I. Overview: What Philippine Law Treats as “Campus Bullying”

Campus bullying is not just a “student discipline” issue. In the Philippines, it can trigger school-based administrative processes, Department of Education (DepEd) compliance duties, and—when the acts meet statutory elements—civil liability and criminal prosecution.

The main framework for basic education is Republic Act No. 10627 (Anti-Bullying Act of 2013) and its DepEd implementing rules and issuances. Complementing it are child protection, safe spaces, cybercrime, and general civil/criminal laws that can apply depending on the facts.

II. The Anti-Bullying Act (RA 10627): Scope and Core Concepts

A. Coverage: Who and what institutions are covered

RA 10627 is designed for bullying among students in basic education settings—generally elementary and secondary schools (public and private), including their recognized programs and school-supervised activities. It is implemented through DepEd rules for Kindergarten to Grade 12 institutions.

Important practical point: Many bullying incidents happen in spaces connected to school (online groups, school transport, off-campus meetups). The decisive factor is often whether the incident creates a hostile educational environment or substantially disrupts the student’s schooling and safety, such that the school has a duty to respond under its policy.

B. What counts as “bullying” under RA 10627

Bullying generally includes severe or repeated acts (or communications) by a student directed at another student that:

cause fear of harm to person or property,
cause actual physical or emotional harm,
create a hostile environment at school,
infringe on the victim’s rights at school, or
materially and substantially disrupt the education process or school operations.

Bullying can be committed through:

Physical acts (hitting, shoving, damaging property),
Verbal acts (insults, threats, slurs),
Relational/social acts (exclusion, rumor-spreading, humiliation),
Written/electronic acts (cyberbullying) including messages, posts, group chats, photos/videos used to harass, embarrass, threaten, or isolate.

C. What the law requires schools to have (the “Anti-Bullying Policy”)

Every covered school must adopt and implement an anti-bullying policy that typically includes:

Prohibited acts definition and examples (including cyberbullying),
Clear reporting mechanisms (how, where, to whom, anonymous options if available),
Prompt investigation procedures and timelines,
Due process safeguards for the accused student,
Interventions and disciplinary measures (developmental, corrective, protective),
Protection from retaliation,
Referral protocols (guidance counseling, child protection, medical, law enforcement),
Record-keeping and monitoring, and
Education and prevention programs (student/parent orientation, staff training).

III. DepEd Rules and School Policy Architecture

A. DepEd Implementing Rules for RA 10627

DepEd issuances implementing RA 10627 operationalize how complaints are received, investigated, resolved, recorded, and escalated. While individual schools may differ in forms and timelines, the common structure is:

Report/Referral → 2. Initial safety assessment → 3. Fact-finding → 4. Determination (bullying / not bullying / other violation) → 5. Intervention + discipline → 6. Documentation and monitoring.

B. DepEd Child Protection Policy (CPP)

DepEd’s Child Protection Policy works alongside the Anti-Bullying framework and is broader:

It covers abuse, violence, exploitation, discrimination, and other child protection concerns—including misconduct by teachers, personnel, or other adults.
It emphasizes best interests of the child, confidentiality, non-retaliation, and mandatory reporting/referral in certain situations.
It typically operates through a Child Protection Committee (CPC) or equivalent mechanism in schools.

Key distinction:

RA 10627 focuses on student-to-student bullying and requires a school anti-bullying policy.
The Child Protection Policy covers a wider range of harm (including adult perpetrators) and creates a structured child protection response.

C. School handbooks and discipline rules

Most remedies are first felt at the school level through:

Student discipline codes (sanctions, corrective measures),
Guidance interventions (counseling, behavioral contracts),
Protective measures (class transfers, no-contact orders within school),
Parent conferences and written undertakings,
Restorative approaches where appropriate (without forcing unsafe “reconciliation”).

IV. First-Line Remedy: The School Administrative Process

A. Where to report (typical channels)

Depending on the school’s policy:

Class adviser / subject teacher
Guidance counselor / discipline officer
Child Protection Committee (CPC)
Principal / school head
Designated anti-bullying coordinator

B. What to include in a report

A strong report is factual and evidence-oriented:

Names of involved students and witnesses
Date/time/place (or platform, for online incidents)
Exact words used (if threats/harassment)
Description of acts and pattern (frequency, prior incidents)
Impact on the victim (fear, anxiety, missed classes, injuries)
Evidence list (screenshots, chat logs, photos, medical notes)
Safety concerns (risk of retaliation, self-harm risk indicators)

C. Immediate protective measures (before the case is “decided”)

Schools can implement interim measures to prevent further harm, such as:

Increased supervision,
Seating/class schedule adjustments,
Temporary separation/no-contact directives,
Supervised access to common areas,
Referral to guidance and psychosocial support,
Parent/guardian notification.

