SHS Student Handbook 2023 Ed v2

Copyright 2023 ©
Senior High School, Ateneo de Manila University
Office of the Principal

Ateneo de Manila Senior High School
Ateneo de Manila University
Telephone No: 8426 6001 local 6021
Address: Ground Floor, Senior High School Building

Katipunan Ave, Loyola Heights, Quezon City
Philippines
Email: principal.shs@ateneo.edu
CONTENTS
ViSION-MISSION OF ATENEO DE MANILA UNIVERSITY BASIC EDUCATION 4
PROPOSED VISION AND MISSION OF ATENEO DE MANILA SENIOR HIGH 5

SCHOOL
PROFILE OF THE ATENEO DE MANILA UNIVERSITY BASIC EDUCATION 6

GRADUATE
PART 1. GENERAL INFORMATION 7
1. ABOUT THE SCHOOL 8
2. STUDENTS’ RIGHTS, RESPONSIBILITIES AND SOCIAL OBLIGATIONS 13
3. SCHOOL ORGANIZATION 16
4. STUDENT SERVICES 18
PART 2. ACADEMICS 23
THE ACADEMIC CODE 24
5. ACADEMIC PROGRAM 24
6. ACADEMIC DUTIES AND RESPONSIBILITIES OF STUDENTS 35
7. GRADING SYSTEM (for AY 2023-2024) 35
8. ACADEMIC AWARDS 38
9. YEAR-END DECISIONS 39
10. LEAVE OF ABSENCE 41
11. GRADUATION EXERCISES 42
PART 3. ADMINISTRATION 45
12. OVERVIEW OF THE OFFICE OF THE ASSISTANT PRINCIPAL FOR 46

ADMINISTRATION (OAPADMIN)
1
13. STUDENT ACTIVITIES 46
14. ATHLETICS 48
15. OTHER STUDENT SERVICES 49
PART 4. FORMATION 51
16. OVERVIEW OF THE OFFICE OF THE ASSISTANT PRINCIPAL FOR 52

FORMATION (APFOR)
17. HOMEROOM PROGRAM 52
18. CAMPUS MINISTRY AND SPIRITUAL FORMATION 55
19. GUIDANCE AND COUNSELING PROGRAM 57
CODE OF DISCIPLINE 60
20. NATURE OF THE CODE OF DISCIPLINE 60
21. POLICIES ON ATTENDANCE AND TARDINESS 61
22. POLICIES ON SCHOOL ATTIRE AND GOOD GROOMING 65
23. POLICIES ON CLASSROOM DISCIPLINE 69
24. POLICIES ON THE CARE OF CLASSROOM AND SCHOOL FACILITIES 76
25. POLICIES ON THE USE OF COMMUNICATION AND INFORMATION 81

TECHNOLOGY
26. OFFENSES AGAINST THE CODE OF DISCIPLINE 84
27. DISCIPLINARY INTERVENTIONS 92
28. DISMISSAL FROM THE SCHOOL 96
29. DISCIPLINARY PROBATION 98
30. EXPULSION 101
31. CONDUCT MARKS 101
32. THE ST STANISLAUS KOSTKA AWARD 103
33. THE DISCIPLINARY BOARD, THE CHILD PROTECTION COMMITTEE, 103

AND THE SCHOOL COMMITTEE ON DECORUM AND INVESTIGATION
(SCODI)
ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 2

APPENDICES
A. RANDOM DRUG TESTING FOR STUDENTS 105
B. SUMMARY OF DISCIPLINARY OFFENSES AND MAXIMUM 108

INTERVENTIONS
C. ANTI-BULLYING POLICY OF ATENEO DE MANILA SENIOR HIGH 116

SCHOOL
D. POLICY OF THE ATENEO DE MANILA SENIOR HIGH SCHOOL AGAINST 129

SEXUAL HARASSMENT, OTHER FORMS OF SEXUAL MISCONDUCT,
AND INAPPROPRIATE BEHAVIOR
CONTACT INFORMATION 151

Vision-Mission of
Basic Education
VISION
The Ateneo de Manila University - Basic Education is a premier Filipino,
Catholic, and Jesuit educational institution that forms servant-leaders who have
an intimate and faithful relationship with Christ, are competent in every
aspect, compassionate for others, with a well-formed conscience, and a
commitment to serve the country and the global community.
MISSION
As a premier Filipino, Catholic and Jesuit educational institution, the Ateneo de
Manila University - Basic Education aims to hone and enrich one’s talents,
knowledge, and character through structures and age-appropriate
opportunities guided by Ignatian tradition and pedagogy.
In the Grade School, the child opens to the fullness of life in Christ by
experiencing God’s love and sharing God’s love with others. He, together with
other members of the community, grows as friends-in-the Lord: persons for
others who love Christ, love country, and love creation.
In the Junior High School, the young man discovers himself, hones his talents
and abilities and develops his leadership skills. As he matures in faith, he grows
in understanding that he is part of a larger community called to deepen his
love for country and to contribute as a steward of God’s creation.
In the Senior High School, the student nurtures the ability

to grasp abstract ideas in the classroom in order to deal
with concrete and practical issues that are presented in life.
In view of the challenge to hone one’s skills further, the
student discerns what he or she can do as a soldier of Christ
and as a committed compatriot of the Filipino nation.
Responding to the greater call to be a positive transforming
difference can only be heeded by being Christ-centered,
compassionate, committed, competent and having a
well-formed conscience.

