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URL: https://www.facebook.com/share/p/D7ELnAFpzTse3o1K/

TITLE: LEB's Baseless Assertions and Intrusions Deserve MSU's Well-founded Defiance

AUTHOR: Mindanao State University College of Law

DATE PUBLISHED: September 7, 2024

KEY INFORMATION: This Facebook post shows the official statement of the MSU regarding LEB's baseless assertions to their Muslim students in Mindanao. MSU stated that they will stand and support their students against LEB's discrimination.

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Mindanao State University College of Law

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READ | OFFICIAL STATEMENT of the Mindanao State University on LEB’s Closure Order Against the MSU Law Program OFFICIAL STATEMENT
7 September 2024 LEB’s Baseless Assertions and Intrusions Deserve…

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URL: https://www.sunstar.com.ph/davao/weekend/y-speak-being-gay

TITLE: Y-Speak: Being gay

AUTHOR: Sunstar Davao

DATE PUBLISHED: May 27, 2018

KEY INFORMATION: This local article is about the author talking about the struggles he faced from being a gay person. He shared how he has learned to accept being part of the LGBTQ community and be proud of his identity.

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ADOLESCENT life wasn’t easy for me having to hide who I really am. I was born a man but I have the heart of a woman. My name is Ceasar Ean John Manangkil, my mo

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URL: https://www.philstar.com/headlines/2023/02/14/2244928/incomplete-data-bullying-weakens-protection-children-disabilities?fbclid=IwZXh0bgNhZW0CMTEAAR3DmETjBTmaCHG7Hz-dop1Sj6JIDnp4HuKOqfGZeT1iQY1dNpEqxzTy5lY_aem_9oSh1I-QSRuazCq7FSzKlA

TITLE: Incomplete Data On Bullying Weakness Protection Of Children With Disabilities

AUTHOR: Christina Chi

DATE PUBLISHED: February 14, 2024

KEY INFORMATION: UNESCO performed a report to study school violence among a multitude of different countries; this led them to discover that in the Philippines, bullying is more likely to happen to children with disabilities. Learning this, in DepEd’s first Basic Education Report, Vice President Sara Duterte vowed to create better laws to protect these special needs children.

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Incomplete data on bullying weakens protection of children with disabilities

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Figures presented by the Department of Education during a Senate hearing on Tuesday did not include disaggregated data for students with disabilities, obscuring the extent to which an already marginalized group of students experience harassment and discrimination in schools.

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URL: https://www.unicef.org/philippines/press-releases/no-child-left-behind-study-calls-better-care-children-disabilities?fbclid=IwZXh0bgNhZW0CMTEAAR0zdWk6EzeuqLFgCb4sC6oMCA9cKBhiOJXqwugYkKiHcqkDyHH0eWpEa9I_aem_imCap3LDIoVLoVLGGmXiQQ

TITLE: No Child Left Behind: Study calls for better care of children with disabilities

AUTHOR: UNICEF

DATE PUBLISHED: July 24, 2018

KEY INFORMATION: Research has found that the lack of data information regarding special needs children in the Philippines has resulted in the country's inability to properly support and give the proper education special needs kids need. However, there has been progress thanks to the community's help and support from other countries.

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No Child Left Behind: Study calls for better care of children with disabilities

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New study advocates non-discriminating environment and responsive interventions

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URL: https://www.youtube.com/watch?v=1SOlZ4tsjHE

TITLE: Families raising children with disabilities spend up to 80% more | ANC

AUTHOR: ANC 24/7

DATE PUBLISHED: December 20, 2022

KEY INFORMATION: Parents often face greater financial demands when caring for children with disabilities. Children with disabilities require more medical attention and additional educational services in Mindanao.

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Families raising children with disabilities spend up to 80% more | ANC

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URL: https://www.youtube.com/watch?v=6VNb8npJFto

TITLE: No to discrimination in education!

AUTHOR: UNESCO

Date Published: December 15, 2020

KEY INFORMATION: This video gives voices to the people who have disabilities who are fighting for their right to education. It talks about the difficulty faced by a visually impaired student in the Philippines.

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URL: https://www.hrw.org/report/2017/06/22/just-let-us-be/discrimination-against-lgbt-students-philippines

TITLE: “Just Let Us Be”

Discrimination Against LGBT Students in the Philippines

AUTHOR: Ryan Thoreson

DATE PUBLISHED: June 21, 2017

KEY INFORMATION: A report from Human Rights Watch exposes the widespread discrimination and human rights abuses LGBT students face in the Philippines' school system, including acts of violence, harassment, and restrictive policies that exclude LGBT students, deny access to restrooms, and prevent enrollment.

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[Senator and boxing legend] Manny Pacquiao says we're not human. They should just let us be.

- Edgar T., an 18-year-old gay high school student in Manila, February 2017

Schools should be safe places for everyone. But in the Philippines, students who are lesbian, gay, bisexual, and transgender (LGBT) too often find that their schooling experience is marred by bullying, discrimination, lack of access to LGBT-related information, and in some cases, physical or sexual assault. These abuses can cause deep and lasting harm and curtail students' right to education, protected under Philippine and international law.

In recent years, lawmakers and school administrators in the Philippines have recognized that bullying of LGBT youth is a serious problem, and designed interventions to address it. In 2012, the Department of Education (DepEd), which oversees primary and secondary schools, enacted a Child Protection Policy designed to address bullying and discrimination in schools, including on the basis of sexual orientation and gender identity. The following year, Congress passed the Anti-Bullying Law of 2013, with implementing rules and regulations that enumerate sexual orientation and gender identity as prohibited grounds for bullying and harassment. The adoption of these policies sends a strong signal that bullying and discrimination are unacceptable and should not be tolerated in educational institutions.

But these policies, while strong on paper, have not been adequately enforced. In the absence of effective implementation and monitoring, many LGBT youth continue to experience bullying and harassment in school. The adverse treatment they experience from peers and teachers is compounded by discriminatory policies that stigmatize and disadvantage LGBT students and by the lack of information and resources about LGBT issues available in schools.

This report is based on interviews and group discussions conducted in 10 cities on the major Philippine islands of Luzon and the Visayas with 76 secondary school students or recent graduates who identified as LGBT or questioning, 22 students or recent graduates who did not identify as LGBT or questioning, and 46 parents, teachers, counselors, administrators, service providers, and experts on education. It examines three broad areas in which LGBT students encounter problems-bullying and harassment, discrimination on the basis of sexual orientation and gender identity, and a lack of information and resources-and recommends steps that lawmakers, DepEd, and school administrators should take to uphold LGBT students' right to a safe and affirming educational environment.

The incidents described in this report illustrate the vital importance of expanding and enforcing protections for LGBT youth in schools. Despite prohibitions on bullying, for example, students across the Philippines described patterns of bullying and mistreatment that went unchecked by school staff. Carlos M., a 19-year-old gay student from Olongapo City, said: "When I was in high school, they'd push me, punch me. When I'd get out of school, they'd follow me [and] push me, call me 'gay,' 'faggot,' things like that." While verbal bullying appeared to be the most prevalent problem that LGBT students faced, physical bullying and sexualized harassment were also worryingly common-and while students were most often the culprits, teachers ignored or participated in bullying as well. The effects of this bullying were devastating to the youth who were targeted. Benjie A., a 20-year-old gay man in Manila who was bullied throughout his education, said, "I was depressed, I was bullied, I didn't know my sexuality, I felt unloved, and I felt alone all the time. And I had friends, but I still felt so lonely. I was listing ways to die."

The mistreatment that students faced in schools was exacerbated by discriminatory policies and practices that excluded them from fully participating in the school environment. Schools impose rigid gender norms on students in a variety of ways-for example, through gendered uniforms or dress codes, restrictions on hair length, gendered restrooms, classes and activities that differ for boys and girls, and close scrutiny of same-sex friendships and relationships. For example, Marisol D., a 21-year-old transgender woman, said:

When I was in high school, there was a teacher who always went around and if you had long hair, she would call you up to the front of the class and cut your hair in front of the students. That happened to me many times. It made me feel terrible: I cried because I saw my classmates watching me getting my hair cut.

These policies are particularly difficult for transgender students, who are typically treated as their sex assigned at birth rather than their gender identity. But they can also be challenging for students who are gender non-conforming, and feel most comfortable expressing themselves or participating in activities that the school considers inappropriate for their sex.

Efforts to address discrimination against LGBT people have met with resistance, including by religious leaders. The Catholic Bishops' Conference of the Philippines (CBCP) has condemned violence and discrimination against LGBT people, but in practice, the Roman Catholic Church has resisted laws and policies that would protect LGBT rights. The CBCP has sought to weaken anti-discrimination legislation pending before Congress, for example, and has opposed implementation of comprehensive sexuality education in schools. Representatives of the Church warn that recognizing LGBT rights will open the door to same-sex marriage, and oppose legislation that might promote divorce, euthanasia, abortion, total population control, and homosexual marriage, which they group under the acronym "DEATH." In a country that is more than 80 percent Catholic, opposition from the Church influences how LGBT issues are addressed in families and schools, with many parents and teachers telling students that being LGBT is immoral or wrong.