These measures are protective, not a final finding of guilt, and should be applied with fairness and confidentiality.

D. Investigation and due process in school discipline

Even in a school setting, the accused student must generally be given:

Notice of the complaint (in age-appropriate terms),
Opportunity to explain/answer,
Consideration of evidence,
A decision based on policy definitions and facts,
Access to appeal or review procedures if provided by school rules.

Confidentiality is central: the process should avoid public shaming, forced apologies in public, or “announcements” that identify the victim or accused.

E. Outcomes: disciplinary and developmental interventions

Outcomes usually combine:

Corrective discipline (warnings, reprimand, probation, suspension; expulsion in severe cases subject to school rules and DepEd requirements),
Developmental interventions (counseling, social skills training, anger management, behavioral contract),
Restorative measures (only where safe and truly voluntary for the victim),
Safety plans and monitoring.

V. Escalation When the School Response Is Inadequate

A. Administrative remedies outside the school (basic education)

If the school fails to act, acts negligently, or violates policy, parents/students may escalate to:

The Schools Division Office (SDO) / DepEd division channels,
Higher DepEd levels depending on the case.

Possible issues for escalation include:

Refusal to accept reports,
Unreasonable delay,
Retaliation against the complainant,
Breach of confidentiality,
“Cover-up” or failure to impose protective measures,
Failure to address cyberbullying linked to school environment.

B. Private schools: contractual and regulatory angles

Private school enrollment typically forms a contract (student handbook forms part of the terms). Failure to follow their own procedures or basic fairness can support complaints based on:

Breach of internal policy,
Unreasonable disciplinary action or inaction,
Failure to provide a safe learning environment.

VI. Civil Liability: When Bullying Becomes a Damages Case

Even if the school addresses discipline, a victim may pursue civil claims when there is compensable injury.

A. Possible civil causes of action

Quasi-delict (tort) under the Civil Code (Article 2176) If a person’s fault or negligence causes damage to another, damages may be recovered.
Vicarious liability (Article 2180)
- Parents may be liable for damages caused by their minor children under certain conditions.
- Schools, administrators, and teachers may be liable for acts of students under their supervision and control, depending on circumstances recognized by law and jurisprudence (often fact-intensive: custody, supervision, foreseeability, preventive measures).
Independent civil action linked to crimes If the act is also criminal (e.g., physical injuries, threats), civil damages may be claimed alongside or independently, subject to procedural rules.

B. Types of damages that may be claimed

Actual damages: medical expenses, therapy, school transfer costs, damaged property
Moral damages: emotional distress, humiliation, anxiety (with proof and proper basis)
Exemplary damages: in egregious cases where allowed by law
Attorney’s fees: only under recognized grounds

C. Evidence that matters in civil claims

Medical/psych reports, counseling records (handled with privacy safeguards)
School incident reports and documented actions/inactions
Screenshots and metadata for cyberbullying
Witness statements
Proof of expenses and educational disruption (absences, grade impact)

VII. Criminal Remedies: When Bullying Conduct Fits Criminal Offenses

RA 10627 itself is principally a policy-and-compliance law, not a stand-alone penal statute creating a single “crime of bullying.” But bullying incidents often include acts already penalized under other laws.

A. Common crimes that may apply (depending on facts)

Physical injuries (Revised Penal Code) for assaults resulting in harm
Threats / grave threats (depending on seriousness and wording)
Coercion (forcing someone to do/avoid something through intimidation/violence)
Unjust vexation (historically used for harassment-type conduct; charging practice varies)
Slander / oral defamation and libel (publication element matters)
Robbery/extortion (if property is taken with intimidation)
Acts of lasciviousness / sexual offenses (if sexual touching/harassment occurs)

B. Cyber-related offenses

If bullying is committed online:

Cybercrime Prevention Act (RA 10175) may apply when underlying offenses (like libel) are committed through ICT.
Online harassment may also intersect with evidence rules and platform data requests.

C. Child protection and gender-based laws that may apply

Special Protection of Children Against Abuse, Exploitation and Discrimination Act (RA 7610) Certain acts causing psychological/emotional suffering, cruelty, or abuse toward a child may fall under child abuse concepts, especially when severe or part of coercive patterns.
Safe Spaces Act (RA 11313) Gender-based sexual harassment can occur in streets, public spaces, workplaces, online spaces, and educational/training institutions. Some bullying acts with gender-based sexual content, misogyny, homophobia, transphobia, or sexual humiliation may implicate this framework, depending on context and implementing rules.
Anti-VAWC Act (RA 9262) If the bully is a spouse/ex-spouse, dating partner, or someone with a qualifying relationship, bullying-like conduct may be part of psychological violence, and protection orders may be available.
Anti-Photo and Video Voyeurism Act (RA 9995) If intimate images are recorded/shared without consent, this can apply, and the conduct is often accompanied by cyberbullying.