Proposed Vision and Mission
of Ateneo de Manila Senior High
School
VISION
The Ateneo de Manila Senior High School is a Filipino,
Catholic, and Ignatian community committed to nurturing
and forging persons-for-others who are builders of society.
MISSION
Through an excellent, socially-relevant, Ignatian,
whole-person college preparatory program, we imbue
individuals with Christ-centeredness, competence,
conscience, compassion, and commitment so that they
may navigate complexity with critical discernment,
creativity, and courage as they strive to shape an inclusive,
sustainable, and just society.

Profile of the
Basic Education Graduate
The Ateneo de Manila Basic Education graduate is a young
individual who is molded by Ignatian tradition and pedagogy into a
future leader, a nation-builder, and a catalyst of progress in the
global community.
Upon the student’s graduation from Basic Education, the student

would have been formed into a person who
● is CHRIST-CENTERED;
● is COMPETENT in all areas of one’s life;
● has a well-formed CONSCIENCE, with the courage to defend

what is right and to right what is wrong;
● has COMPASSION for others, especially the poor and

disadvantaged, a compassion that leads to a life of service and
work for justice and peace; and
● lives out one’s COMMITMENT to God, and to society as a

steward of creation.
Per intercessionem Sanctae Virginis Mariae

1. About the School
1.1. BRIEF HISTORY OF THE ATENEO DE MANILA UNIVERSITY
The Ateneo de Manila started in 1859 as a government-sponsored primary school

called Escuela Municipal. It was located near the old Sta. Lucia gate in Intramuros at
the corner of Anda and Arzobispo streets. Its first director was Fr Jose Fernandez
Cuevas, SJ.
Six years later, in 1865, the Jesuits added a secondary school and changed its name
to Ateneo Municipal de Manila. In time, it became a full-fledged colegio in the full
sense of the European scheme of education. An AB degree meant a two-year
humanities course after grade school and high school.
The revolution against Spain in 1898 and the arrival of the Americans introduced
significant changes in Ateneo. In 1902, when the traditional subsidy from the city of
Manila was discontinued, the name Ateneo Municipal de Manila was changed to
Ateneo de Manila.
The American Jesuits of the Maryland-New York Province, under the leadership of Fr
Francis Byrne, SJ, took over the administration of the Ateneo from the Spanish
Jesuits of the Aragon Province. It was also during this period that Fr John Hurley, SJ,
introduced the military drill and post as a form of discipline for students.
In the evening of 13 August 1932, a fire destroyed the Ateneo de Manila buildings in
Intramuros. The school moved to Padre Faura in Ermita where the Manila
Observatory, San Jose Seminary, and the Jesuit Novitiate were located.
During World War II, classes were suspended until July 1946, when high school
classes resumed at the Hijas de Jesus Retreat House at Plaza Guipit, Sampaloc.
School year 1946-1947 saw the transfer of the Ateneo to the old Padre Faura
campus, where classes were held in provisional Quonset huts.
On 1 January 1952, the Ateneo de Manila High School, together with the college
department, moved to the new campus in Loyola Heights, Quezon City. In 1959,
Ateneo became a university.
In response to the K to 12 reform in the Philippines, the Ateneo de Manila University

began to offer a six-year high school program in School Year 2016-2017. The six-year
secondary program comprises a four-year Junior High School for Grades 7 to 10 and
a two-year Senior High School for Grades 11 and 12. In the Academic Year
2016-2017, the Senior High School opened its doors to both male and female
students.

The Ateneo de Manila Senior High School, together with the Grade School and the
Junior High School, is part of Ateneo de Manila University Basic Education. Basic
Education, the Loyola Schools, and the Professional Schools are integral parts of the
Ateneo de Manila University.
In 2020-2021, Ateneo de Manila University Basic Education, including the Senior High
School, offered a fully online program as a response to the COVID-19 pandemic
context. Through AteneoBlueCloud, and guided by the principles of Adaptive Design
for Learning or ADL, the SHS continued to be a learning partner and formator of
basic education students in an online learning environment and campus, inspired by
Ignatian tradition and pedagogy and focused on the 5 Cs.
Following pilot in-person classes in Academic Year 2021-2022, the Senior High
School designed teaching-learning experiences in AY 2022-2023 that combined both
online and onsite components.
1.2. SCHOOL NAME
Fr James J Meany, SJ explains that the name Ateneo is the Spanish form of
“Athenaeum,” which the Dictionary of Classical Antiquities defines as the name of
“the first educational institution in Rome” where “rhetoricians and poets held their
recitations.” Fr Meany further explains that Hadrian’s Roman school drew its title
from a Greek temple dedicated to Athena, the goddess of wisdom, where, the
Encyclopedia Britannica says “poets and men of learning were accustomed to meet
and read their productions.”
“Athenaeum” is also used to designate schools and literary clubs, a famous example
of which is the Athenaeum Angelicum, a Dominican center of learning in Rome. Its
closest English translation is “academy,” pertaining to institutions of secondary
learning. In fact, the Escuela Municipal de Manila became an Ateneo only after it
began offering secondary education in 1865. It became known then as the Ateneo
Municipal de Manila. But in the Philippines, the name Ateneo is not merely a common
Spanish noun. The Society of Jesus established several other Ateneos since 1865,
and over the years, the name Ateneo has become recognized as the official title of
Jesuit Institutions of higher learning.
When America withdrew government subsidy from the Ateneo in 1901, Father Rector
Jose Clos, SJ, dropped “Municipal” from the school name, and it became Ateneo de
Manila, a name it keeps to this day. And since its university charter was granted in
1959, the school has officially been called Ateneo de Manila University.

