# School Culture, Climate and Positive Discipline in DepEd

What DO 006, s. 2026, the Child Rights Policy and the law ask of school heads on school climate and positive discipline, and what to do week to week.

This is the Markdown copy of [School Culture, Climate and Positive Discipline in DepEd](https://nash.com.ph/blog/positive-school-culture-climate), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Nov 6, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

A DepEd school head builds a positive school culture and climate by setting shared norms with learners, parents and staff, replacing punishment with positive discipline, and checking regularly whether learners feel safe and respected. The governing texts are [DepEd Order No. 006, s. 2026](https://www.deped.gov.ph/2026/03/24/march-24-2026-do-006-s-2026-guidelines-on-ensuring-a-safe-and-motivating-learning-environment-esmle/), the Guidelines on Ensuring a Safe and Motivating Learning Environment, and [DepEd Order No. 031, s. 2022](https://www.deped.gov.ph/2022/06/28/june-27-2022-do-031-s-2022-child-rights-policy-adopting-the-rights-based-education-framework-in-philippine-basic-education/), the Child Rights Policy, which adopts rights-based education. Beside them stand the DepEd Child Protection Policy, [DepEd Order No. 40, s. 2012](https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/), and the revised Implementing Rules and Regulations (IRR) of [Republic Act No. 10627](https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/), the Anti-Bullying Act, which since August 2025 have named "positive school climate" as one aim of every school's anti-bullying policy.

The Philippine Professional Standards for School Heads (PPSSH), adopted through [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), say the framework "focuses on developing high-quality instruction, developing a strong school culture, and ensuring job-embedded professional development for school personnel" (para. 9(d)). Three strands carry most of the work: 3.6 Learning environment, 3.8 Learner discipline and 1.6 Learner voice. What happens after an incident is reported (the Child Protection Committee, the Learner Formation Officer, the time limits and the bullying procedure) is in [DepEd Child Protection and Anti-Bullying: School Head Duties](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads).

## Key findings

- **A positive school climate is now an aim written into the rules.** The revised Anti-Bullying IRR names "Fostering positive school climate" among the aims of a school's anti-bullying policy (Sec. 3(d)), and its prevention programs begin with "Positive school climate" (Sec. 19).
- **DO 006, s. 2026 lists positive discipline among a school's duties.** Schools must "Strengthen positive discipline, avoiding corporal or punitive actions" (Sec. IX.D.3), and discipline must serve the learner's best interest, be proportionate and rest on a valid cause (Sec. VII.B.2).
- **Corporal punishment in school is banned by statute.** Article 233 of the [Family Code](https://lawphil.net/executive/execord/eo1987/eo_209_1987.html) bars teachers and school administrators from inflicting it, and DepEd's rules also bar ridicule, humiliating signs and grade deductions as punishment (DO 40, s. 2012, Sec. 3(L) and (O)).
- **Rights-based education makes learners rights-holders and adults duty-bearers.** DO 031, s. 2022 sets three dimensions (access, quality, and respect and well-being in the learning environment) and tells school heads to "Foster a rights-upholding learning environment (RULE), and culture" (Sec. VII.D.v).
- **Rules are to be written with learners, not only for them.** Under DO 40, s. 2012, the Child Protection Committee, which has a learner member, drafts the school's code of conduct, and PPSSH strand 3.8 expects discipline policies developed with parents, staff and the community.
- **Zero reports do not prove a good climate.** The revised IRR says zero reporting "shall not automatically be construed as a reflection of positive performance of the school" (Sec. 24.1); DO 006 requires feedback channels and regular audits (Sec. VII.C).

## What are school culture and school climate?

No DepEd issuance defines either term, though several use both. The working definitions come from education research.

- **School culture** is, in Kent Peterson and Terrence Deal's description, "the underground stream of norms, values, beliefs, traditions, and rituals that has built up over time as people work together, solve problems, and confront challenges" (*Educational Leadership*, 1998).
- **School climate** "refers to the quality and character of school life", and it "is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures" (Cohen, McCabe, Michelli and Pickeral, *Teachers College Record*, 2009). A review of the research by Thapa and colleagues (2013) groups climate into five dimensions: safety, relationships, teaching and learning, the institutional environment, and the school improvement process.

The two overlap, and researchers draw the line in different places. A workable distinction for a school head: culture is the shared beliefs and habits underneath, and climate is how school life feels to the people in it.

| | School culture | School climate |
|---|---|---|
| What it is | Shared norms, values and habits: how things are done here | How safe, respected and supported people feel, day to day |
| How fast it changes | Slowly, over years | Faster, when daily practice changes |
| Where it shows | Stories told about the school, what is celebrated, what is never discussed | Attendance, reports and referrals, what learners and parents say in surveys and conversations |
| DepEd's nearest wording | PPSSH: "developing a strong school culture"; DO 031: "rights-upholding ... culture" | DO 006: "Safe and Motivating Learning Environment"; revised IRR: "positive school climate" |

The [organizational diagnosis guide](https://nash.com.ph/blog/organizational-diagnosis-school-heads) shows how to diagnose culture and climate across the whole school, and the [change management guide](https://nash.com.ph/blog/leading-change-in-schools) covers the slow work of changing culture.