One way that schools can address bullying and discrimination and ameliorate their effects is by providing educational resources to students, teachers, and staff to familiarize them with LGBT people and issues. Unfortunately, positive information and resources regarding sexual orientation and gender identity are exceedingly rare in secondary schools in the Philippines. When students do learn about LGBT people and issues in schools, the messages are typically negative, rejecting same-sex relationships and transgender identities as immoral or unnatural. Juan N., a 22-year-old transgender man who had attended high school in Manila, said, "There would be a lecture where they'd somehow pass by the topic of homosexuality and show you, try to illustrate that in the Bible, in Christian theology, homosexuality is a sin, and if you want to be a good Christian you shouldn't engage in those activities." Virtually all the students interviewed by Human Rights Watch said the limited sexuality education they received did not include information that was relevant to them as LGBT youth, and few reported having access to supportive guidance counselors or school personnel.

When students face these issues-whether in isolation or together-the school can become a difficult or hostile environment. In addition to physical and psychological injury, students described how bullying, discrimination, and exclusion caused them to lose concentration, skip class, or seek to transfer schools-all impairing their right to education. For the right to education to have meaning for all students-including LGBT students-teachers, administrators, and lawmakers need to work together with LGBT advocates to ensure that schools become safer and more inclusive places for LGBT children to learn.

To the Congress of the Philippines

Enact an anti-discrimination bill that prohibits discrimination on the basis of sexual orientation and gender identity, including in education, employment, health care, and public accommodations.

To the Department of Education

Create a system to gather and publish data about bullying on the basis of sexual orientation and gender identity in schools. Revise forms to more clearly differentiate and record incidents of gender-based bullying on the basis of sex, sexual orientation, and gender identity, and include these categories on all forms related to bullying, abuse, or violence against children.

Revise the standard sexuality education curriculum to ensure it aligns with UNESCO's guidelines for comprehensive sexuality education, is medically and scientifically accurate, is inclusive of LGBT youth, and covers same-sex activity on equal footing with other sexual activity.

Issue an order instructing schools to respect students' gender identity with regard to dress codes, access to facilities, and participation in curricular and extracurricular activities.

To Local Officials

Enact local ordinances to prohibit discrimination on the basis of sexual orientation and gender identity, particularly in education, employment, healthcare, and public accommodations.

To School Administrators

Adopt anti-bullying and anti-discrimination policies that are inclusive of sexual orientation and gender identity, inform students how they should report incidents of bullying, and specify consequences for bullying.

Human Rights Watch conducted the research for this report between September 2016 and February 2017 in 10 cities on the major islands of Luzon and the Visayas in the Philippines. To identify interviewees, we conducted outreach through LGBT student groups, particularly at the university level. Human Rights Watch interviewed members of those groups as well as students who were known to those groups, whether or not they had experienced discrimination in school. We sought interviews with students of diverse sexual orientations and gender identities, but gay boys and transgender girls were disproportionately represented among the students identified by LGBT groups and the students who attended the group discussions.

Human Rights Watch conducted a total of 144 interviews, including with 73 secondary school students or recent graduates who affirmatively identified as LGBT or questioning, 25 students or recent graduates who did not affirmatively identify as LGBT or questioning, and 46 parents, teachers, counselors, administrators, service providers, and experts on education. Of the LGBT students, 33 identified as gay, 12 identified as transgender girls, 10 identified as bisexual girls, 6 identified as lesbians, 4 identified only as "LGBT," 3 identified as transgender boys, 2 identified as bisexual boys, 2 identified as questioning, and 1 identified as a panromantic girl.

Interviews were conducted in English or in Tagalog or Visayan with the assistance of a translator. No compensation was paid to interviewees. Whenever possible, interviews were conducted one-on-one in a private setting. Researchers also spoke with interviewees in pairs, trios, or small groups when students asked to meet together or when time and space constraints required meeting with members of student organizations simultaneously. Researchers obtained oral informed consent from interviewees after explaining the purpose of the interviews, how the material would be used, that interviewees did not need to answer any questions, and that they could stop the interview at any time. When students were interviewed in groups, those who were present but did not actively volunteer information were not counted in our final pool of interviewees.

Human Rights Watch sent a copy of the findings in this report by email, fax, and post to DepEd on May 15, 2017 to obtain their input on the issues students identified. Human Rights Watch requested input from DepEd by June 2, 2017 to incorporate their views into this report, but did not receive a response.

In this report, pseudonyms are used for all interviewees who are students, teachers, or administrators in schools. Unless requested by interviewees, pseudonyms are not used for individuals and organizations who work in a public capacity on the issues discussed in this report.

Synonym in many parts of the world for homosexual; primarily used here to refer to the sexual orientation of a man whose primary sexual and romantic attraction is towards other men. In the Philippines, the term "gay" can also refer to a person who is assigned male at birth but expresses themselves in a feminine manner or identifies as a woman.

A descriptor for people who do not conform to stereotypical appearances, behaviors, or traits associated with their sex assigned at birth.

A sexual orientation in which a person's primary sexual and romantic attractions are toward people of the same sex.

The Philippines has a long history of robust LGBT advocacy. In 1996, LGBT individuals and groups held a solidarity march to commemorate Pride in Manila, which many activists describe as the first known Pride March in Asia. Lawmakers began introducing bills to advance the rights of LGBT people in the country in 1995, including variations of a comprehensive anti-discrimination bill that has been reintroduced periodically since 2000.

In the absence of federal legislation, local government units across the Philippines have begun to enact their own anti-discrimination ordinances that prohibit discrimination on the basis of sexual orientation and gender identity. As of June 2017, 15 municipalities and 5 provinces had ordinances prohibiting some forms of discrimination on the basis of sexual orientation or gender identity. Attitudes toward LGBT people are relatively open and tolerant; a survey conducted in 2013 found that 73 percent of Filipinos believe "society should accept homosexuality," up from 64 percent who believed the same in 2002. President Rodrigo Duterte has generally been supportive of LGBT rights as well. During his time as mayor, Davao City passed an LGBT-inclusive anti-discrimination ordinance, and on the campaign trail, he vocally condemned bullying and discrimination against LGBT people.

The anti-discrimination ordinances that have passed in the absence of federal legislation remain largely symbolic, as Quezon City is the only local government unit to follow the passage of its ordinance with implementing rules and regulations that are required to make such an ordinance enforceable. Even if fully enforced, these municipal and provincial ordinances would collectively cover only 15 percent of the population of the Philippines.

In spite of this opposition, activists' lengthy efforts to engage policymakers on LGBT issues have led to important protections for LGBT youth, as discussed below. But these protections have not been effectively implemented. They will need to be strengthened and expanded if they are to uphold the rights of LGBT youth in schools.

Existing Protections for LGBT Youth and Their Limitations

Child Protection Policy

In 2012, DepEd enacted a Child Protection Policy, which it describes as a "zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse." Among the acts prohibited by the policy are all forms of bullying and discrimination in schools, including on the basis of sexual orientation and gender identity.

The Anti-Bullying Law

Comprehensive Sexuality Education

Effects of Bullying and Discrimination

As DepEd and the Congress recognized with their initial efforts to address bullying in schools, exclusion and marginalization can exact a damaging toll on the rights and well-being of LGBT youth. In addition to the documentation contained in this report, data collected by the Philippine government, academics, and civil society organizations illustrate how bullying and harassment, discrimination, and a lack of access to information and resources are adversely affecting LGBT youth across the Philippines.

In the Philippines, as elsewhere, violence and discrimination place LGBT youth at heightened risk of adverse physical and mental health outcomes, including depression, anxiety, substance use, and suicide. As the Psychological Association of the Philippines has noted, "LGBT Filipinos often confront social pressures to hide, suppress or even attempt to change their identities and expressions as conditions for their social acceptance and enjoyment of rights. Although many LGBTs learn to cope with this social stigma, these experiences can cause serious psychological distress, including immediate consequences such as fear, sadness, alienation, anger and internalized stigma." This has been borne out in small-scale empirical studies on LGBT youth and mental health in schools. One such study found that LGBT high schoolers were preoccupied with stigma, violence, bullying, discrimination in school, and anxiety over their future career prospects. Nor do these problems end upon graduation from high school; another study determined that "LGBT college students exhibited extremely underdeveloped emotional and social capacity because they continue to experience stigma, prejudice and discrimination in the Philippine society that served as specific stressors that have an impact on their emotional and social intelligent behaviors."