1.3. SCHOOL MOTTO: LUX IN DOMINO
What the Ateneo stands for -- what shapes it, where it comes from, where it wishes
to go, and where it can take the rest of the world -- may be better understood through
its motto, Lux in Domino or “light in the Lord.” This, however, is not the school’s
original motto. The Escuela Municipal’s 1859 motto was Al merito y a la virtud: “In
merit and in virtue.” This motto persisted through the school’s renaming in 1865 and
in 1901.
The motto “Lux in Domino” first appeared as part of the Ateneo seal introduced by
Father Rector Joaquin Añon, SJ, for the 1909 Golden Jubilee. It comes from the letter
of St Paul to the Ephesians 5:8: “For you were once darkness, but now you are light in
the Lord. Live as children of light, for light produces every kind of goodness,
righteousness, and truth.”
This break from the original signifies a more profound appreciation of what the
Ateneo de Manila stands for. Beyond mere merit and virtue, the Ateneo’s aim is to
bring light, the Lord’s light, into this dark and broken world.
Life at the Ateneo is a journey into God’s light, and more than that, learning to
understand how to keep that light burning brightly for others. In the pursuit of
illuminating truth, living as children of light calls for an insistent moving towards God
as the center of a person’s life, and then moving out into the world to effect change
rooted in love and truth.
1.4. SCHOOL SEAL
Father Rector Richard O’Brien, SJ introduced a new seal for the Ateneo de Manila’s
Diamond Jubilee in 1929. This seal abandons the arms of Manila and instead adopts
a design that is thoroughly Ignatian and Jesuit in character. It is the seal the Ateneo
uses to this day. 2004 marks the 75th year of this seal.

The Ateneo de Manila seal is defined by two semi-circular ribbons. The crown ribbon
contains the school motto “LUX IN DOMINO” and the base ribbon contains the
school name “ATENEO DE MANILA”. These ribbons define a circular field on which
rests the shield of Oñaz-Loyola: a combination of the arms of the paternal and
maternal sides of the family of St. Ignatius.
Above the shield is a Basque sunburst, referring to Ignatius’ Basque roots, but also
representing a consecrated host. It bears the letters IHS, the first three letters of the
Holy Name of Jesus in Greek, an adaptation of the emblem of the Society of Jesus.
Many people erroneously believe that the Ateneo de Manila seal features the letters
JHS. This misunderstanding stems from the peculiar rendering of the letters in the
Ateneo de Manila seal. The letter I is drawn in a florid calligraphic style and conforms
to the circle’s shape. It therefore appears similar to a J.
The seal’s colors are blue, white, red, and gold. In traditional heraldry, white or silver
(Argent) represents a commitment to peace and truth. Blue (Azure) represents
fortitude and loyalty. Red (Gules) represents martyrdom, sacrifice, and strength. Gold
(Or) represents nobility and generosity.
White and blue are also Ateneo’s school colors, the colors of Our Lady. Red and gold
are the colors of Spain, home of Ignatius and the Ateneo’s Jesuit founders. Finally,
these four tinctures mirror the tinctures of the Philippine flag, marking Ateneo’s
identity as a Filipino University.
1.5. SCHOOL COLORS
Ateneo has adopted the colors of Our Lady as its own school colors. The school
colors are therefore signs of Ateneo’s devotion to Mary and its commitment to
become, like her, a constantly true and faithful servant of the Lord. Blue is also the
color of faith, peace, and commitment. Because of this, the Ateneo has made her
Lady’s blue its own.
White is also the color of Mary, who was conceived without sin and clothed with the
sun. It is at once colorless and yet bears the entire spectrum of color. White signifies
silence, an emptiness and space that is pregnant with possibility. It is also the color
of openness, truth, purity, and hope. In a sense, white is the color of “yes.” And it is a
color of the Ateneo, because, like Mary, we hope to surrender ourselves to God, so
that He may do His work through our own, and so that His will may be made flesh in
our lives.