## Which DepEd rules govern school climate and learner discipline in 2026?

The table lists what each text in force on November 6, 2026 asks of the school head on the preventive side.

| Issuance | What it asks of the school head | Status |
|---|---|---|
| RA 10627 and its revised IRR, disseminated by [DepEd Memorandum No. 090, s. 2025](https://www.deped.gov.ph/2025/10/10/october-9-2025-dm-090-s-2025-dissemination-of-the-revised-implementing-rules-and-regulations-of-republic-act-no-10627-otherwise-known-as-the-anti-bullying-act-of-2013/) | Foster a positive school climate; run school-wide, classroom and parent prevention programs; update the anti-bullying policy every three years | Act in force since 2013; revised IRR in effect since its publication on August 6, 2025 |
| DO 40, s. 2012, DepEd Child Protection Policy | Adopt a learner code of conduct; respect learners' participatory rights; build capacity in positive and non-violent discipline | In force |
| DO 031, s. 2022, Child Rights Policy | Teach child rights; train personnel; foster a rights-upholding learning environment and culture; report to the division's Child Rights in Education Desk | Dated June 27, 2022; in force |
| DO 006, s. 2026, safe and motivating learning environment | Formulate, disseminate and regularly review the school code of conduct; strengthen positive discipline; run continuous monitoring with feedback channels and audits | Dated March 24, 2026 |
| [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), three-term school calendar | Sets the terms and blocks of the school year; suggests Opening Block activities such as orientation, classroom rules and a well-being check | Dated April 16, 2026; repealed [DepEd Order No. 012, s. 2025](https://www.deped.gov.ph/2025/04/15/april-15-2025-do-012-s-2025-multi-year-implementing-guidelines-on-the-school-calendar-and-activities/) |
| [DepEd Order No. 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/), assessment, grading and awards | Recognize growth, integrity and effort; bar academic and leadership awards to learners with disciplinary cases in the school year | Dated June 4, 2026; from SY 2026-2027 |

The Learner Formation Officer that [DepEd Memorandum No. 055, s. 2026](https://www.deped.gov.ph/2026/09/17/september-17-2026-dm-055-s-2026-clarificatory-guidelines-on-the-designation-of-learner-formation-officers-in-schools-pursuant-to-the-revised-implementing-rules-and-regulations-of-republic/) has every school designate, the incident procedures and the mental health services under [Republic Act No. 12080](https://www.officialgazette.gov.ph/2024/12/06/republic-act-no-12080/) are covered in the [child protection guide](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads).

### What DO 006, s. 2026 repealed, and what it left in force

DO 006 repeals four old orders on hazing and cellphones and any inconsistent issuances (para. 3; Sec. XIV); DO 40, s. 2012 and DO 031, s. 2022 remain in force. It has the Bureau of Learner Support Services develop a Learner Handbook, and that bureau and the Bureau of Human Resource and Organization Development (BHROD) a Standardized Code of Conduct (Sec. VI.A.1 and 2), but it does not say what schools use until they are issued. The texts in force are DO 40, under which the Child Protection Committee drafts the school's child protection policy "with a code of conduct" from the template in its Annex C (Sec. 10(B)), and, for bullying, the anti-bullying policy template in Annex D of DO 006.

## Rights-based education under DO 031, s. 2022

DO 031 changes the reason for the rules. It "recognizes that children are rights-holders and adults are duty-bearers who have a corresponding obligation to uphold these rights" (para. 4), and in rights-based education "duties are a matter of legal obligation, and not merely addressing needs through provision of goods and services as a matter of preference, charity, or benevolence" (para. 5).

The order has three "indispensable, interrelated, and interdependent" dimensions (para. 6), each with elements (para. 42).

| Dimension | Its elements | What it means for school rules and decisions |
|---|---|---|
| Right to access education | Education throughout all stages of childhood; availability and accessibility; equality of opportunity | Schools should not impede access by allowing violence and bullying (para. 42(a)(iii)) |
| Right to quality education | A broad, relevant and inclusive curriculum; rights-based learning and assessment; quality learning resources | Teaching should draw learners into their own learning rather than silence them (para. 42(b)(ii)) |
| Right to respect and well-being in the learning environment | Respect for identity; the right to participation; integrity of body and mind in a child-friendly, safe and healthy environment | "school discipline is administered in a manner consistent with the child's dignity" (para. 42(c)(iii)) |

The third dimension is where climate and discipline sit. Its measures include "support and training for teachers on positive discipline and strategies for non-violent resolution of conflict" and "creating and maintaining positive and rights-respecting school climate and ethos" (para. 42(c)(iii)). Its participation element names channels such as "child-led assemblies", a "comments box for children to make suggestions", "student governments" and "multi-stakeholder school councils" (para. 42(c)(ii)).

Section VII.D gives school heads seven duties, among them to teach child rights to every learner and staff member, to "Foster a rights-upholding learning environment (RULE), and culture in the schools", and to report to the division's Child Rights in Education Desk.

## What the law prohibits: corporal punishment and degrading treatment

- **[The Family Code](https://lawphil.net/executive/execord/eo1987/eo_209_1987.html).** School administrators and teachers exercise "special parental authority" over a child in their care, including at authorized activities outside the school (Art. 218). Article 233 then sets the limit: in no case shall a school administrator or teacher exercising special parental authority "inflict corporal punishment upon the child".
- **[Republic Act No. 7610](https://lawphil.net/statutes/repacts/ra1992/ra_7610_1992.html).** It punishes acts that debase, degrade or demean a child (Secs. 3(b)(2) and 10(a)); the Supreme Court decisions on teachers are in [Harassment, Child Abuse and Hazing: Cases on School Heads](https://nash.com.ph/blog/school-head-harassment-child-abuse-hazing-cases).
- **DO 40, s. 2012.** Its definition of corporal punishment is wider than hitting. It covers "physical, humiliating or degrading punishment", including kneeling on salt or pebbles, "swearing or cursing, ridiculing or denigrating the child", forcing a child "to wear a sign", and "Permanent confiscation of personal property" unless it poses a danger (Sec. 3(O)). Psychological violence includes "public ridicule or humiliation, deduction or threat of deduction from grade or merit as a form of punishment, and repeated verbal abuse" (Sec. 3(L)(3)). These acts are penalized as grave or simple misconduct (Sec. 15).
- **DO 006, s. 2026.** "Corporal punishment or any measures that are physically, sexually, or psychologically harmful, degrading, humiliating, abusive, or violent are strictly prohibited. Discipline must uphold the learner's dignity and growth" (Sec. VII.B.1). The personnel code of conduct it prescribes lists "corporal punishment, humiliating discipline" among prohibited behaviors (Sec. VI.A.2(a)).
- **The [Code of Ethics for Professional Teachers](https://www.prc.gov.ph/sites/default/files/Resolution%20no.%20435%20Code%20of%20Ethics.pdf).** Adopted by the Board for Professional Teachers in Resolution No. 435 on November 11, 1998, it states: "A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship" (Art. VIII, Sec. 8).