On a broader scale, the increased risk of suicidal thoughts and attempts for LGBT youth is evident in nationally representative data. The results of the Young Adult Fertility and Sexuality Survey 3, for example, indicate that 16 percent of young gay and bisexual men in the Philippines had contemplated suicide, while only 8 percent of young heterosexual men had done so. Young gay and bisexual men were also more likely to attempt suicide, with 39 percent of those who had contemplated suicide actually attempting suicide, compared to 26 percent of their heterosexual peers. A similar trend was evident for young lesbian and bisexual women; 27 percent of young lesbian and bisexual women contemplated suicide compared to 18 percent of young heterosexual women, and of those who considered suicide, 6.6 percent of lesbian and bisexual women made suicide attempts compared to only 3.9 percent of their heterosexual peers. GALANG, a Philippine nongovernmental organization that works with lesbian and bisexual women and transgender people, found even higher rates among their constituencies. In a survey conducted in 2015, researchers from GALANG found that 18 percent of LBT respondents, who were almost all between the ages of 18 and 29, had attempted suicide.

Physical Bullying

As detailed below, very few of the students interviewed reported bullying to teachers, either because they felt that reporting would not resolve the bullying or because they feared that reporting would lead to retaliation by other students and make the situation worse. In some instances, teachers also participated in harassment. Such behavior is not only discriminatory toward students of different sexual orientations and gender identities, but deters students from turning to teachers and administrators for help when they are bullied or harassed by their peers.

Sexual Assault and Harassment

Verbal Harassment

The most common form of bullying that LGBT students reported in interviews with Human Rights Watch was verbal harassment. This included chants of " bakla, bakla," " bayot, bayot," "tomboy," or " tibo," using local terms for gay, lesbian, or transgender students in a mocking fashion.

Daniel R., an 18-year-old gay student in Bacacay, said "People will say gay-they'll say 'gay, gay,' repeating it, and insulting us." Ernesto N., a gay teacher in Cebu City, observed, "Here in the Philippines, being called bayot, it's discrimination. It's being told you're nothing, you're lower than dirt. That you're a sinner, that you should go to Hell."

Many students described being labeled as sinners or aberrations. Leon S., a 19-year-old gay student from Malolos, said that "[s]tudents would say that homosexuality is a sin." Marco L., a 17-year-old gay student in Bacacay, said that "[p]eople say ipako sa krus, that you should be crucified." Gabriel K., a 19-year-old gay student who attended high school in Manila, said people told gay students "that you have to be crucified because you're a sinner."

Others described how they were treated as though they were diseased or contagious. Felix P., a 22-year-old gay high school student in Legazpi, noted: "Here, they call us 'carriers'-there's a stereotype that gays are responsible for HIV." Benjie A., a 20-year-old gay man in Manila, recalled a classmate telling him "don't come near me because you'll make me gay."

Some students altered their behavior or personality in an attempt to avoid disapproval from classmates. Patrick G., a 19-year-old gay man who had attended high school in Cainta, said:

They were teasing me for being effeminate. I developed this concept of how a man should walk, how a man should talk. It became-maybe because of them calling me malamya [effeminate], I became the person that I'm not. I was forced to be masculine, just for them to stop teasing me.

In addition to verbal harassment by peers, many LGBT students described verbal harassment and slurs from teachers and administrators. Patrick G., a 19-year-old gay man, said that at his high school in Cainta, "[s]ometimes teachers would join in with ' bakla, bakla.'" Jerome B., a 19-year-old gay man from Cebu City, said that "it really feels bad, because the only figure you can count on is your teacher, and they're joining in the fun, so who should I tell about my problems?"

Cyberbullying

As students interact with their peers on social media and in other virtual spaces, cyberbullying has increasingly impacted LGBT youth in schools. LGBT students described anti-LGBT comments and slurs as well as rapidly spreading rumors facilitated by social media.

Leon S., a 19-year-old gay student from Malolos, said: "They would post things online, which is a far easier thing to do than say it personally.... I would post something, and they would comment about my sexual orientation. It was the usual, bakla, bading." Marisol D., a 21-year-old transgender woman, similarly noted, "Some of my friends would put comments like bakla, bakla on my posts. You just ignore it... [b]ecause if they see that you're being affected they'll bully you more." Carlos M., a 19-year-old gay student from Olongapo City, said, "My classmates would post stuff online-memes against LGBT, Satan saying 'I'm waiting for you here.'"

Cyberbullying also draws on stereotypes about LGBT students, and particularly transgender women and girls, with harsh disapprobation for those who were perceived to fall short of social expectations. Geoff Morgado, a social worker, observed that:

Intervention and Reporting

Human Rights Watch heard repeatedly that schools fail to instruct students about what bullying entails, how to report incidents when they occur, and what the repercussions will be. As a result, many schools convey tacit acceptance to perpetrators and leave victims unaware of whether or how they can seek help.

When students do not know how to report bullying and harassment or do not believe that reporting would be effective, they are unlikely to bring incidents to the attention of teachers and administrators. Jerome B., a 19-year-old gay man from Cebu City, said:

Interviews with LGBT students indicate that many teachers fail to intervene when they witness bullying or harassment occurring or it is brought to their attention, even since passage of the Anti-Bullying Law, which in turn discourages students from reporting cases of bullying. Analyn V., a 17-year-old bisexual girl in Mandaue City, said, "Teachers don't step in. They think it's a joke. But some jokes are below the belt. We conceal being hurt because maybe they think it's overreacting." "The teachers don't say anything or get mad -if they hear people saying bakla, they just smile or laugh," said Felix P., a 22-year-old gay high school student in Legazpi. "Teachers might ask the students to stop, but they don't punish them. And as soon as they leave, the bullying happens again."
***
As a coalition of Philippine organizations has noted, in many instances, "[b]ullying and other forms of violence within the schools or education settings is steered by institutional policies," for example, "through gender-insensitive curricula, SOGI-insensitive school policies (e.g. required haircuts and dress codes), and [a] culture of bullying." As evidenced in the following sections, the many forms of exclusion and marginalization that LGBT youth experience in Philippine schools can reinforce one another. In schools where LGBT youth lack information and resources, for example, they may struggle more deeply with their sexual orientation or gender identity or be unsure where to turn for help. In schools where policies discriminate against LGBT youth, they may be placed in situations where bullying by peers is likely to occur and may feel administrators are unlikely to help them.

In addition to bullying and harassment, LGBT students encounter various forms of discrimination that make educational environments hostile or unwelcoming. To ensure that all youth feel safe and included in schools, school administrators should examine policies and practices that punish LGBT students for relationships that are considered acceptable for their heterosexual peers, restrict gender expression and access to facilities, and stereotype LGBT youth in a discriminatory manner.

School Enforcement of Stereotyped Gender Norms

Uniforms and Hair Length Restrictions

It is common practice for secondary schools in the Philippines to require students to wear uniforms. Under these policies, the attire is gender-specific and the two options, male or female, are typically imposed upon students according to the sex they were assigned at birth.

In addition to clothing, many secondary schools have strict hair-length restrictions for their students, particularly for boys. Almost all interviewees reported that boys could not grow out their hair past ear-length or dye their hair at their schools, and many also noted that girls were prohibited from wearing their hair shorter than a permissible length.

Students whose gender expression differed from the norms associated with their sex assigned at birth told Human Rights Watch how these restrictions impeded their education. Students reported that being forced to dress or present themselves in a manner that was inconsistent with their gender expression made them unhappy and uncomfortable, lessened their confidence, and impaired their concentration. As Del M., a 14-year-old lesbian student who was allowed to wear the boys' uniform, remarked, "It's easier for me to learn wearing the boys' uniform."

At many of these schools, students who did not conform to the uniform and hair-length requirements faced disciplinary action. Common punishments included being sent to the guidance or discipline offices and mandatory community service. Ella M., a 23-year-old transgender woman who had attended high school in Manila, described being punished solely on this basis of her general gender presentation. She said that her school's handbook punished an "act of effeminacy," not further defined, with "a conduct grade of 75, which basically means you did something really really bad. I might as well have cheated."

Marisol D., a 21-year-old transgender woman, said:

Other interviewees reported similar incidents in which teachers or prefects would publicly call out students in violation of the restrictions and forcibly cut their hair in front of the class.

Jerome B., a 19-year-old gay man, said that in his high school in Cebu City:

It applies for all boys. If [your hair] touches the ear and you don't cut it, the school will cut it for you, and they do it in front of your classmates. The Student Affairs Officer who enforces the rules, once a month he would go to each classroom and knock, and say, "All those with long hair go outside," and he would go one by one with these large, rusty scissors like the kind you see in horror movies, and they'd cut our hair in front of everybody....
I think on purpose, he'd cut it very badly.

In most cases, teachers and administrators provided little to no explanation for the hair-length requirements when students asked about the policies at their respective schools. Felix P., a 22-year-old gay high school student in Legazpi, told Human Rights Watch:

As Lyn C., a 19-year-old transgender woman in Manila, recounted, gendered clothing requirements also extended to school-sponsored events such as prom nights:

Even when students are formally permitted to wear the uniforms of their choice, however, school personnel at times harass or humiliate them in practice. Gabby W., a 16-year-old transgender girl in high school in Bayombong, told Human Rights Watch:

Uniform and Hair Length Restrictions in Universities

Although this report focuses on secondary schools, many interviewees said they had experienced similar issues with uniform and hair-length restrictions at the university level.

