consider all of these issues together.<\/p>

A call for a different response<\/h3>

Templa concluded by urging the government to move away from what she described as strongman responses to complicated social problems.<\/p>

In her view, issues involving children, mental health and violence cannot be solved through policing or militarised approaches alone.<\/p>

They require cooperation among educators, social scientists, mental health professionals, social workers, families and government agencies.<\/p>

The goal, she argues, should be to create schools where children are protected while also being recognised as individuals capable of learning, changing and rebuilding their lives.<\/p>

For the educators behind the proposal, that means replacing a narrow focus on punishment with a wider strategy that combines safety, prevention, mental health support and social welfare.<\/p>

Their proposed independent commission could provide the research needed to determine which interventions are most effective and help the Philippines develop a long-term response to school violence that addresses its causes rather than simply reacting to its consequences.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Educators across the Philippines are raising concerns over the Marcos administration\u2019s reliance on stricter policing and security measures to address growing violence in schools, arguing that broader solutions may be needed to tackle the underlying causes of such incidents.<\/p>\n","protected":false},"author":1,"featured_media":47522,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"pmpro_default_level":"","footnotes":""},"categories":[9,69],"tags":[],"post_template":[],"top_category":[],"class_list":["post-47521","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uae","category-world","pmpro-has-access"],"acf":[],"_links":{"self":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts\/47521","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/comments?post=47521"}],"version-history":[{"count":4,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts\/47521\/revisions"}],"predecessor-version":[{"id":47527,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/posts\/47521\/revisions\/47527"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/media\/47522"}],"wp:attachment":[{"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/media?parent=47521"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/categories?post=47521"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/tags?post=47521"},{"taxonomy":"post_template","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/post_template?post=47521"},{"taxonomy":"top_category","embeddable":true,"href":"https:\/\/insider18.com\/index.php\/wp-json\/wp\/v2\/top_category?post=47521"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}