No law yet bans corporal punishment in all settings: the Positive and Non-Violent Discipline of Children Act was vetoed in February 2019, and as of November 6, 2026 none of the bills filed since, such as House Bill No. 1027 of the 20th Congress, whose explanatory note aims at a ban "in all settings", has been enacted.

The prohibition is not a ban on discipline. DO 006 makes the school administration "responsible for maintaining discipline both on campus and during authorized off-campus school activities" (Sec. VII.B.1) and sets three limits. Discipline shall:

> - Prioritize the best interest of the learner;
> - Be proportionate to the nature and gravity of the offense *(see Annex I)*, with physically harmful punishment strictly prohibited; and
> - Be applied only for a valid cause, based on observable and reasonable grounds or credible information, in accordance with school rules and due process.

(DO 006, s. 2026, Sec. VII.B.2)

## What positive discipline means in a Philippine classroom

DO 40 defines "Positive and Non-Violent Discipline of Children" as "a way of thinking and a holistic, constructive and pro-active approach to teaching that helps children develop appropriate thinking and behavior in the short and long-term and fosters self-discipline" (Sec. 3(P)), and DO 006 adopts that definition (Sec. VII.B.1).

### The Positive Discipline in Everyday Teaching primer

*Positive Discipline in Everyday Teaching: A Primer for Filipino Teachers* was published in November 2015 by DepEd, E-Net Philippines and Save the Children. It describes itself as "a quick reference guide for teachers who have already been trained in Positive Discipline in Everyday Teaching" (p. 9). It is a guide, not a DepEd order or memorandum, and it creates no duties of its own. DepEd has used it as a training text: the sample activity design in [DepEd Order No. 43, s. 2018](https://www.deped.gov.ph/2018/09/27/do-43-s-2018-guidelines-on-the-release-use-reporting-and-monitoring-and-evaluation-of-the-fiscal-year-2018-child-protection-program-funds-for-capacity-building/) aimed "To train teachers on the use of positive and non-violent approaches to discipline and classroom management using the Positive Discipline in Everyday Teaching Primer" (Encl. 1).

The primer says what positive discipline is and is not (pp. 13 and 14).

| Positive discipline is | Positive discipline is not |
|---|---|
| "About finding long term solutions that develop students' own self-discipline" | "Permissiveness" |
| "Clear and consistent communication" | "Letting students do whatever they want" |
| "Consistent reinforcement of your expectations, rules and limits" | "Having no rules, limits or expectations" |
| "Teaching courtesy, non-violence, empathy, self-respect, and respect for others and their rights" | "Alternative punishment to slapping, hitting and shaming" |

Its model, the PDET building block, rests on child rights principles and pedagogical principles. On that base it stacks five blocks: setting long-term goals; providing warmth and structure; understanding child development; recognizing individual differences; and problem solving. "All must be put into practice in all interactions with students" (p. 15). Warmth is "creating school and classroom environments that ensure your students feel physically and emotionally safe". Structure is "the information students need in order to succeed academically and behaviorally", such as "involving them in setting rules, explaining the reasons for rules, and being a good role model to them" (p. 16). Before responding to misbehavior, a teacher works through five steps: think about all the possible reasons for the behavior, given the child's age and individuality; remember the long-term goals; provide warmth; provide structure; and respond with positive discipline, involving the learner "in thinking about and finding solutions to challenges and difficulties" (p. 17).

The primer also names the school head's part. Save the Children's message in it says teachers "will need support from their school administration, from each other and from other concerned organizations" (p. 8).

### Responding to misbehavior at different ages

The primer works through ten common cases, three in kindergarten, three in grade school and four in high school (pp. 18 to 39). The table summarizes one from each level.

| Level | Situation in the primer | Reasons it asks the teacher to consider | The positive response | What it says to avoid |
|---|---|---|---|---|
| Kindergarten | A pupil grabs a classmate's pencil and crayons | The child may not yet understand personal property, or may want to make friends but not know how | Talk privately and calmly; explain asking and waiting for permission; role-play sharing; set class rules with the children "so that they own the rules" | Scolding and humiliating the child in front of classmates |
| Grade 2 | Two boys tease each other, then trade punches during group work | Not knowing how to handle anger or answer offense without violence; some come from violent homes | Make sure no one is hurt; talk to each child separately; ask how their behavior affected others and what they can do next time | Shouting, blaming, or "having your pupils standing outside the room" |
| High school | Two students cut classes to play computer games | Boredom, difficulty with lessons, peer pressure | Talk privately; find out whether they need help with the lessons; review your teaching; involve parents if it would help | "punishing the students with suspension or assigning unrealistic tasks" |

In the absenteeism case, the primer lists "suffering from bullying" among the reasons a learner may stay home (p. 35), so an absence pattern can be a climate signal. When a fight causes serious injury, it sends teachers and school administrators to DepEd's issuances (p. 28); today those are the procedures in the [child protection guide](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads).

### Positive discipline still has consequences

The primer's examples cover a teacher's response in the moment; they do not replace the school's rules. Its vandalism case ends: "Remind them also of the school rules and the consequences of violating them" (p. 39). DO 006 sets those consequences in Annex I. Simple vandalism worth not more than Php 500, fighting or pinching that causes no injury, and pranks in class are first-level offenses: a written reprimand and parental notice for a first offense, a written reprimand and a call slip to the parents for a second, and suspension of not more than five days, "with provision of alternative learning modalities", for a third. Graver acts carry graver measures, always after due process.