In some extreme cases, students who repeatedly "cross-dressed"-a term that schools and some students used to describe gay, lesbian, or transgender students expressing their gender in school-were suspended or even expelled. According to Danica J., a 19-year-old lesbian woman at a university in Manila, "people are punished if they violate the uniform policy. It's like a disciplinary action. They won't let you in if you're cross-dressing, and after a couple times, you can be suspended or expelled."

As one 19-year-old university student in Caloocan told Human Rights Watch,

In our school, there are policies that if you cross-dress you will be suspended for one day. Your freedom of expression is very limited. I know we had policies against LGBTQ. We had hair-length restrictions-for guys, the shaved hair has to be three inches on the side, four inches in the back. So every time, if the hair passes three to four inches, the faculty will cut our hair. And even here in the university, the handbook says male students must only have hair to their ears.

Even in universities without formal uniform or hair-length policies, however, transgender and gender-fluid students sometimes reported harassment or reprisals from teachers, classmates, and administrators when they expressed their gender. Patrick G., a 19-year-old gay man in Manila, said that despite a policy at his university guaranteeing students the freedom to dress based on their gender expression, he was aware of one case in which the Discipline Office (DO) summoned a transgender woman to interrogate her about her clothing: "She was within the scope of the policy, but the DO said, 'Are you not ashamed of what you're wearing? Are you not thinking of how others will think about how you dress?'"

Dalisay N., a 20-year-old panromantic woman at a university in Caloocan, said:

When I enrolled in college, I even talked to the head of the office for student affairs, and told her I'm not comfortable wearing a skirt. They allow us to wear

slacks, but it's different from the male uniform. And she said, "What are you, you're a female, right?" I was speechless.

The guards are also a headache. They'll ask, "Why are you wearing slacks? Why aren't you wearing women's shoes?" I tell them I'm not comfortable wearing that. And sometimes they'll even look me up and down from head to toe, which is really uncomfortable.

Carlos M., a 19-year-old gay student at the same university, said that university security guards forced transgender women to go home if they were wearing makeup or long hair.

According to Lyn C., a 19-year-old transgender woman at a university in Manila:

The first three years of my school days we were just hiding ourselves, because if the guards and administration know that we're transgender we'll be punished. When the guard knows you're transgender, you'll be sanctioned. They'd send you to the discipline office... you'd get community service or suspension. It was really difficult for us, to hide our very identities.

Lyn's university removed its uniform and hair-length restrictions in January 2017 after years of persistent advocacy from student groups. However, even after the changes, some students still faced discrimination from teachers.

Several interviewees also told Human Rights Watch that they or their classmates had dropped out of classes or transferred sections at their universities to avoid conflicts with professors who were hostile to transgender students.

Certain departments and colleges also tend to have more stringent uniform and hair-length restrictions than their affiliated universities, often forcing transgender students to conform in order to matriculate. Some students and professors identified colleges of hospitality, management, and education among those requiring gendered clothing, irrespective of the broader university's policies.

Access to Facilities

For students who are transgender or identify as a sex other than their sex assigned at birth, rigid gender restrictions can be stressful and make learning difficult. One of the areas where gender restrictions arose most often for LGBT interviewees was in access to toilet facilities, known in the Philippines as "comfort rooms" (CRs). Most interviewees said that their schools required students to use CRs that aligned with their sex assigned at birth, regardless of how they identified or where they were most comfortable. Some said that both female and male CRs posed safety risks or made them uncomfortable, but that all-gender restrooms were scarce.

Some schools punish students for using the CRs where they felt comfortable. Ruby S., a 16-year-old transgender girl who attended high school in Batangas, said:

I was called by the administration when I used the CR for the girls. They said you're not allowed to use it just because you feel like you're a girl. They used that as a black mark on my campaign for student council. They said, even though he wants to be student council president, he doesn't follow the rules.

Access to Facilities in Universities

Policies that prevent students from accessing restrooms consistent with their gender identity exist in post-secondary institutions as well.

Dalisay N., a 20-year-old panromantic woman at a university in Caloocan, said:

Some of the trans women in our support group, the guards would shout, "Why are you using that restroom? You're not allowed in there," which for me is disrespectful. Why do they care? They're just putting on makeup, and they just want to feel safe when they pee. Because there's a lot of teasing and bullying in the men's room.

Marisol D., a 21-year-old transgender woman, said that in her university, instructors reported transgender students to the discipline office for using the "wrong" restroom. Ace F., a 24-year-old gay man in Manila, noted that another member of his university's LGBT group "was apprehended by our school administration-she's a transgender woman and she used a girl's bathroom. The office of student behavior gave her a minor disciplinary offense."

As in secondary schools, university policies that prevent students from accessing facilities on the basis of their gender identity are discriminatory and function to undermine student safety, health, privacy, and the right to education.

Gender Classifications

Hostility Toward Same-Sex Relationships

Many schools in the Philippines have policies restricting public displays of affection among students, and outline those policies in student handbooks or codes of conduct. Yet LGBT students reported that their relationships were policed more carefully or punished more harshly than their non-LGBT peers. In particular, young lesbian and bisexual women and transgender men who attended exclusive schools-those that are only open to one sex-reported that their friendships and relationships were closely scrutinized and policed by school staff.

Juan N., a 22-year-old transgender man who had attended high school in Manila, said:

Angelica R., a 22-year-old bisexual woman who had attended high school in Manila, said that more masculine girls were especially targeted to keep them from becoming close with other girls:

Pressure to Conform to Stereotypes

LGBT youth also described the pressure that teachers and administrators imposed on them to act in a stereotypical fashion.

Many of the LGBT youth interviewed by Human Rights Watch emphasized that, to the extent they were respected in school, they had earned that respect by being better students than their peers. Often, this meant that LGBT students were tasked with more work or responsibilities than other students as part of the price they paid to be accepted and respected. Eric Manalastas, a psychology professor at the University of the Philippines who has conducted research on LGBT youth issues, found that:

Manalastas found that the demand to be "respectable" put a heavy burden on LGBT students who did not conform: "It may be that gay students are warmly received, generally speaking, but if you're characterized as one of the indecent ones-perceived as very sexual, very loud, very gender non-conforming or outré, it's different." He added that LGBT people from lower socioeconomic strata often face double discrimination, as exemplified by the common insult baklang kalye-"you're bakla and also you come from the streets, you don't have a proper house, you're poor."

Some students were keenly aware of these conditions and expressed frustration with them, voicing a desire to be treated with the same inherent respect as their non-LGBT classmates. Felix P., a 22-year-old gay high school student in Legazpi, said:

Jerome B., a 19-year-old gay man from Cebu City, described another stereotype that he found oppressive: the idea that gay males should be entertainers, jokers, and talented performers. He said classmates and teachers:

Young lesbian women encounter different stereotypes. Dalisay N., a 20-year-old panromantic woman who had attended high school in Manila, observed that lesbian girls were particularly disadvantaged by teachers because "the lesbian community, they don't see us like that, like the gays, the creative ones who do something artsy, that gay people are at the top of the list."Instead, according to Eric Manalastas, "the stereotype with lesbians is that they're dangerous, a danger to other female students. Not in terms of being violent, but maybe as predatory. Or generally a bad influence-not good for moral development-as though they aren't also adolescents themselves." In interviews with Human Rights Watch, young bisexual women recounted how teachers scrutinized girls they considered "butch" or masculine, and took steps to separate them from other girls to prevent them from becoming close.

For youth who are transgender, pressure to "pass" according to their gender identity and, for transgender girls, to achieve high standards of physical beauty, were a serious source of stress for those who felt they lacked the ability or resources to meet the expectations of others.

These stereotypes were among the most consistent themes in interviews with LGBT youth. They illustrate how attitudes and informal practices, even when well-intentioned, can place heavy expectations on LGBT youth and undermine the notion that all youth are deserving of respect and acceptance. They underscore the importance of anti-bullying efforts, information and resources, and antidiscrimination policies that emphasize that all students, regardless of sexual orientation or gender identity, have rights that must be respected in schools.

When LGBT students face hostility in their homes, communities, and peer groups, access to affirming information and resources is vitally important. In interviews, however, few LGBT students in the Philippines felt that their schools provided adequate access to information and resources about sexual orientation, gender identity, and being LGBT.

School Curricula

Very few of the LGBT students interviewed by Human Rights Watch said they encountered positive portrayals of LGBT people as part of the school curriculum.

In many cases, LGBT people were simply invisible, with no acknowledgment that people are LGBT or discussion of LGBT history, literature, or other issues. One study found that, in elementary school textbooks required by DepEd:

Comprehensive Sexuality Education

In order to understand their own sexuality and to make responsible choices, LGBT students, as well as other students, need access to information about sexuality that is non-judgmental and takes into account the whole range of human intimacy. In recent years, many countries have moved toward providing comprehensive sexuality education, which UNESCO describes as an "age-appropriate, culturally relevant approach to teaching about sex and relationships by providing scientifically accurate, realistic, non-judgmental information."

