Compassionate Discipline: Providing an Inclusive Approach Toward Students with Discipline-Related Concerns

Abstract

The Philippine State is committed to promoting people’s well-being by treating and preventing mental health conditions in a timely, affordable, high-quality, and culturally appropriate manner, as stated in the Mental Health Act [1]. The act aims to integrate strategies for promoting mental health in educational institutions, workplaces, and communities. When managing school discipline, some challenges may arise while implementing and adhering to specific systems. These challenges may negatively impact the school’s inclusivity and require some reforms. That’s why the school’s administrators and the relationships between students and adults hold a significant role in promoting better management of disciplinary cases. Adopting a positive approach that factors in their emotional and social competencies is imperative to manage disciplinary matters with students effectively. A group of 16 Student Discipline Investigating Discipline Officers (IDOs) participated in a Focus Group Discussion (FGD) to discuss how they handle students with disciplinary issues, including those with special needs. The study investigated how cases involving students with mental health issues are managed. It identified factors, gaps, strengths, and areas for improvement. It has been determined that establishing a protocol for students with mental health issues is vital, and the service provider (SDFO) will play a critical role in this process.