Interventions run beside discipline. The revised IRR wants interventions that "emphasize formative and corrective measures rather than punishment" and "conform to principles of child protection and positive and non-violent discipline" (Sec. 20(b) and (c)). For minor bullying acts, the teacher may "resolve the issue with appropriate interventions, while still ensuring that such cases are duly documented and reported" (Sec. 21(4)(a)), but a counselor's interventions "shall not in any instance take the place of the disciplinary measures to be carried out by the school" (Sec. 21(5)). The revised IRR governs: DO 40's provisions on bullying were "deemed amended" in 2013 ([DepEd Order No. 55, s. 2013](https://www.deped.gov.ph/2013/12/23/do-55-s-2013-implementing-rules-and-regulations-irr-of-republic-act-ra-no-10627-otherwise-known-as-the-anti-bullying-act-of-2013/), Sec. 16), and the revised IRR repealed that order and every inconsistent provision (Sec. 27). The safer course is to write into the school's policy which acts get which measures, so that counseling supports a decision rather than replacing one.

## How a school sets and keeps shared norms

### A code of conduct written with learners, parents and staff

Indicator 3.8.2 of the PPSSH asks a Career Stage 2 school head to "Implement learner discipline policies that are developed collaboratively with stakeholders including parents, school personnel and the community." The DepEd texts say who takes part:

- **DO 40, s. 2012.** The school head ensures "that the school adopts a student Code of Conduct" (Sec. 7(J)). The Child Protection Committee, whose members include representatives of the teachers, parents, learners and community, drafts the school's child protection policy "with a code of conduct", to be "reviewed every three (3) years" (Sec. 10). Schools set up "child-friendly mechanisms for obtaining children's views and participation in the formulation, monitoring and assessment of school rules and policies related to student discipline" (Sec. 11(7)).
- **DO 006, s. 2026.** A school's code is based on DepEd's Standardized Code of Conduct (Sec. IV.H), which is itself to "be developed through stakeholder consultation, including learners, personnel, parents, community members" and others (Sec. VI.A.2); a school adapting it locally can do the same. The learner code includes the "Reporting process and learners' right to be heard".
- **The revised IRR.** The anti-bullying policy is updated every three years (Sec. 6), put in the learner and employee handbooks, posted "in at least three (3) conspicuous places", and "discussed during the opening of the school year at the parents' and learners' orientation" (Sec. 7).

Classroom rules follow the same logic at a smaller scale. DO 009, s. 2026 suggests "Establishment of Classroom Rules" on the second day of the Opening Block for Key Stage 1 (Annex A, Table 1), and the primer's advice is to set the rules "right at the beginning of the school year" with the children taking part (p. 21).

### Learner voice and the learner government

PPSSH strand 1.6 asks a school head to "Utilize learner voice, such as feelings, views and/ or opinions to inform policy development and decision-making towards school improvement" (indicator 1.6.2). Several structures carry that voice:

- **The learner government.** [DepEd Order No. 47, s. 2014](https://www.deped.gov.ph/2014/12/01/do-47-s-2014-constitution-and-by-laws-of-the-supreme-pupil-government-and-supreme-student-government-in-elementary-and-secondary-schools/) sets its constitution under the names Supreme Pupil Government and Supreme Student Government; recent orders call them the Supreme Elementary and Supreme Secondary Learner Government (DO 009, s. 2026, Annex B). One of its purposes is "To represent the students in the policy-making body of the school concerning the students' rights and welfare" (Art. III, Sec. 6.2).
- **Committees and councils.** A learner representative sits on the Child Protection Committee (DO 40, Sec. 10(A)), and a student government representative is one of the four ex-officio members of the School Governance Council ([DepEd Order No. 026, s. 2022](https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/), Sec. V.D); see the [School Governance Council and PTA guide](https://nash.com.ph/blog/school-governance-council-pta-partnerships).
- **Learner-led campaigns.** DO 006 tells schools to "Engage learner governments and school organizations to lead protection campaigns" (Sec. IX.D.7).
- **Planning.** The School Improvement Plan includes a step for listening to learners; the [SIP guide](https://nash.com.ph/blog/deped-school-improvement-plan) shows where it fits.

### Homeroom guidance

Homeroom guidance is where a class can talk about its own norms each week. Among the suggested activities for the first day of the school year (Key Stages 2 to 4), DO 009, s. 2026 lists a "Homeroom Guidance/Values Formation Session" and a "Socio-emotional Learning and Well-being Check", with an anti-bullying general assembly on the third (Annex A, Table 2). The IRR of RA 12080, disseminated by [DepEd Memorandum No. 077, s. 2025](https://www.deped.gov.ph/2025/09/18/september-18-2025-dm-077-s-2025-dissemination-of-implementing-rules-and-regulations-of-the-republic-act-no-12080-otherwise-known-as-the-basic-education-mental-health-and-well-being-prom/), names the program among the curricular means of promoting mental health (Sec. 5). The [school mental health guide](https://nash.com.ph/blog/school-mental-health-bullying-ra-12080-edcom-ii) and the [career guidance guide](https://nash.com.ph/blog/career-guidance-counseling-deped) cover what else happens in it.

### Staff norms, collegiality and teacher well-being

A school's culture is also how the adults treat one another. [DepEd Order No. 049, s. 2022](https://www.deped.gov.ph/2022/11/03/november-2-2022-do-049-s-2022-amendments-to-deped-order-no-047-s-2022-promotion-of-professionalism-in-the-implementation-and-delivery-of-basic-education-programs-and-services/) sets norms of professional conduct toward colleagues and learners, online as well as in school (items 2 and 3).

Positive discipline is hard for a tired teacher, and the primer ends with a note on teachers' stress (pp. 41 and 42). [DepEd Order No. 002, s. 2026](https://www.deped.gov.ph/2026/02/13/february-13-2026-do-002-s-2026-guidelines-on-the-grant-of-wellness-leave-for-the-department-of-education-personnel/) grants personnel a wellness leave of up to five days a year, and DO 009, s. 2026 adds a two-day wellness break for teachers in each End-of-Term Block (para. 24). The [Domain 4 guide](https://nash.com.ph/blog/ppssh-domain-4-developing-self-and-others) covers strand 4.7, the general welfare of school personnel.