In interviews with Human Rights Watch, students who received sexuality education described receiving that education at various grade levels, with varying degrees of comprehensiveness. But across the board, they stated that their sexuality education classes either excluded any discussion of LGBT people or conveyed inaccurate and stigmatizing messages about same-sex conduct and the existence of transgender people.

In many instances, sexuality education conveyed misinformation or disapproval about LGBT identities and relationships. Gabby W., a 16-year-old transgender girl at a high school in Bayombong, said that teachers "always say that gay is a disease, that it's a contagious disease. Or say being gay is a sin." Bea R., a 22-year-old transgender woman at another school in the area, said that although science teachers do cover safer sex at her school, "They say that LGBT are the ones spreading HIV and chlamydia." Francis C., a 19-year-old gay student from Pulilan, was similarly told by teachers "that there were same-sex who were doing those activities, but they would say that if two males or two female did those activities, they would become sick or ill." Jonas E., a 17-year-old gay boy in high school in Mandaue City, noted: "I get really offended when they talk about HIV. They say that gays are the main focus of HIV... I'm a bit ashamed of that, because I was once in section where I'm the only gay, and they kept pointing at me."

Counseling and Support

In addition to formal curricula, schools provide a variety of resources to students. Support from teachers, guidance counselors, school psychologists, and other school personnel is a valuable asset, and should be available to guide LGBT youth as well as their non-LGBT peers. According to UNESCO, "support from teachers can have a particularly positive impact on LGBT and intersex students, improving their self-esteem and contributing to less absenteeism, greater feelings of safety and belonging and better academic achievement."

Although some counselors have created successful programs for LGBT students, such as support groups, such efforts need to have support from the school administration to ensure counselors are recognized as affirming, non-judgmental resources. As one study found, "it has been the experience of gay students (or perhaps students in general) that the guidance counselor is associated with delinquent and problem students. This image of the guidance counselor may contribute to the problematization of gay identity in school settings, that being gay is something that has to be 'dealt with' with and by these counselors."

Interviews with LGBT youth in the Philippines underscore the urgent need for resources and support. Jerome B., a 19-year-old gay man from Cebu City, recalled that in secondary school, "I was questioning for a long time-is there something wrong with me? Am I mentally ill? I planned to talk to a psychiatrist because I thought I had a mental illness.... We had a guidance counselor. But I wouldn't go to them, because I was too ashamed." For some students, bullying and a lack of resources led to depression and thoughts of suicide. Benjie A., a 20-year-old gay student from Manila, recounted struggling to make sense of his identity until "I thought about getting a gun from a policeman and shooting myself."

Other LGBT students described going to counselors and facing outright hostility or condemnation. Ace F., a 24-year-old gay man who had attended high school in Manila, said that his school counselor used decades-old psychological materials:

What they taught us was DSM-3 or DSM-2-where being gay is still classified as a mental disorder. That's what they taught us. I was pretty well informed because I was a debater, so I would question them about it: it's already outdated, it's not the standard, it's not considered a mental disease. But they would institutionally still say that it was a disease, a mental disorder, it's bad.

Student Organizations

Student Organizations in Universities

LGBT organizations are increasingly prevalent at the university level, but many groups encounter obstacles from administrators in post-secondary settings as well. In interviews with Human Rights Watch, some university students also described difficulties forming or operating LGBT groups. Students from one university in Manila told Human Rights Watch that, after creating an LGBT organization in 2012, they were instructed in 2016 to rename the organization and work on the broad topic of "gender sensitivity," as the university did not want a group overtly focused on LGBT issues. Rosamie T., an 18-year-old bisexual woman, noted the group had been active and "well-known as an LGBT organization, and they wanted us to rebrand because it's known for that." She said that, after losing a large number of members and becoming less active as a result of the reorganization, "It's like we're starting again from zero." Although this report focuses on secondary schools, universities should also recognize the importance of LGBT organizations and take steps to foster and sustain them.

In recent years, the Philippines has enacted important laws and regulations that affirm the rights of LGBT learners in schools. DepEd's Child Protection Policy, the Anti-Bullying Law, and the Reproductive Health Law-as well as anti-discrimination ordinances at the local level-reiterate the government's commitment to ensuring that all youth are safe, healthy, and able to learn in schools.

Right to Education

LGBT students are denied the right to education when bullying, exclusion, and discriminatory policies prevent them from participating in the classroom or attending school. LGBT students' right to education is also curtailed when teachers and curricula do not include information that is relevant to their development or are outwardly discriminatory toward LGBT people.

Violence and Bullying

The terms of the Anti-Bullying Law and Child Protection Policy echo the Philippines' obligations under international law. The ICCPR states that "[e]very child shall have... the right to such measures of protection as are required by his status as a minor, on the part of his family, society and the State," while the CRC requires governments to "protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation." The government of the Philippines signed UNESCO's Call for Action on Homophobic and Transphobic Violence, issued in November 2016, which commits it to monitoring the prevalence of homophobic and transphobic bullying in schools, providing students with information about harmful gender-based stereotypes, training school personnel, and taking steps to make schools safe for LGBT youth.

Children who are especially likely to face violence, including bullying, merit specific attention and protection from the state. As the Committee on the Rights of the Child, the UN body that monitors implementation of the CRC, has noted, "[g]roups of children which are likely to be exposed to violence include, but are not limited to, children ... who are lesbian, gay, transgender or transsexual." The committee has repeatedly described bullying, harassment, and violence against LGBT youth as violations of children's rights, and emphasized that "[a] school which allows bullying or other violent and exclusionary practices to occur is not one which meets the requirements of article 29(1)," the CRC provision specifying the aims of education.

The Committee on the Rights of the Child has identified steps that governments should take to protect children from bullying, harassment, and other forms of violence. These include challenging discriminatory attitudes that allow intolerance and violence to flourish, establishing reporting mechanisms, and providing guidance and training for teachers and administrators to know how to respond when they see or hear about incidents of violence. When taking these steps, the committee has stressed that children themselves should be involved "in the development of prevention strategies in general and in school, in particular in the elimination and prevention of bullying, and other forms of violence in school."

Right to Health

Freedom of Expression

The right to free expression is violated when schools limit displays of same-sex affection or gender expression solely for LGBT youth. Schools need to ensure that LGBT students are able to participate in the school environment on the same terms as other students, regardless of their sexual orientation or gender identity.

Freedom from Discrimination

Even as municipalities and provinces pass anti-discrimination ordinances to protect the rights of LGBT people, the Philippines has not passed comprehensive legislation prohibiting discrimination on the basis of sexual orientation and gender identity.

...freedom from discrimination is a fundamental obligation of States under international law, and requires States to prohibit and prevent discrimination in private and public spheres, and to diminish conditions and attitudes that cause or perpetuate such discrimination. To this end, States should enact comprehensive anti-discrimination legislation that includes sexual orientation and gender identity among protected grounds."

The Committee on the Rights of the Child has explained that discrimination in the school setting, "whether it is overt or hidden, offends the human dignity of the child and is capable of undermining or even destroying the capacity of the child to benefit from educational opportunities." Because of the dangers that discrimination poses to health and development, children at risk of discrimination are "entitled to special attention and protection from all segments of society." The committee has specifically expressed concern about discrimination against children on the basis of their sexual orientation and gender identity in its review of state policies.

To the President of the Philippines

Speak out, as you have done in the past, against bullying in schools, reiterating that bullying of LGBT youth is harmful and unacceptable.

Speak out in support of an anti-discrimination bill that prohibits discrimination on the basis of sexual orientation and gender identity, including in education, employment, health care, and public accommodations.

To the Congress of the Philippines

Enact an anti-discrimination bill that prohibits discrimination on the basis of sexual orientation and gender identity, including in education, employment, health care, and public accommodations.

Authorize funding for the implementation of the Reproductive Health Law and any necessary support for comprehensive sexuality education in schools.

To the Department of Education

Undertake a comprehensive review of school compliance with the provisions of the Child Protection Policy and the Anti-Bullying Law.

Collect and publish data on the number of schools nationally that address sexual orientation and gender identity in their Child Protection Policy and Anti-Bullying Law. Recommend that schools that do not address sexual orientation and gender identity revise their policies to do so.

Create a system to gather and publish data about bullying on the basis of sexual orientation and gender identity in schools. Revise forms to more clearly differentiate and record incidents of gender-based bullying on the basis of sex, sexual orientation, and gender identity, and include these categories on all forms related to bullying, abuse, or violence against children.

Immediately review all curricula, including textbooks and teaching materials, to ensure that LGBT issues are incorporated. Remove content that is inaccurate or derogatory toward LGBT people and include content that is relevant to LGBT youth and promotes respect for gender diversity.

Revise the standard sexuality education curriculum to ensure it aligns with UNESCO's guidelines for comprehensive sexuality education, is medically and scientifically accurate, is inclusive of LGBT youth, and covers same-sex activity on equal footing with other sexual activity.

Issue an order instructing schools to respect students' gender identity with regard to dress codes, access to facilities, and participation in curricular and extracurricular activities.

Conduct trainings, in collaboration with LGBT rights groups where possible, to familiarize DepEd personnel at the division and district levels with LGBT terminology and issues.