1.6. ATENEO DE MANILA SENIOR HIGH SCHOOL
1.6.1. The Ateneo de Manila Senior High School is a Filipino school.

It forms its students to live as responsible and productive members of their
community but also to become a positive transforming difference in Philippine
society and in the world. Understanding our context as a developing nation in a
global community open to diverse cultural and moral influences, students must be
formed to embrace and promote their Filipino culture and good values, with the goal
of contributing to nation-building, eradicating poverty, and working for social justice
and authentic peace.
1.6.2. The Ateneo de Manila Senior High School is a college preparatory school.
It prepares students for the rigor and academic demands of the university. This
academic preparation includes both the development of students’ necessary
knowledge and skills for scholastic success but also their formation in excellence,
integrity, leadership, creativity, collaboration, and critical thinking.
The Senior High School aims to achieve this through a core curriculum that develops
students’ appreciation of culture, the arts, the social sciences, and Catholic social
teachings, excellence in written and oral communication, and a strong foundation in
mathematics, the sciences, the use of technology, and research.
Through specialized subjects in the different academic strands, students are

exposed to the unique skills and experiences that can help in their discernment of
and preparation for their future college degree.
1.6.3. The Ateneo de Manila Senior High School is a Catholic and Jesuit school.
The Senior High School forms its students to gain a Catholic vision of the world,
understanding their personal experiences and choices guided by the Catholic faith --
its teachings, values, and worship – arising from their deep, personal relationship
with Jesus Christ.
Ateneo’s distinctive quality is its Jesuit and Ignatian identity. As a Jesuit School, the
Ateneo is guided by the Jesuit philosophy of education with a thrust of forming
students to become “well-honed instruments in the hands of God.”
Ateneo formation is marked by cura personalis, the personal care and concern for the
individual person, exercised primarily for the students as well as for the other
members of the school community. Through cura personalis, individuals are guided
to have a realistic self-knowledge -- an acceptance of one’s strengths and
weaknesses -- that leads to a freedom of the self and a greater commitment to one’s
country and to Christ.

2.STUDENTS’ RIGHTS, RESPONSIBILITIES,
AND SOCIAL OBLIGATIONS
2.1. STUDENT RIGHTS
Students have the right
● to a meaningful education, the maintenance of high educational standards,

and an education that adequately meets the needs of the individual student
within the capabilities of the Ateneo de Manila Senior High School
● to a meaningful curriculum and the right to voice their opinions and provide
input into the development of the curriculum of the school
● to express their views on matters that affect the quality and content of their
education
● to adequate and timely notice of all rules, regulations, policies, and penalties
to which they are subject. All such rules and regulations must be made
available in writing and be accessible to all students.
● to physical safety and protection of their personal property, including the right
to safe and sanitary school buildings and facilities
● to adequate consultation with teachers, counselors, administrators, and other
school personnel
● to free election of their peers in student organizations and student
government
● to present petitions, complaints, or grievances to school authorities and the
right to receive prompt official replies from school authorities regarding the
disposition of their petitions, complaints or grievances.
2.2. STUDENT RESPONSIBILITIES
Students shall be responsible for their own conduct and for providing a positive and
healthy environment for others by maintaining good order, self-discipline, and
consideration for the rights and property of others.
All students should exercise responsibility through the following:
● taking responsibility for their own education and formation as servant-leaders

and persons of the 5Cs;
● participating actively in official curricular, formation, and co-curricular
activities of the school;
● understanding and following all the school’s policies, rules, and regulations;
● maintaining neatness and cleanliness in their grooming and personal hygiene,
as well as simplicity in their attire and general lifestyle;

● respecting all persons;
● respecting the property of others and keeping the resources, facilities, and
materials used in school in good condition;
● refraining from bullying, inappropriate behavior, sexual harassment, and all
forms of violence, including but not limited to fighting, creating disturbances,
denying others the use of school facilities, carrying or using any weapon in
school premises, intentionally injuring others, exposing others to risk or
danger of bodily harm or injury, threatening or intimidating others, sexual
violence, etc.;
● caring for their health and the health of others by, among others, complying
with the health and safety protocols of the school, avoiding the possession,
use, or trafficking of alcohol or dangerous drugs;
● promoting justice and order by refraining from any unlawful activity such as
gambling, extortion, theft, etc.; and
● developing integrity and good work ethic by refraining from intentional or
habitual tardiness, unexcused absences, free-riding, or acts that can affect the
rights and opportunities of others to receive a good education.
2.3. SOCIAL OBLIGATIONS
It may sometimes happen that a serious threat to the good name of the school or to
the well-being of a member of the school community may not come to the
immediate attention of the school authorities. In such instances, students who learn
of such threats should try their best to prevent the harm through their own efforts
and with the help or advice of competent persons. These students should do their
best to correct the injuring party.
If their personal efforts cannot possibly avert the harm, students should bring the
matter to the attention of other competent school personnel who might be in a better
position to protect the interest of the school. Examples of harmful situations that
should be regulated by this social-mindedness are the following:
● being a bad moral influence on fellow students;

● acts that threaten the physical health or mental well-being of others;
● acts that seriously undermine class progress in studies or in spiritual life;
● situations that pose a grave threat to school property or the property of
others;
● deliberately undermining of authority and clear opposition toward those
students who are willing to obey legitimate authority; and
● a serious threat to the good name of the school because of known
unbecoming acts or associations inside or outside the Ateneo campus.