Training is the other support. DO 006 requires "mandatory capacity-building for teaching and non-teaching personnel, including school heads and CPC members" (Sec. VI.B.4) through "LAC and INSET sessions" (Sec. IX.D.4); see the [learning action cell guide](https://nash.com.ph/blog/deped-learning-action-cell).

### Recognition

What a school celebrates teaches its norms. DO 015, s. 2026 says awards "shall affirm learner growth, integrity, and sustained effort" and should be "supportive of intrinsic motivation" (para. 72). In Key Stage 1 there are no academic awards, but "Character Traits Awards" may recognize "effort, participation, positive behavior" (para. 73). For older learners, the Academic Excellence Award and the Leadership Excellence Award go only to learners with "no derogatory records or disciplinary cases within the SY" (para. 75 and Table 13). A disciplinary record therefore costs a learner an award, so it must be fair and follow due process. PPSSH indicator 4.8.1 asks school heads to reward and recognize learners, personnel and stakeholders.

## How to tell whether the school climate is improving

DO 006 requires "continuous M&E systems" that include "maintaining accurate incident records, tracking interventions, assessing the impact of safety protocols, and gathering feedback from learners, parents, and staff" (Sec. VII.C). Three required elements bear on climate: an incident database that records the setting ("time, date, location") of each incident (Sec. VII.C.1); regular audits of protocols with stakeholder feedback "integrated into these audits" (Sec. VII.C.2); and official channels "for learners, parents, and staff to provide feedback – anonymously or named", to be "incorporated into school guidelines and communicated to the SDO" (Sec. VII.C.3). The revised IRR adds a prevention program of "Periodic assessment and monitoring of the nature, extent, and perceptions of bullying behaviors and attitudes of learners" (Sec. 19(1)(b)).

No single number shows a school's climate. The table lists the signals a school already has.

| Signal | Where it comes from | What it can show | What to watch for |
|---|---|---|---|
| Incidents by place and time | DO 006 incident database | Hot spots: a comfort room at recess, a gate at dismissal | Few reports may mean learners do not trust the channel; zero reporting "shall not automatically be construed as a reflection of positive performance" (revised IRR, Sec. 24.1) |
| Anonymous and named feedback | DO 006 feedback channels; the anonymous reporting channel in the anti-bullying policy | What learners, parents and staff will not say in public | Keep identities out of any summary (DO 006, Sec. XII) |
| A short climate survey of learners, parents and staff | The school's own instrument; the revised IRR's periodic assessment of perceptions | Whether people feel safe, respected and heard, grouped by Thapa's five dimensions: safety, relationships, teaching and learning, institutional environment, and school improvement process | Anonymous by default; ask what the school can act on |
| Child-Friendly School Survey | Annex 2A of the SIP Guidebook in [DepEd Order No. 44, s. 2015](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/); item 12 of the School Report Card | Which child-friendly practices are missing | Read the unchecked items, not only the total |
| School-based management indicators | [DepEd Order No. 007, s. 2024](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), Learning Environment indicators 9 to 18; indicators 21 and 28 | A functional committee, mental wellness support, learner government and stakeholder satisfaction | A self-assessment; check it against the other signals |
| Absences and dropouts | Attendance records; DO 015 asks teachers to intervene at "approximately twelve (12) absences" (para. 70) | Learners who are avoiding school | The primer lists bullying among the reasons for absence |

The [Child-Friendly School Survey guide](https://nash.com.ph/blog/child-friendly-school-survey-deped) explains how to score the survey. What the data show goes into the School Improvement Plan through its [root cause analysis](https://nash.com.ph/blog/root-cause-analysis-school-improvement-plan), and the projects into the Annual Implementation Plan, so climate work has a budget line and an owner. Learners can help read the results: DO 031 wants their views "seriously considered" in planning and evaluation (para. 44(d)).

## What this means for school heads

### Every week

DepEd sets the duties; the weekly rhythm is the school head's. These four routines carry out the duties above (see the [Domain 1](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically), [Domain 3](https://nash.com.ph/blog/ppssh-domain-3-teaching-and-learning) and [Domain 5](https://nash.com.ph/blog/ppssh-domain-5-building-connections) guides for the PPSSH strands).

1. **Be seen.** DO 006 names "visibility of authorities" among the supervisory routines a school should strengthen (Sec. IX.D.1). Walk the gate at entry, the corridors at recess and the grounds at dismissal, the places where incidents happen.
2. **Read the incident log with the Learner Formation Officer and the guidance designate.** Look for patterns of place, time and grade, not only for open cases.
3. **Watch how discipline is done during classroom visits.** Note whether teachers respond calmly and privately and refer to rules the class set. Coach in the post-observation conference rather than in front of learners.
4. **Check the anonymous reporting channel.**

### Every term and every year

| When | What | Source |
|---|---|---|
| Opening Block of Term 1 | Discuss the anti-bullying policy at the learners' and parents' orientation; consider DO 009's suggested activities, such as setting classroom rules with learners, a homeroom and well-being session, and an anti-bullying assembly | Revised IRR, Sec. 7; DO 009, s. 2026, Annex A |
| Each End-of-Term Block | Share climate actions at the PTA meeting; hold a LAC or INSET session on positive discipline; review the term's incident data and feedback | DO 009, s. 2026, Annex B; DO 006, Sec. IX.D.4 |
| November | Launch learner rights and protection campaigns for National Children's Month inside lessons and homeroom, since DO 009 keeps legislated celebrations "strictly within the classroom" | DO 006, Sec. VI.C.1(e); DO 009, s. 2026, para. 20(i) and Annex D |
| Each year, with the SIP and SRC | Run the Child-Friendly School Survey and the SBM self-assessment; put climate projects in the AIP | DO 44, s. 2015; DO 007, s. 2024 |
| Every three years | Review the child protection policy, the code of conduct and the anti-bullying policy with learners, parents and staff | DO 40, Sec. 10(B); revised IRR, Sec. 6 |

For SY 2026-2027, the End-of-Term Blocks run from September 2 to 15, 2026, December 7 to 18, 2026, and March 24 to April 8, 2027 (DO 009, s. 2026, Annex B). A school head new to the post can fold these into the [first 90 days](https://nash.com.ph/blog/new-school-head-first-90-days).