To Local Officials

Enact local ordinances to prohibit discrimination on the basis of sexual orientation and gender identity, including in education, employment, health care, and public accommodations.

Promulgate implementing rules and regulations to ensure that existing anti-discrimination ordinances are applied and enforced.

To School Administrators

Adopt anti-bullying and anti-discrimination policies that are inclusive of sexual orientation and gender identity, inform students how they should report incidents of bullying, and specify consequences for bullying.

Conduct trainings, in collaboration with LGBT civil society groups where possible, for child protection committees and school staff to ensure that they are sensitive to the needs and vulnerabilities of LGBT youth. The trainings should inform school staff about proper terminology, the forms of bullying and discrimination that LGBT youth face, the rights that LGBT youth enjoy under domestic and international law, and resources and services available for LGBT youth.

Conduct trainings, in collaboration with children's rights groups where possible, for child protection committees and school staff to ensure they are able to recognize and intervene in bullying and harassment when they witness it occurring or it is brought to their attention.

Promulgate guidelines instructing school staff to respect the gender identity of students with regard to dress codes, access to facilities, and participation in curricular and extracurricular activities.

Commemorate occasions like Human Rights Day and National Women's Month with programming that promotes human rights and respect for gender diversity in schools.

Ensure that the school has resources available for LGBT youth, for example, books and printed material, access to counselors or other supportive personnel, and curricular resources that are inclusive of LGBT youth.

Ryan Thoreson, a researcher in the LGBT Rights Program, wrote this report based on research that he undertook from September 2016 to February 2017. Daniel Lee, associate with the Asia division, conducted additional interviews and wrote a section of the report.

The report was reviewed by Neela Ghoshal, senior researcher in the LGBT Rights Program; Michael Bochenek, senior counsel in the Children's Rights Division; and Carlos Conde, Philippines researcher in the Asia Division. James Ross, legal and policy director, and Joe Saunders, deputy program director, provided legal and program review, respectively. Production assistance was provided by Olivia Hunter, publications associate; Fitzroy Hepkins, administrative manager; and Jose Martinez, senior coordinator.

Human Rights Watch would like to thank the experts and organizations that provided information for the report, including ASEAN SOGIE Caucus, Babaylanes, Inc., Bisdak Pride, Bulsu Bahaghari, ChildFund Philippines, the Children's Legal Rights and Development Center, GALANG, Gayon Albay, Happy Hearts, Lagablab, MCC Marikina, Side B, TransMan Pilipinas, and UP Babaylan. Particular thanks go to the many students who shared their experiences with us.

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This report documents the range of abuses against lesbian, gay, bisexual, and transgender (LGBT) students in secondary school. It details widespread bullying and harassment, discriminatory policies and practices, and an absence of supportive resources that undermine the right to education under international law and put LGBT youth at risk.

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8. Public Service Message or Promotional Video

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8. Public Service Message or Promotional Video

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URL: https://opinion.inquirer.net/140876/lumad-schools-and-the-right-to-education

TITLE: ‘Lumad’ schools and the right to education

AUTHOR: Meggie Nolasco, Tony La Viña

DATE PUBLISHED: June 05, 2021

KEY INFORMATION: The article in The Inquirer underlines the significance of Lumad schools in providing education to marginalized indigenous communities in the Philippines. Lumad schools offer a unique, culturally sensitive approach to education, compensating for gaps in traditional schools. Despite threats to Lumad schools’ existence, they remain essential for the education of Lumad students, necessitating the government and stakeholders' engagement in dialogue to ensure the right to education and the continued existence of Lumad schools.

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Last May 26, the committee on human rights of the House of Representatives conducted a hearing on the Feb. 15 raid of the "bakwit" school in Cebu. Under the able leadership of Rep. Jesus "Bong" Suntay, the public finally understood what the "lumad" community and bakwit schools are all about.

At the heart of lumad schools has always been the right to education. Lumad schools uphold the idea that the right to education is both a right in itself and an "enabling" right that is, access to education enables a person to gain the skills, capacity, and confidence to secure other rights. The right to education is fundamental for human, social, and economic development and a key element to achieving lasting peace and sustainable development. It is a powerful tool in developing the full potential of everyone and ensuring human dignity, and in promoting individual and collective well-being.

Within the context of the right to education, the building of the lumad schools has been a social and historical necessity. For a long time, the lumad have experienced difficulties in enrolling or entering "mainstream" public or private schools. For one, there are few such schools in the places where the lumad live, so that the lumad have had to travel long distances and incur additional travel and living expenses to keep their children in school. Many lumad students have suffered from discrimination in mainstream schoolsʍnot only from their teachers or fellow students, but from a curriculum that does not reflect their unique cultural and historical contexts. Many times, lumad students have lagged behind other students because, having lumad languages as their mother tongues, they have had difficulty with the language of instruction used in mainstream schools.

Lumad schools were built to answer the needs, reflect the values, and embody the vision of the lumad. The schools adhere to the Department of Education (DepEd) curriculum, but adapt this curriculum and their teaching methods to address the distinct sociocultural context of lumad communities.

The right of indigenous people to education and to educational systems that reflect their distinct languages, cultures, and histories is universally recognized, and is upheld in both international and Philippine laws. In the Philippine setting, this recognition has largely been due to the painstaking efforts at dialogue and advocacy of the lumad schools themselves. Lumad schools have become invaluable partners of the Philippine government in the development of an education system that recognizes the unique needs of indigenous people, and in providing access to the right to education.

Given the unique and invaluable role of lumad schools in the development of the education system in the Philippines, the persecution of lumad schools appears contrary to the interests of the government and the country, and is an unnecessary tragedy.

Take the case of the Salugpongan Ta'Tanu Igkanogon Community Learning Center, Inc. (Salugpongan Schools), which was established by members of the Talaingod Manobo tribe in 2007. From 2007 to 2018, Salugpongan Schools was duly authorized by the DepEd to operate a total of 55 community schools in the Southern Mindanao region.

In 2019, however, due to continued and increased acts of red-tagging, violence, threats, and harassment, only 30 out of the 55 Salugpongan schools were able to finish the school year.

On July 8, 2019, DepEd Region XI issued a memorandum suspending all 55 Salugpongan schools. The issuance was based on the recommendation of National Security Adviser Hermogenes Esperon Jr., who accused the schools of not following the DepEd curriculum and teaching ideologies that advocated against the government. Salugpongan schools denied all accusations and questioned the DepEd order for having been issued on the basis of unverified allegations.

On Sept. 5, 2019, DepEd Region XI issued a resolution ordering the closure of the Salugpongan schools. All the Salugpongan schools were finally closed by the third week of October.

The Salugpongan schools were not the only lumad schools closed by the government. According to the children's rights group Save Our Schools Network, between July 2016 and December 2019, 162 lumad schools were closed by the government, affecting over 4,792 students. In 2020 and 2021, continued human rights violations and efforts by the government, which persisted despite the occurrence of the COVID-19 pandemic and nationwide lockdowns, caused even more school closures. Currently, nearly all of the 215 lumad schools in Mindanao have stopped operating.

The persecution of lumad schools has even followed the lumad students to their evacuee or bakwit schools, which are makeshift mobile schools set-up by volunteer schools and other organizations as a way for lumad students to continue their education in places of peace and sanctuary. Like the original lumad schools, these bakwit schools have also become the target of red-tagging and violent attacks, as evidenced by the raid in Cebu which is now the subject of congressional inquiry.

That inquiry will surely lead to this conclusion: Persecution follows lumad students wherever they go and whatever they do, for as long as they persist in their desire to be educated. This abuse must be stopped.

We urge the DepEd to remember the valuable contribution of lumad schools to the growth and progress of indigenous communities and of the country, and to reconsider its role in the senseless attacks against lumad schools. The DepEd, in accordance with its honorable mandate, should uphold the right of the lumad to education and defend the existence of lumad schools.

The DepEd and the lumad community schools have had a long, sometimes contentious, butʍuntil a few years agoʍconstructive relationship. With a single letter from a top security official, that relationship changed and the DepEd became an instrument of fascism, with long-term consequences to lumad children and their communities.

We hope that with the truth about the lumad schools now out in the open, the DepEd will reverse course and go back to a policy of cooperation with the schools. Representing many of these schools, we are certainly willing to work with the leadership of the DepEd to get us on track to reopen the schools as the pandemic eases.

As long as there is even one lumad child who does not enjoy the right to education, the lumad schools will be relevant and must be supported.

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Tony La Viña is a lawyer working with the Save Our Schools Network. Meggie Nolasco is the executive director of Salugpongan Schools.