Ateneans should keep in mind the rightful interest of the student population in
general and the good name of the school, rather than misdirect their loyalty toward a
few who may be harmful to those interests.
2.4. PURPOSE OF RULES AND REGULATIONS
The rules and regulations of the school are meant to help the students attain the
goal of an Ateneo education. They serve a very definite purpose – to ensure that the
environment in the classroom and in the school in general will make learning
possible and to strengthen the students’ character through discipline. Students are
encouraged to look upon the observance of school regulations in this light.
Compliance with school rules and regulations is not the sole responsibility of the
student but also of the student’s parents. The Supreme Court has ruled that parents’
refusal to follow the rules and regulations of their child’s school may be a legal
ground for denying their child re-admission (Tan vs. Court of Appeals, 199 SCRA 212,
as cited in p. 420 of Education law and the Private Schools, Revised Expanded Ed.,
Sarmiento 2009).
2.5. PURPOSE OF THE STUDENT HANDBOOK
The Student Handbook serves to orient the Ateneo de Manila Senior High School
students and their parents about the organization, programs, and policies of the
school. As a codification of the school’s policies, rules, and regulations it assists in
maintaining order in the school.
This handbook contains all the basic and important things students should know
about the Ateneo de Manila Senior High School. It has a summary of important rules
and regulations. When students enroll in the Ateneo de Manila Senior High School,
they express their willingness and determination to abide by all the regulations of the
school. Their parents, by registering their son or daughter in the Ateneo de Manila
Senior High School, similarly expresses their willingness and determination to abide
by all the regulations of the school. They, therefore, must know the rules thoroughly
and follow them faithfully.
The students and their parents should read this handbook so that they may know
what the Ateneo is trying to do for their children and what they can do to help them
live up to their responsibilities and commitment as Ateneans.

3. School Organization
The Ateneo de Manila Senior High School, as a unit of the Ateneo de Manila
University Basic Education, operates under the Statutes of the University and the
By-Laws of the Senior High School.
3.1. SCHOOL COUNCIL
The School Council is the policy-making body of Basic Education which includes
Ateneo de Manila Senior High School. The School Council deliberates and decides
on basic policies, subject to final review by the University Board of Trustees in
accordance with applicable laws.
3.2. ADMINISTRATORS
3.2.1. Principal
The Principal is the chief executive officer of the Senior High School and is
responsible for the attainment of the school’s vision, mission, and goals through the
supervision of day-to-day operations and long- and short-range budgeting and
planning. The Principal implements the policies of the school and establishes
procedures needed in the smooth functioning of the school.
3.2.2. Assistant Principal for Academics (APAcad)

The Assistant Principal for Academics exercises general academic supervision over
curriculum and instruction and is responsible for planning, developing, and upgrading
the school’s academic and instructional programs and monitoring the performance
of the school’s teaching personnel.
3.2.3. Assistant Principal for Administration (APAdmin)

The Assistant Principal for Administration exercises general supervision over
student activities and other school services that support student learning and
formation. The APAdmin exercises general supervision over offices and programs
that deliver various services to students and stakeholders such as student
government, student activities, athletics, health services, food services, and
orientation services, as well as oversees the school’s efforts in the area of disaster
response, sustainability, safety and security, among others.
3.2.4. Assistant Principal for Formation (APFor)

The Assistant Principal for Formation exercises general supervision over the spiritual
and character development programs of the school and is responsible for the
promotion of the spiritual, moral, and psychological well-being of students through
well-planned and articulated programs for homeroom, student discipline, guidance
and counseling, spiritual development, and social involvement.

3.3. COUNCIL OF ACADEMIC SUPERVISORS
3.3.1. Subject Area Coordinator

Subject Area Coordinators oversee the general organization, development,
supervision, and evaluation of their assigned subject areas.
3.3.2. Librarians
The Librarians oversee the school library and the management and development of
the school’s print and non-print resources that support teaching and learning.
3.4. APAdmin COUNCIL
3.4.1. Student Activities Coordinator

The Student Activities Coordinator oversees the effective planning, implementation,
monitoring, and evaluation of the Ateneo de Manila Senior High School Student
Activities Program, which includes the Student Organizations, Sports Clubs, Standing
Committees, and the Student Government.
3.4.2. Athletics Coordinator

The Athletics Coordinator oversees the varsity athletics program of the school,
including the scheduling of athletic events, the supervision of coaches, handling the
inventory and purchase of athletic supplies and equipment, and promoting the
general welfare of varsity athletes.
3.4.3. Student Services Coordinator

The Student Services Coordinator oversees the effective and timely delivery and
improvement of student services such as food services, student uniforms, student
RFIDs, Grade 11 Family Orientation Conferences, Grade 12 Student Exit Interviews,
etc.
3.5. APFor COUNCIL
3.5.1. Strand Coordinators

Strand Coordinators or StraCs supervise the Class Moderators and teachers within
their strand and serve as coordinators between the class moderators, guidance
counselor, and other offices. They promote and maintain external order and student
discipline, which is necessary for the smooth and efficient running of the school, by
supervising the community in the implementation of the school’s Code of Discipline.
They also ensure the smooth implementation of the homeroom program that aims to
form students in the school’s values.