### Records to keep

- The code of conduct and anti-bullying policy, with a record of who was consulted and when, and proof of posting and orientation.
- Feedback and survey summaries, with the actions taken on them, and attendance at LAC and INSET sessions on positive discipline.

The case records, the incident database and the reports to the division are listed in the [child protection guide](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads).

### What a school head may and may not require

| A school head may require | A school head may not require or allow |
|---|---|
| Teachers to respond to misbehavior with positive discipline under the school code | Corporal punishment, including kneeling on salt or pebbles, standing in the sun, humiliating signs, ridicule or cursing (Family Code, Art. 233; DO 40, Sec. 3(O)) |
| Teachers and staff to document and report incidents and precursors to bullying, including those already resolved in class (revised IRR, Secs. 11.1(d)(iii) and 21(4)(a)) | Permanent confiscation of a learner's property that poses no danger (DO 40, Sec. 3(O)(11)) |
| Temporary confiscation of devices used in class, with a confiscation slip, returned as Annex G of DO 006 provides | Sharing learners' images or videos without authorization (DO 006, Sec. VI.A.2(a)) |
| Learners to observe the code of conduct and take part in prevention (DO 40, Sec. 9; revised IRR, Sec. 11.2), with Annex I measures after due process | Rules against learners' best interests: DO 40 binds learners to school regulations "as long as they are in harmony with their best interests" (Sec. 9(A)) |

## How the NASH may test this

The items below are original practice items, scored 3 (Relational), 2 (Multistructural), 1 (Unistructural) or 0 (Prestructural). An option that breaks a rule scores 0.

### Question 1

*Indicator 3.8.2, Learner discipline. Career Stage 2, Situational, Moderate.*

You are the school head of a public elementary school in a farming town. After learners wrote on several classroom walls, the faculty club proposes two additions to the school's code of conduct: deduct points from the term grade of any learner caught vandalizing, and post the names of repeat offenders on the bulletin board. The PTA officers support the proposal. What is the most appropriate action?

- **A.** Have the Child Protection Committee remind teachers that the child protection policy bars humiliating discipline, and leave each adviser to handle the vandalism within their own class.
- **B.** Revise the code through the Child Protection Committee, with its teacher, parent, learner and barangay members, replacing both proposals with graduated measures, then orient all learners on it.
- **C.** Adopt both proposals for the rest of the term since the faculty club and the PTA agreed to them, and review with the learner government whether the vandalism has gone down.
- **D.** Set both proposals aside because DepEd policy prohibits them, have the guidance designate draft sanctions from DepEd's table of offenses, and announce the revised code to learners at an assembly.

**Answer and explanation**

**Best answer: B.** Points: A = 1, B = 3, C = 0, D = 2.

- **A (1 point, Unistructural).** Reminding teachers that humiliating discipline is barred is accurate, but the vandalism is left to each adviser and the code, which DO 40 makes the school head responsible for (Sec. 7(J)), goes unreviewed.
- **B (3 points, Relational).** The committee that DO 40 makes responsible for the code brings in teachers, parents, learners and the community, replaces the unlawful proposals with proportionate measures, and makes the code known.
- **C (0 points, Prestructural).** Deducting grades as punishment and publicly naming learners are psychological violence under DO 40, s. 2012, Sec. 3(L)(3); the adults' agreement does not make them lawful.
- **D (2 points, Multistructural).** The content is lawful, but a code drafted by one person and announced to learners skips the consultation that DO 40 and the indicator require.

**Why.** This aligns with Career Stage 2 expectations because indicator 3.8.2 asks the school head to implement discipline policies developed collaboratively with parents, school personnel and the community. DO 40, s. 2012 has the Child Protection Committee, which includes teacher, parent, learner and community representatives, draft the school's policy "with a code of conduct" (Sec. 10), and asks schools to obtain "children's views and participation in the formulation, monitoring and assessment of school rules" (Sec. 11(7)). The option that sets the proposals aside gets the content right but writes the rules without the people they bind.

*Indicator 3.8.2: Implement learner discipline policies that are developed collaboratively with stakeholders including parents, school personnel and the community.*

*Sources: DepEd Order No. 40, s. 2012, Secs. 3(L), 7(J), 10 and 11(7); DepEd Order No. 006, s. 2026, Annex I; DepEd Order No. 024, s. 2020.*

### Question 2

*Indicator 1.6.2, Learner voice. Career Stage 2, Situational, Moderate.*

You are the school head of a public junior high school with 900 learners. An anonymous survey that the guidance designate ran during homeroom shows that many Grade 7 learners feel unsafe in the comfort rooms at recess and avoid asking teachers for help because they fear being scolded in front of classmates. The incident log for the term has no reports. The School Planning Team is updating next year's plan. What is the most appropriate action?

- **A.** Ask the guidance designate to match the survey forms to class lists so that advisers can counsel each learner who answered that they feel unsafe at school.
- **B.** Post teachers near the comfort room entrances at recess and remind them at the next faculty meeting not to scold learners in front of classmates, citing the survey results as the reason.
- **C.** Ask the guidance designate to run the same survey again next term and then bring both rounds of results to the planning team for use in next year's school plan.
- **D.** Share the summarized results with the planning team and the learner government, and have learner representatives help design comfort room and classroom measures that start this term.