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'Lumad' schools and the right to education

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Last May 26, the committee on human rights of the House of Representatives conducted a hearing on the Feb. 15 raid of the "bakwit" school in Cebu. Under the able leadership of Rep. Jesus

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URL: https://www.researchgate.net/publication/374750171_The_Philippine_Education_Today_and_Its_Way_Forward_Journal_of_Ongoing_Educational_Research

TITLE: Philippine Education and Its Way Forward

AUTHOR: Rujonel F. Cariaga

DATE PUBLISHED: October 2023

KEY INFORMATION: The featured article shows how the Philippines is concerned with the amount of students attending schools and the quality of education they receive. To solve the education crisis in the Philippines, improving access to formal and non-formal learning opportunities and strengthening the government's capacity to improve the quality and relevance of teaching and learning is needed. The Philippines has embarked on a transformation of its education system to align it with other advanced countries worldwide, which will include better opportunities for students with disabilities.

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URL: https://www.facebook.com/streetlawph/videos/revisiting-the-policies-of-basic-education-on-reasonable-accommodation-for-pwds/1487674955082249/

TITLE: Revisiting the Policies of Basic Education on Reasonable Accommodation for PWDs

AUTHOR: Street Law Program: Promoting Academic Accommodation in the Philippines

DATE PUBLISHED: September 16, 2022

KEY INFORMATION: This article discusses the specific discrimination that PWDs in Mindanao have faced concerning basic education, concerning both access and participation. In this sense, PWDs of Mindanao had to deal with structural obstacles and the absence of displaying inclusiveness measures that hindered them from actual involvement in education. The article calls for improved implementation of reasonable accommodation policies in basic education that would allow PWDs to enjoy inclusive educational practices, ensuring equal opportunities for all students regardless of their status regarding disability.

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URL: https://www.rappler.com/moveph/178181-infographic-lumad-indigenous-peoples/

TITLE: Who are the Lumad?

AUTHOR: Rappler

DATE PUBLISHED: August 9, 2017

KEY INFORMATION: The infographic shares information regarding who the Lumads are. Statistics such as the Lumad's population in the Philippines are included, stating that they are about 18% of the country's population, making the Lumads the largest indigenous group in the Philippines.

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On International Day of the World's Indigenous Peoples, know more about the Lumad and their plight in this infographic

MANILA, Philippines - The Lumad are the largest indigenous group in the Philippines. The word "Lumad" is a Visayan term which means "born of the earth."

The Philippines is composed of 14 to17 million indigenous peoples (IPs) belonging to 110 ethno-linguistic groups, according to a study by the United Nations Development Programme (UNDP).

Majority of them are in Mindanao (61%), while 33% are concentrated in the Cordillera Administrative Region (CAR). Other indigenous groups are located in the Visayas region.

In 1997, the "Indigenous Peoples Rights Act" (IPRA) was enacted to protect the rights of the IPs and their ancestral domains.

Despite being protected by the law, IPs suffer from poverty and numerous human rights violations.

They suffer from discrimination and are considered as one of the poorest minority groups in the world. They do not have access to adequate and appropriate forms of social services like education and health.

According to the United Nations State of the World's Indigenous Peoples, the Philippines is one of the countries that facilitated large-scale mining by foreign corporations and other destructive projects, displacing many Lumad communities from their ancestral lands.

Other violations on their human rights include the destruction and burning down of schools, areal bombings, and use of school facilities for military operations.

Know more about the Lumad on Rappler Talk on Wednesday night, August 9, International Day of the World's Indigenous Peoples. MovePH's Voltaire Tupaz will talk to a Lumad elder and a student to discuss their plight under the Duterte administration (WATCH: Rappler Talk: The love-hate relationship between Duterte and the Lumad). - with a report from Danielle Nakpil/Rappler.com

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On International Day of the World's Indigenous Peoples, know more about the Lumad and their plight in this infographic MANILA, Philippines - The Lumad are the largest indigenous group in the Philippines. The word "Lumad" is a Visayan term which means "born of the earth."

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URL: https://www.deped.gov.ph/2021/02/09/on-addressing-discrimination/#:~:text=February%209%2C%202021%20%E2%80%93%20As%20the,%2C%20religion%2C%20or%20sexual%20orientation.

TITLE: On addressing discrimination

AUTHOR: Department of Education

DATE PUBLISHED: February 9, 2021

KEY INFORMATION: This is a statement from the Department of Education in the Philippines that they will not allow discrimination in schools. Discrimination of race, gender, age, religion, or sexual orientation will not be tolerated by DepEd and shall be eliminated to create a safer and more respectful environment for students.

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13. Non-government Organization or Academic Institution Article

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URL: https://mentalhealthph.org/11-20/

TITLE: Safety First: discrimination at Philippine schools and work places

AUTHORS: Angel Almeda, K Ballesteros

DATE PUBLISHED: November 20, 2021

KEY INFORMATION: The article tells us the different safety guidelines that we can follow to avoid discrimination or to act against it. As contributors to our country, Filipino workers must be given proper protection from such attacks, such as discrimination, as it will affect their mental health and overall performance.

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Writers: Angel Almeda, K Ballesteros Editor: K Ballesteros Researchers: Angel Almeda Creatives: Jacklyn Moral, Klein Xavier Boiser, Krystle Labio Moderators: Richardson Mojica, Marga Miñon, Eula Mei Labordo, Brigida Candelaria Spaces: Alvin Joseph Mapoy, Richardson Mojica, Azie Libanan, K Ballesteros, Roy Dahildahil

According to the American Psychological Association (APA), discrimination is the unfair and prejudicial treatment of people and groups based on characteristics such as race, gender, age, or sexual orientation [3]. Other organizations have expanded their understanding of discrimination by including religion or belief, gender reassignment, marital status, pregnancy status, and disability to these parameters. In Philippine schools and workplaces, the Department of Education (DEPED) and the Department of Labor and Employment (DOLE) have both taken steps to ensure that discrimination does not harm students and employees.

Discrimination often occurs in two different forms: direct and indirect. Direct discrimination is easier to spot, because it involves recognizable actions against an individual or a group. Indirect discrimination includes "applying a provision or practice in the same way for all of a group which has the effect of unfairly disadvantaging people in the group who share a particular characteristic" [5]. Whereas direct discrimination works against an individual, indirect discrimination occurs against an entire group of people who share a specific background, trait, or characteristic.

Early in 2021, the DepEd issued an official statement that makes firm the Department's stance against discrimination: "guided by international and national frameworks on equality, we have released various issuances and conducted [a] series of trainings to uphold a zero-tolerance policy against discrimination" [8]. Discrimination harms an individual's mental wellbeing and schools are particularly vulnerable. At school-the place where young people and children are socialized-the direct link between mental wellbeing and discrimination is most apparent. According to a 2018 study on everyday discrimination, negative emotions, and academic achievement, Jesus Alfonso D. Datu claims that everyday discrimination was linked to negative emotions and to perceived academic achievement [7]. This is especially apparent in indigeous communities who have "long been suffering from discrimination and lack of access to Education" [11]. Indigenous Peoples experience indirect discrimination most keenly. The medium of instruction is a major factor of an overt discriminatory policy: "English remains the widely used medium of instruction in most IP curricula" [11] despite different communities' level of fluency.

Safeguarding employees in work spaces, the DOLE's Bureau of Working Conditions (DOLE-BWC) performs policy and program development related to working conditions. The BWC "envisions well-guided employers and workers committed to a safe, healthful, and productive work environment" [9] in compliance with the local employment and labor laws and regulations. The labor code protects employees from discrimination against women and persons with disabilities, and protects against discriminatory practices based on age and sexual harassment [9 & 2].

However: despite legislation and implementing policies meant to safeguard the mental wellbeing of students and employees, discriminatory practices in schools and workplaces persist. Discriminating against a person makes a space unsafe for vulnerable individuals, and creates a hazardous school and work environment for everyone. Effectively, this means that ensuring individual safety is everyone's concern.

Acknowledging discrimination as it happens

Filipinos deserve safe spaces to develop themselves, and to contribute to society. To remain healthy individually, and as part of the community, mental health plays a vital role to support work and studies. Unfortunately, despite system-level interventions, discrimination occurs daily in the form of microaggressions or smaller, less obvious discriminatory acts.

Brondolo et al., list examples of microaggressions, including: snubs, receiving poorer service at stores and restaurants, being treated with less courtesy, and receiving misguided comments that suggest a person doesn't belong, or comments that invalidate an individual's experiences [3]. Smart-shaming and anti-intellectualism may also qualify as a form of discrimination, because this practice invalidates an individual's contribution and invalidates ideas that go against the grain [14, 17] and may exclude an individual from a group. These microaggressions are subtle, easy to commit on a daily basis, and are more difficult to catch as they occur, and may have an accrued impact on an individual's mental wellbeing.

Staying wary of experiencing discrimination is itself a source of stress. It's no wonder, therefore, that discrimination is linked strongly to higher levels of stress, and poorer physical and mental health [19]. In the Asia Pacific region, this is especially troubling because bullying remains the "most prevalent form of violence against LGBT youth in educational settings" [18].

For those with mental health issues, "stigma towards people with mental illness in the Philippines is rampant" [16]. According to a review of mental health stigma (2017), lack of sensitivity, stigmatizing attitudes, and discriminatory policies are still prevalent in private households, at schools, at work, and in healthcare settings [16]. For those who live with different mental health issues, the effect of experiencing discrimination - the reluctance to seek help, feeling isolated, fewer opportunities for work, school and other social opportunities, and the inability to remain hopeful [15] - may contribute to and aggravate the symptoms of their illness, and further prevent recovery.

