Peer-reviewed article

Creating Safe Schools: School Leadership and Teachers’ Perceptions of Child Safety and Well-Being

Annicel M. Manila · 29 Sept 2026

Abstract

This study examines the role of school leadership in promoting child safety and well-being in a public basic education school in Dumaguete City, Philippines. Anchored in an integrated leadership–school climate–child safety and well-being framework, it adopts a quantitative, descriptive-correlational, cross-sectional design. A structured questionnaire is intended for 79 teachers from a population of 98 to assess school leadership practices and teachers’ perceptions of child safety and well-being. Using a synthetic dataset for illustration, the analysis demonstrated favorable leadership assessments, with safe and inclusive school climate obtaining the highest mean (M = 4.39). Supportive relationships and school belonging received the highest perceived well-being rating (M = 4.34). The results showed a strong positive relationship between school leadership and perceived child safety and well-being (r = .773, p < .001). Multiple regression explained 67.3% of the variation in outcome scores, with safe and inclusive school climate, bullying and violence prevention, and mental-health and psychosocial support emerging as significant predictors. These findings demonstrate the potential relevance of coordinated leadership practices but do not establish the actual conditions of the participating school. The study recommends strengthening learner participation, reporting mechanisms, psychosocial assistance, and continuous monitoring. It supports SDG 4 on Quality Education, SDG 3 on Good Health and Well-Being, and SDG 16 on Peace, Justice and Strong Institutions. Its potential sustainability impact lies in strengthening institutional child-protection systems, educational continuity, school governance, and community partnerships to sustain safe and supportive learning environments.