**Answer and explanation**

**Best answer: D.** Points: A = 0, B = 2, C = 1, D = 3.

- **A (0 points, Prestructural).** Matching anonymous survey forms to class lists breaks the anonymity that DO 006's feedback channels allow (Sec. VII.C.3) and the confidentiality of learners' information (Sec. XII), however caring the intent.
- **B (2 points, Multistructural).** Supervising the comfort rooms and stopping public scolding answer both findings, but the decisions are made without learners and their views never reach the plan.
- **C (1 point, Unistructural).** Bringing the results to the planning team is right, but waiting a term leaves learners who already feel unsafe without any response.
- **D (3 points, Relational).** Learners' views shape both this term's measures and the plan, through the learner government and the planning team, while the results stay summarized and anonymous.

**Why.** This aligns with Career Stage 2 expectations because indicator 1.6.2 asks the school head to use learners' feelings, views and opinions to inform decisions toward school improvement. DO 006, s. 2026 requires channels for feedback "anonymously or named", to be "incorporated into school guidelines" (Sec. VII.C.3), and DO 031, s. 2022 wants children consulted so that "their views are seriously considered" in planning and evaluation (para. 44(d)). The option that posts teachers near the comfort rooms acts on the findings but leaves learners out of the decision and the plan.

*Indicator 1.6.2: Utilize learner voice, such as feelings, views and/ or opinions to inform policy development and decision-making towards school improvement.*

*Sources: DepEd Order No. 006, s. 2026, Secs. VII.C.3 and XII; DepEd Order No. 031, s. 2022, paras. 42(c)(ii) and 44(d); DepEd Order No. 024, s. 2020.*

Nothing in this guide reproduces or predicts examination content.

## Frequently asked questions

### What is positive discipline in DepEd?

It is a "holistic, constructive and pro-active approach to teaching" that helps children develop appropriate behavior and self-discipline (DO 40, s. 2012, Sec. 3(P)). It is not permissiveness: the 2015 primer says it includes "Consistent reinforcement of your expectations, rules and limits", and the school's measures under DO 006, s. 2026, Annex I still apply after due process.

### Is the Positive Discipline in Everyday Teaching primer a DepEd order?

No. It is a November 2015 primer by DepEd, E-Net Philippines and Save the Children, written for teachers already trained in the approach. DepEd used it as a training text (DO 43, s. 2018, Encl. 1), but the binding rules on discipline are in DO 40, s. 2012 and DO 006, s. 2026.

### What is the difference between school culture and school climate?

Culture is the shared norms, values and habits that build up in a school over time; climate is "the quality and character of school life" as people experience it (Cohen and colleagues, 2009). Culture changes slowly and shows in what a school celebrates and tolerates; climate changes faster and shows in surveys, attendance and reports.

## Sources

**DepEd issuances**

- DepEd Order No. 40, s. 2012, [DepEd Child Protection Policy](https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/), May 14, 2012, Secs. 3(L), (O) and (P), 7, 9, 10, 11 and 15.
- DepEd Order No. 55, s. 2013, [Implementing Rules and Regulations (IRR) of Republic Act (RA) No. 10627](https://www.deped.gov.ph/2013/12/23/do-55-s-2013-implementing-rules-and-regulations-irr-of-republic-act-ra-no-10627-otherwise-known-as-the-anti-bullying-act-of-2013/), December 23, 2013, Sec. 16 (repealed by the revised IRR).
- DepEd Order No. 47, s. 2014, [Constitution and By-Laws of the Supreme Pupil Government and Supreme Student Government in Elementary and Secondary Schools](https://www.deped.gov.ph/2014/12/01/do-47-s-2014-constitution-and-by-laws-of-the-supreme-pupil-government-and-supreme-student-government-in-elementary-and-secondary-schools/), December 1, 2014, Art. III, Sec. 6.2.
- DepEd Order No. 44, s. 2015, [Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC)](https://www.deped.gov.ph/2015/09/29/do-44-s-2015-guidelines-on-the-enhanced-school-improvement-planning-sip-process-and-the-school-report-card-src/), September 29, 2015, SIP Guidebook, Annex 2A.
- DepEd Order No. 43, s. 2018, [Guidelines on the Release, Use, Reporting, and Monitoring and Evaluation of the Fiscal Year 2018 Child Protection Program Funds for Capacity Building](https://www.deped.gov.ph/2018/09/27/do-43-s-2018-guidelines-on-the-release-use-reporting-and-monitoring-and-evaluation-of-the-fiscal-year-2018-child-protection-program-funds-for-capacity-building/), September 27, 2018, para. 9 and Encl. 1.
- DepEd Order No. 024, s. 2020, [National Adoption and Implementation of the Philippine Professional Standards for School Heads](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), September 7, 2020, para. 9 and strands 1.6, 3.6, 3.8, 4.7 and 4.8.
- DepEd Order No. 026, s. 2022, [Implementing Guidelines on the Establishment of School Governance Council](https://www.deped.gov.ph/2022/06/17/june-17-2022-do-026-s-2022-implementing-guidelines-on-the-establishment-of-school-governance-council/), June 17, 2022, Sec. V.D.
- DepEd Order No. 031, s. 2022, [Child Rights Policy: Adopting the Rights-Based Education Framework in Philippine Basic Education](https://www.deped.gov.ph/2022/06/28/june-27-2022-do-031-s-2022-child-rights-policy-adopting-the-rights-based-education-framework-in-philippine-basic-education/), June 27, 2022, paras. 4 to 6, 42 and 44, and Sec. VII.D.
- DepEd Order No. 049, s. 2022, [Amendments to DepEd Order No. 047, s. 2022 (Promotion of Professionalism in the Implementation and Delivery of Basic Education Programs and Services)](https://www.deped.gov.ph/2022/11/03/november-2-2022-do-049-s-2022-amendments-to-deped-order-no-047-s-2022-promotion-of-professionalism-in-the-implementation-and-delivery-of-basic-education-programs-and-services/), November 2, 2022, items 2 and 3.
- DepEd Order No. 007, s. 2024, [Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System](https://www.deped.gov.ph/2024/05/20/may-16-2024-do-007-s-2024-policy-guidelines-on-the-implementation-of-the-revised-school-based-management-sbm-system/), May 16, 2024, SBM indicators 9 to 18, 21 and 28.
- DepEd Order No. 012, s. 2025, [Multi-Year Implementing Guidelines on the School Calendar and Activities](https://www.deped.gov.ph/2025/04/15/april-15-2025-do-012-s-2025-multi-year-implementing-guidelines-on-the-school-calendar-and-activities/), April 15, 2025 (repealed by DO 009, s. 2026).
- DepEd Memorandum No. 077, s. 2025, [Dissemination of Implementing Rules and Regulations of the Republic Act No. 12080](https://www.deped.gov.ph/2025/09/18/september-18-2025-dm-077-s-2025-dissemination-of-implementing-rules-and-regulations-of-the-republic-act-no-12080-otherwise-known-as-the-basic-education-mental-health-and-well-being-prom/), September 18, 2025, IRR Sec. 5.
- DepEd Memorandum No. 090, s. 2025, [Dissemination of the Revised Implementing Rules and Regulations of Republic Act No. 10627](https://www.deped.gov.ph/2025/10/10/october-9-2025-dm-090-s-2025-dissemination-of-the-revised-implementing-rules-and-regulations-of-republic-act-no-10627-otherwise-known-as-the-anti-bullying-act-of-2013/), October 9, 2025, revised IRR Secs. 3, 6, 7, 11, 19, 20, 21, 24 and 27.
- DepEd Order No. 002, s. 2026, [Guidelines on the Grant of Wellness Leave for the Department of Education Personnel](https://www.deped.gov.ph/2026/02/13/february-13-2026-do-002-s-2026-guidelines-on-the-grant-of-wellness-leave-for-the-department-of-education-personnel/), February 13, 2026.
- DepEd Order No. 006, s. 2026, [Guidelines on Ensuring a Safe and Motivating Learning Environment](https://www.deped.gov.ph/2026/03/24/march-24-2026-do-006-s-2026-guidelines-on-ensuring-a-safe-and-motivating-learning-environment-esmle/), March 24, 2026, para. 3, Secs. IV, VI, VII, IX, XII and XIV, and Annexes D, G and I.
- DepEd Order No. 009, s. 2026, [Guidelines on the Implementation of the Three-Term School Calendar in Basic Education](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), April 16, 2026, paras. 5, 20 and 24, and Annexes A, B and D.
- DepEd Order No. 015, s. 2026, [Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/), June 4, 2026, paras. 70 and 72 to 75.
- DepEd Memorandum No. 055, s. 2026, [Clarificatory Guidelines on the Designation of Learner Formation Officers in Schools](https://www.deped.gov.ph/2026/09/17/september-17-2026-dm-055-s-2026-clarificatory-guidelines-on-the-designation-of-learner-formation-officers-in-schools-pursuant-to-the-revised-implementing-rules-and-regulations-of-republic/), September 17, 2026.