For another vulnerable demographic, LGBTQIA+ students may regularly experience discrimination at school. In an article published by Rappler, Ronnel Joseph T. Competente [6] describes how heternormative policies negatively impact students' mental wellbeing: "this experience of heterosexuality within schools often serves to silence or further marginalize gender non-conforming and queer and questioning students, teachers, and administrators". Competente describes the narrow requirements with which students are often forced to comply in order to 'fit in' or stay out of trouble as "rarely challenged or disrupted" [6]. The educator cites the gender-insensitivity of the current DEPED curriculum among forms of discrimination, together with the culture of bullying, and persisting anti-LGBTQIA+ policies such as required haircuts, masculinity tests, and "even instances when LGBTQIA+ people were made to sign 'contracts' to ensure they did not express their sexual orientation and gender identity and expression [SOGIE]" [6].

The Council of Europe's campaign to tackle discrimination [5] urges schools to respond to students' experiences by enforcing the use of inclusive language, encouraging the discussion of controversial issues, promoting student involvement by giving students channels to voice their concerns, and forming partnerships with different organizations and groups in the local community.

Safety and Wellness at work

A person should feel safe in a place that they treat as their second home. Workplaces and schools are remarkable in their capacity to create venues where people from diverse backgrounds can meet and collaborate towards common goals. DOLE's Guidelines for the Implementation of Mental Health Workplace Policies and Programs for the Private Sector applies to all workplaces and establishments including Overseas Filipino Workers (OFWs). The law seeks to "raise awareness, prevent stigma and discrimination, provide support to workers who are at risk and/or with mental health condition and facilitate access to medical health services" [10]. However: Filipinos still experience different forms of discrimination and stigma at work, or in the process of securing a job. For example: private companies across industries still enforce age-based discrimination despite laws that protect against the policy.

Within workplaces, socio-cultural relations may stymie the implementation of existing laws; according to the Brandolo et. al., individuals often choose not to report experiences of discrimination when they doubt their own experiences [3]. According to a UCLA professor Vickie Mays: "when people are chronically treated differently, unfairly or badly, it can have effects ranging from low self-esteem to a higher risk for developing stress-related disorders such as anxiety and depression," [12]. Mays describes how discrimination can cause a domino effect, affecting the larger community. For this reason, the APA recommends turning to a support network who can "provide a reality check and a sounding board" to validate experiences of discrimination, and to provide feedback and assurance [3]. Being mindful and observant at work can benefit the entire organization, and those who are most vulnerable to experiencing discriminatory practices.

A larger concern around workplace discrimination concerns Filipinos who live with HIV. According to Human Rights Watch (HRW), the Philippines has the fastest-growing HIV infection rate in Southeast Asia and in the Asia-Pacific region [13], but discrimination against Filipinos with HIV remains largely unmonitored and unaddressed. Interviews conducted with 33 individuals revealed forced resignations, and difficulty with finding jobs. According to the report, employers are likely to withdraw offers of employment during pre-employment health screenings should potential employees test positive for HIV [13].

Against Discrimination, For Safety

Those who experience discrimination should seek support systems who can validate their worth and help reframe negative and false beliefs. Individuals, organizations, and schools can work together to address discriminatory practices, and develop truly inclusive, safe environments [3]. For students and young professionals, here are a few individual-level recommendations in response to discriminatory practices:

Mark yourself as a safe person: This #UsapTayo, we're including a badge that should help identify yourself as a safe person for those who may experience discrimination in one way, shape, or form. If you are able, invite members of your community to speak and share their experiences of discrimination, which should help promote open communication.

Hold space: Holding space means allowing others to be heard by responding to their narratives in a kind, empathetic manner. Holding space must include establishing boundaries and ground rules for conversations and behaviors [1] which are also the distinctive characteristics of safe spaces.

Talk about difficult topics: Sometimes, people will need to know that a safe space exists before they feel comfortable sharing their experiences. Volunteering to be vulnerable, and to share your story, empowers others to talk about difficult situations. Discourse, discussion, and solutions can come out of these open dialogues.

Guide Questions:

1. How do different forms of discrimination look like in our schools? In professional settings?

2. How can we educate our co-workers or classmates about forms of discrimination?

3. How can we reach out to those who have experienced discrimination?

References

[2] An Act Creating An Equal Employment Opportunity Commission, Defining Its Powers and Composition, And Appropriating Funds (2019). bill.

[3] Brondolo, E., Mays, V., Jackson, J. S., & Jones, J. M. (n.d.). Discrimination: What it is, and how to cope. Retrieved from: https://www.apa.org/topics/racism-bias-discrimination-types-stress

[4] Canillas, R., & Manaloto, S. (2020, March 17). Philippines: Mandate on Workplace Mental Health Policies, programs . Willis Towers Watson. Retrieved November 18, 2021, from https://www.willistowerswatson.com/en-PH/Insights/2020/03/philippines-mandate-on-workplace-mental-health-policies-programs .

[7] Datu, Jesus Alfonso. (2018). Everyday discrimination, negative emotions, and academic achievement in Filipino secondary school students: Cross-sectional and cross-lagged panel investigations. Journal of School Psychology. 68. 10.1016/j.jsp.2018.04.001.

[8] Department of Education, Official Statement On Addressing Discrimination (n.d.). Retrieved from https://www.deped.gov.ph/2021/02/09/on-addressing-discrimination/.

[11] Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open. https://doi.org/10.1177/21582440211009491

[16] Rivera, Ana Kriselda & Antonio, Carl. (2017). Mental Health Stigma Among Filipinos: Time For A Paradigm Shift.

[19] Wofford, N., Defever, A. M., & Chopik, W. J. (2019). The vicarious effects of discrimination: How partner experiences of discrimination affect individual health. Social psychological and personality science , (1), 121-130. https://doi.org/10.1177/1948550617746218

# data[].attributes.attachment_link.title
Safety First: discrimination at Philippine schools and work places - MentalHealthPH

# data[].attributes.attachment_link.description
Writers: Angel Almeda, K Ballesteros Editor: K Ballesteros Researchers: Angel Almeda Creatives: Jacklyn Moral, Klein Xavier Boiser, Krystle Labio Moderators: Richardson Mojica, Marga Miñon, Eula Mei Labordo, Brigida Candelaria Spaces: Alvin Joseph Mapoy, Richardson Mojica, Azie Libanan, K Ballesteros, Roy Dahildahil According to the American Psychological Association (APA), discrimination is the unfair and prejudicial treatment of [...]

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URL: https://open.spotify.com/episode/5uNAGuh9Ee6DLxqozbURcp?si=264a288701434874

TITLE: Does CRT in Schools Help OR Hurt Students?

AUTHOR: Maree Beecham

DATE PUBLISHED: March, 2023

KEY INFORMATION: Marue Beecham holds a debate regarding CRT (Critical Race Theory) and its positive and negative effects on students.

CRT can enlighten students of how race is a part of their identity and it is something to be proud of; however, this can also cause POC to overidentify themselves with their race. Leading them to paths of racial generalizations.

Individual and collective identity are both equally important. Yes, your race is a part of who you are; however, you don't have to represent everyone. You are allowed to be yourself; you are allowed to be just one person.

# data[].attributes.attachment_link.title
33. Does CRT in Schools Help or Hurt Students? (Pt 1)

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URL: https://www.researchgate.net/publication/361277025_Community_Engagement_in_the_Indigenous_Education_Discourse_Unravelling_Policy_Lessons_from_Lumad's_Alternative_School_in_Mindanao_Philippines

TITLE: Community Engagement in the Indigenous Education Discourse: Unravelling Policy Lessons from Lumad's Alternative School in Mindanao, Philippines

AUTHOR: Jae Mari Dionson Magdadaro, Noe Joseph E. Sacramento

DATE PUBLISHED: June 2022

KEY INFORMATION: This paper therefore looks into the alternative schools for Lumad in the Philippines, which champion a collective approach to Indigenous education through the involvement of IP communities in the preservation of their culture. Despite the challenge from the colonial ghosts, the schools have successfully engaged the community in education. This paper identifies the gaps in policy that both state and non-state actors in IP education and alternative schools should address in order to counteract cultural discrimination, inequalities, and oppression.

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URL: https://kyotoreview.org/book-review/wars-of-extinction-discrimination-and-the-lumad-struggle-in-mindanao/

TITLE: Wars of Extinction: Discrimination and the Lumad Struggle in Mindanao

AUTHOR: Arnold P. Alamon

DATE PUBLISHED: 2017

KEY INFORMATION:

This book showcases the problems that the Lumad in Mindanao has faced, including their right to self-determination without falling into cultural idealism. Struggles that forced the Lumads to an almost rightless life, affecting all the aspects of their life, including education. Alamon fights discrimination against the Lumad, convincing and changing the readers' views.