3.5.2. Guidance and Counseling Program Coordinator
The Guidance and Counseling Program Coordinator supervises the general
organization, development, supervision and evaluation of the guidance and
counseling Program.
3.5.3. Christian Service and Involvement Program Head

The Christian Service and Involvement Program Head oversees the general
organization, development, supervision, and evaluation of the Christian Service &
Involvement Program in the Senior High School.
3.5.4. Coordinator of the Office of the Campus Ministry

The Coordinator of the Office of the Campus Ministry (OCM) oversees the planning,
implementation, evaluation, and development of the campus ministry program and
spiritual formation activities for students.
3.5.5. School Chaplain

The School Chaplain provides pastoral guidance to members of the school
community and promotes the spiritual formation activities for faculty, staff,
professionals, and administrators.
3.6. OTHER OFFICE SUPERVISORS
3.6.1. Coordinator for the Office of Admission and Scholarships

The SHS Coordinator for the Office of Admission and Scholarships oversees the
admission and placement of Grade 11 students as well as the financial aid and
scholarship program in the Senior High School with the help of the Committee on
Admission and Aid.
3.6.2. Registrar
The School Registrar oversees the preparation, updating, release, and safekeeping of
student records and manages the daily class schedules of the SHS. The Registrart
also supervises the operations of the Records Office, the Textbook Office, and the
Secretaria.
4.Student Services
4.1. CAFETERIA
The school cafeteria serves snacks and regular meals from 7:00 a.m. to 4:30 p.m.

4.2. CASHIER
All payments must be made at the Cashier’s Office or via official online payment
options authorized by the university’s Central Accounting Office. Receipts for all
payments will be issued by the Cashier.
Tuition and Basic Fees. Tuition and basic fees as approved by the Department of
Education are payable upon registration. Enrollment is for one year.
Installment Payment. For convenience, semestral, quarterly, and monthly installment

plans are available. A detailed schedule of payment for these installment plans is
communicated by the school through an official memo during the registration and
enrollment period. Installment payments must be settled on or before the specified
dates. Surcharges or fines are imposed for late payments.
Payments by check are accepted. A service fee is charged for checks returned by the
bank for whatever reason. Payments made due to the returned checks are subject to
the usual fines if made after the set deadline. Checks should be made out to
ATENEO DE MANILA UNIVERSITY.
Withdrawal and Refund. Enrollment is for the whole school year. A student who
withdraws from the Ateneo after the start of classes will be charged ten percent of
the total amount due if the withdrawal is within the first 2 weeks of classes, twenty
percent if within the third and sixth week of classes, and forty percent if within the
sixth and eighteenth week of classes. This policy will apply regardless of whether or
not the student actually attended classes.
Where the total tuition and fees have been paid, a proportionate amount of the total
tuition and pertinent fees will be refunded as follows:
PERIOD OF WITHDRAWAL RATE OF REFUND
First and second week of classes 90% of Tuition & Fees
Third through sixth week of classes 80% of Tuition & Fees
Seventh through eighteenth week of classes 60% of Tuition & Fees
Students will be charged the full amount of school tuition and fees if they withdraw
any time after the eighteenth week of classes. However, if the transfer or withdrawal
is due to meritorious reasons, the student may be charged the tuition and pertinent
fees only up to and including the student’s last month of attendance.
Students who withdraw from the school are required to go through the clearance
process. Students are liable for payment of tuition until the date that the official
withdrawal is filed.

4.3. EDUCATIONAL MEDIA CENTER
The Library and the Instructional Technology Center (ITC) comprise the Educational
Media Center. The Senior High School Library contains a collection of books,
periodicals, magazines, newspapers, pamphlets, and other materials which are
available for reference, study, and research of students, faculty, and staff.
The ITC is equipped with the latest technology for effective teaching-learning, as well
as equipment for audio/video editing and recording, individual or group listening and
previewing, and photo and video documentation. Other instructional materials in
various formats are also part of the resources of the ITC. This includes video and
audio tapes and discs, filmstrips, slides, transparencies, maps, globes, charts, kits,
pictures, models and flipcharts.
4.4. GUIDANCE AND COUNSELING OFFICE
The Guidance and Counseling Office through the guidance counselors offers
services that help students know and understand themselves better. The Guidance
Program is an integral part of the school’s formation program.
Thus, its goal involves a multi-faceted development of the human person in the areas
of personality, leadership, citizenship, career, and spirituality. In terms of ways and
means of developing the total human person, the following processes are utilized:
the classroom teaching-learning situations, homeroom activities, and guidance
services. Such services include individual counseling, group guidance, psychological
testing, personality inventory service, information service through orientation and
career program, and parent-teacher-counselor consultations.
4.5. INFIRMARY
The school has a main medical infirmary primarily responsible for providing first aid
and promoting programs to safeguard the health and well-being of Senior High
School students and school personnel. It is affiliated with University Health Services.
The SHS Infirmary, staffed by a physician and nurse, is open from 8:00 AM to 5:00
PM, Monday to Friday.
4.5.1. Medical Service Protocol
1. In case of an emergency, a student is brought to the SHS Infirmary or any of

the university’s affiliated infirmaries.
2. For cases that may need assistance from other medical personnel on campus
based on the evaluation of the high school infirmary personnel, other
infirmaries on campus may also be contacted. The University Ateneo Risk