**Laws and professional codes**

- [Executive Order No. 209, s. 1987, The Family Code of the Philippines](https://lawphil.net/executive/execord/eo1987/eo_209_1987.html), July 6, 1987, Arts. 218 and 233.
- [Republic Act No. 7610](https://lawphil.net/statutes/repacts/ra1992/ra_7610_1992.html), Special Protection of Children Against Abuse, Exploitation and Discrimination Act, June 17, 1992, Secs. 3(b) and 10(a).
- [Republic Act No. 10627](https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/), Anti-Bullying Act of 2013, approved September 12, 2013.
- [Republic Act No. 12080](https://www.officialgazette.gov.ph/2024/12/06/republic-act-no-12080/), Basic Education Mental Health and Well-Being Promotion Act, approved December 6, 2024.
- [House Bill No. 1027](https://docs.congress.hrep.online/legisdocs/basic_20/HB01027.pdf), 20th Congress, An Act Promoting Positive and Non-Violent Discipline of Children and Appropriating Funds Therefor, filed July 1, 2025, explanatory note.
- Board for Professional Teachers, [Resolution No. 435, Code of Ethics for Professional Teachers](https://www.prc.gov.ph/sites/default/files/Resolution%20no.%20435%20Code%20of%20Ethics.pdf), November 11, 1998, Art. VIII, Sec. 8.

**Guides and research**

- Department of Education, E-Net Philippines and Save the Children, *Positive Discipline in Everyday Teaching: A Primer for Filipino Teachers*, November 2015, pp. 8 to 39.
- Kent D. Peterson and Terrence E. Deal, "[How Leaders Influence the Culture of Schools](https://www.ascd.org/el/articles/how-leaders-influence-the-culture-of-schools)," *Educational Leadership* 56, no. 1 (September 1998).
- Jonathan Cohen, Elizabeth M. McCabe, Nicholas M. Michelli and Terry Pickeral, "School Climate: Research, Policy, Practice, and Teacher Education," *Teachers College Record* 111, no. 1 (2009): 180-213.
- Amrit Thapa, Jonathan Cohen, Shawn Guffey and Ann Higgins-D'Alessandro, "A Review of School Climate Research," *Review of Educational Research* 83, no. 3 (2013): 357-385.

*This guide explains DepEd and Civil Service Commission rules for study and professional awareness. It is not legal advice; for a specific case, consult a lawyer or your Schools Division Office's legal unit.*

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Orders No. 40, s. 2012, No. 55, s. 2013, No. 47, s. 2014, No. 44, s. 2015, No. 43, s. 2018, No. 024, s. 2020, No. 026, 031 and 049, s. 2022, No. 007, s. 2024, No. 012, s. 2025, and No. 002, 006, 009 and 015, s. 2026; DepEd Memoranda No. 077 and 090, s. 2025 and No. 055, s. 2026; the Family Code; Republic Acts No. 7610, 10627 and 12080; the Code of Ethics for Professional Teachers; the Positive Discipline in Everyday Teaching primer (2015); school climate research.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, November 6). *School Culture, Climate and Positive Discipline in DepEd*. NASH Reviewer. https://nash.com.ph/blog/positive-school-culture-climate. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data