D. Juvenile justice considerations (minor offenders)

If the alleged bully is a minor, the juvenile justice system principles apply:

Diversion and rehabilitation may be prioritized depending on age and circumstances.
Schools still must act on safety and discipline, but coordination with parents/guardians and appropriate authorities follows child-sensitive procedures.

VIII. Evidence and Documentation: Building a Case Without Escalating Harm

A. Digital evidence best practices (cyberbullying)

Save screenshots showing usernames, timestamps, and context (not just cropped insults).
Export chat logs where possible.
Preserve URLs and post IDs.
Avoid “replying back” in ways that can be used to frame mutual provocation.
Keep devices intact if serious threats exist; do not factory reset.

B. Witness handling

Identify student witnesses early; memory fades quickly.
Ask for written statements through school processes to avoid direct confrontation.
Prioritize safety: witnesses may fear retaliation.

C. Medical and psychosocial records

If there are injuries or panic/anxiety symptoms, seek professional documentation.
Records are sensitive; use only as needed and request confidentiality under school policy and privacy norms.

IX. Protective Measures Beyond Discipline

A. Safety planning within school

A robust safety plan may include:

A designated “safe contact person” (guidance, adviser)
Safe routes and supervised areas
Structured arrival/dismissal arrangements
No-contact rules in school premises and online school groups
Monitoring checkpoints and follow-up meetings

B. Protection orders (relationship-based cases)

Where RA 9262 applies, protection orders can restrict contact and harassment, including electronic contact.

X. School Liability and Compliance: When Institutions Are Part of the Problem

A school’s legal exposure increases when it:

Has notice of bullying and fails to act promptly,
Ignores patterns of repeated harm,
Allows retaliation,
Breaches confidentiality leading to further victimization,
Minimizes cyberbullying as “outside school” despite clear school impact,
Applies discipline arbitrarily without due process.

Conversely, a school reduces risk and protects students when it:

Implements clear policies and trains staff,
Responds quickly with protective measures,
Documents actions taken,
Provides guidance interventions,
Coordinates referrals appropriately.

XI. Higher Education (College/University) Context: Practical Application Beyond RA 10627

RA 10627 is tailored to basic education, but campus bullying in colleges/universities is still actionable through:

University codes of conduct and student discipline systems,
Safe Spaces Act (RA 11313) for gender-based harassment in educational institutions and online spaces,
Revised Penal Code offenses and special laws (RA 10175, RA 9995, etc.),
Civil Code damages for torts and negligence.

XII. Practical Remedy Map (Philippine Setting)

A. If the priority is immediate safety

Report to school channels for interim separation and supervision.
Document incidents and request a written safety plan.
Escalate within DepEd channels if the school is unresponsive (basic education).

B. If the harm includes injuries, threats, sexual content, extortion, or doxxing

Parallel track: school process and law enforcement/legal consultation for criminal remedies, especially where threats or sexual exploitation elements exist.

C. If the main issue is ongoing harassment and institutional inaction

Administrative escalation + documentation for potential civil negligence claims.

XIII. Common Pitfalls and Rights-Sensitive Handling

A. For victims and families

Accepting “verbal promises” without written documentation of measures and follow-ups.
Deleting evidence out of distress.
Being pressured into unsafe “forgive and forget” settlements without safety guarantees.

B. For schools

Treating bullying purely as mutual conflict without assessing power imbalance, repetition, or severity.
Publicly identifying parties or forcing public apologies.
Ignoring cyberbullying that plainly affects school participation and safety.

C. For accused students (and their families)

They are entitled to due process in school discipline.
Interventions should be child-sensitive and rehabilitative where appropriate, without excusing harmful conduct.

XIV. Conclusion

In the Philippine context, campus bullying is addressed through a layered system: RA 10627 and DepEd rules drive school policy, reporting, investigation, and discipline in basic education; child protection rules broaden coverage and mandate safety-centered responses; and civil/criminal laws provide external remedies when bullying conduct crosses into legally actionable harm. The most effective legal strategy is usually evidence-driven and safety-first: prompt reporting, immediate protective measures, strict confidentiality, documented interventions, and escalation—administrative, civil, or criminal—based on the severity and nature of the acts.