Management Unit or ARMU may also be contacted for emergency assistance
that may require the services of para-medical personnel or the transport of a
student via ambulance to a nearby hospital.
3. For cases which require an emergency room setting, upon the consent of the
student’s parents or guardian, the patient is brought to The Medical City,
Ortigas or other nearby hospitals.
4. At least one parent of an injured student is immediately contacted by phone if
the school physician identifies a medical/surgical condition that needs
immediate intervention (workup or treatment) that may be beyond the school
clinic’s capabilities.
5. The school physician issues a duly accomplished referral slip which the
parents can present to the appropriate health institution or medical specialist
to which the patient should be taken. The form should indicate the patient’s
name, working diagnosis, the reason for the referral, and any first aid measure
instituted by the SHS Infirmary.
6. All medico-legal cases (e.g. vehicular accidents) involving students, however
slight the injury may be, are promptly reported to the parents. The SHS
Infirmary sees to the proper documentation of the injuries sustained for
purposes of future reference.
7. In the case of a student with injury inflicted by a fellow student during an
assault, the clinic informs the Office of the APFor about the incident and the
details of the injury. While the infirmary will address the student’s immediate
medical needs, it is the APFor or the student’s Strand Coordinator who will
respond to the patient to determine the circumstances surrounding the
incident, to identify other individuals involved, and to contact the parents.
4.6. OFFICE OF ADMISSION AND SCHOLARSHIPS
The SHS Office of Admission and Scholarships oversees the admissions and
placement of students in the SHS, as well as the administration of the scholarship
and financial aid program of the Senior High School, with the help of the Committee
on Scholarship and Financial Aid. The Office of Admission and Aid is currently
located at the Administration Building of the Junior High School.
4.7. RECORDS OFFICE
The Records Office prepares the students’ report cards and other official academic
documents of the students. Upon the request of students or parents, the Records
Office makes available students’ Transcript of Records, certificates of enrollment or
graduation, documents needed for college applications, and other academic
documents.

4.8. TRANSPORT SERVICES
School Transport Services are extended to students through lists of transportation

providers prepared by the Office of the Assistant Principal for Administration.
Arrangements may be made with officially accredited school transport service
operators.
4.9 PARENT RELATIONS AND PROGRAMS - PARENTS UNION FOR SCHOOL AND
HOME (PREP-PUSH)
The Office of Parent Relations and Programs (PReP), representing the school
administration, faculty and staff, and the Parents Union for School and Home
(PUSH), representing parents of Ateneo de Manila Junior High School and Ateneo de
Manila Senior High School students, have been established to complement their
shared GOALS and respond to their common OBJECTIVES. These goals and
objectives are the ff:
● To promote a cooperative, collaborative, coordinated, and mutually supportive

relationship between Home and School, and
● To organize and implement a program of activities designed to enhance the
parenting competencies and skills of AJHS and ASHS parents.
Working together in facilitating the attainment of these goals are the PREP personnel
(composed of the Director, the Assistant to the Director, and the office support staff)
and the Class Parent Representatives of each section (Ateneo parents who have
accepted the school’s invitation to represent the interests of their respective sections
at their Grade Level Parents Council).
The officers of the Grade Level Council, chosen from among themselves, are a Chair,
a Vice-Chair, a Treasurer, and a Secretary.
All Chairs and Vice-Chairs of each Grade Level Council are ex-officio members of the
SHS PUSH Executive Council, which oversees the policies, activities, needs, and
concerns of the organization and the parents they represent.

THE ACADEMIC CODE
5. Academic Program
The various disciplines that constitute the academic program are designed to
produce at the end of two years graduates who are not only “COMPETENT in every
aspect,” but are also “servant-leaders who have an intimate and faithful relationship
with Christ, are…compassionate to others, with a well-formed conscience, and a
commitment to serve the country and the global community.”
This program includes the students’ mastery of basic humanistic and scientific
disciplines, the growth in their ability to reason reflectively, logically and critically, and
the development of their imaginative, affective, and creative aspects.
Teaching strategies put premium on the active participation of learners, where

students are allowed to question, discover, reflect on, and apply their learning to the
enhancement of their personal growth so that they may ultimately learn to become
independent and life-long learners.
5.1. SUBJECT AREAS AND ACADEMIC PROGRAMS
5.1.1. Art
The Ateneo de Manila Senior High School Art Subject Area intends to provide
students with significant knowledge in art theory, basic skills in art production and
expose them to various contemporary art forms with the objective of allowing
students to gain a deeper understanding and aesthetic experience in art.
5.1.2. Christian Life Education

