PEACE (Powering Empathy, Acceptance, and Connection Everyday) Campaign in Promoting Inclusive School Environment

This study examined the extent of compliance, implementation, and teachers’ awareness of the PEACE Campaign in public schools of Calatrava District‑2, Negros Occidental, as well as differences based on school characteristics and the relationship between compliance and implementation. The study employed a descriptive quantitative research design and utilized a researcher-made questionnaire validated through Lawshe’s Content Validity Ratio (CVR = 1) and tested for reliability (Cronbach’s alpha = 0.998). The respondents included 132 key stakeholders, comprising learners, teachers, school heads, and PTA officers, selected through total enumeration. Data were analyzed using mean scores, standard deviations, t-tests, ANOVA, and Pearson correlation coefficients. Findings revealed that schools consistently demonstrate high compliance with child protection policies and well-implemented PEACE Campaign activities, with overall mean scores of 4.70 for compliance and 4.71 for implementation. Teachers exhibited a very high level of awareness regarding campaign objectives, anti-bullying laws, and procedures for handling bullying and harassment incidents. Differences in compliance and implementation were not significant based on school size, location, or type of school administrator. Additionally, the correlation between compliance and implementation was not statistically significant (r = −0.072, p = 0.411), suggesting that adherence to policies alone does not guarantee effective execution. Based on the findings, programs such as teacher capacity-building, peer mentorship, parent and community engagement, monitoring and evaluation systems, inclusive school culture initiatives, and recognition schemes are recommended to enhance campaign effectiveness. Overall, the study underscores the importance of active stakeholder participation, systematic monitoring, and collaborative efforts in sustaining safe, inclusive, and respectful learning environments.