The Christian Life Education subject area of the Ateneo de Manila Senior High
School envisions that our students will develop a living, conscious, and active faith
life through the light of instruction. Through the CLE program, we hope to
accompany our students toward a deeper personal relationship with Jesus Christ
and lead them to:
1. understand and interiorize the truths of the Christian Faith – rooted in both
Sacred Scripture and Church Teaching, which illumine our human experience;
2. apply Christ's teachings, virtues, and attitudes in their daily moral choices;
3. develop a personal prayer life and a love for the Catholic Church as
enlightened by philosophy and as expressed in their active participation
during liturgical celebrations and other community activities; and
4. develop the Gospel values of serving the poor, promoting justice, and living a
simple lifestyle.

5.1.3. Christian Service and Involvement Program
The Grade 12 Social Involvement Program provides students an opportunity to
respond to the call of servant-leadership by initiating projects that will make a
positive transforming difference in the lives of the poor and marginalized or by
involving themselves in social action programs where they can contribute in the
promotion of social justice, poverty reduction, social change, community
development and environmental sustainability.
A specific social involvement program will be offered to students according to their

strand. Students in each strand are given an opportunity to choose from the different
types of organizations or communities that are aligned to their specialization or
interest. The students will be required to attend a 30-hour immersion/community
service and submit a research paper which may vary according to their strand.
5.1.4. Computer
The Computer Subject area of the Ateneo de Manila Senior High School aims to form
young men and women who are adept in using media, information, and technology to
solve real-world problems and to prepare them for the challenges and demands of
the information society. Through the computer education program, students develop
their 21st century skills by using the latest ICT tools in creating impactful media
content and computer applications that embody the ideals of the school.
5.1.5. English
The English Subject Area of the Ateneo de Manila Senior High School provides young
men and women meaningful learning experiences to hone their communicative,
creative, and critical thinking skills in the English language, develop their eloquence
and wisdom, and nurture a love for Christ and country, thus moving them to work for
positive social transformation.
5.1.6. Filipino
Nilalayon ng Programang Hiyang at Matatas sa Filipino sa Senior High School na
makahubog ng mga mag-aaral na may malalim at malawak na pag-unawa sa wikang
Filipino bilang instrumento sa pakikipag-ugnayan sa kapwa Pilipino at may malalim
na pag-unawa sa kulturang Pilipino upang maiangkop sa iba’t ibang larangan sa
lipunang nais pagsilbihan.
Upang maisakatuparan ito, titiyakin ng mga gurong ang mga mag-aaral ay

nakapagsusuri ng iba’t ibang teksto ayon sa pamantayang sinusunod,
nakapaglalapat ng kabatiran ng akda sa karanasang pansarili’t panlipunan, at sa iba
pang larangan, nakapagsusulat ng wasto at malinaw na pagpapahayag,
nakagagamit ng wikang Filipino nang mahusay at naiaangkop ang antas sa hinihingi

ng pagkakataon, at nagagamit ang lahat ng kasanayan upang makabuo ng isang
proyekto/saliksik na maihahatid sa madla.
Sa pamamagitan ng mga kasanayang ito, harinawang kumintal sa mga mag-aaral

ang kahalagahan ng wikang Filipino at kulturang Pilipino bilang instrumento sa
pagsasabuhay ng pagiging kawal ni Kristo at pagiging Pilipino at sa pagtugon sa
tawag na maging positibong pagbabago sa ating lipunang mapaghamon at maselan.
5.1.7. Management
The Ateneo de Manila Senior High School Management Subject Area provides
students with necessary learning experiences on the management and
entrepreneurial competencies for them to analyze current industry trends, implement
business decisions following social and moral norms, and innovate ways in helping
society through prudence and accountability.
5.1.8. Mathematics
The General Mathematics wraps-up the algebra course, covering all the remaining
non-transcendental functions. These functions are then used for real-life
applications such as modeling and business related problems. Basic logic is also
tackled which is used for real-life situations.
Statistics and Probability equips the students with the statistical tools to understand
various phenomena. These tools also equip the students to have thorough and
sound judgment in real-life decision making.
Trigonometry with Analytic Geometry completes the foundational course on algebra,

geometry and trigonometry. Basic Calculus, on the other hand, equips the students
with the limit, differentiation, and anti-differentiation theorems. These courses
provide students with conceptual understanding and computational skills crucial for
other Science courses.
5.1.9. Physical Education

The program for Grade 11, aside from addressing the variety of psychomotor
developmental needs of students, also connects students to the environment,
specifically on how their activities affect it, and how the environment affects their
physical activities.
The Grade 12 Physical Education Program aims to equip students with essential
theories for them to apply the technicalities of fitness to practice. Through these
theories, major values from sports participation, exercise, and physical activity will
enable them to become persons-for-others and contribute to nation-building.
Aside from learning theories about training and fitness, students will be expected to
apply these learnings in their regular physical activities and in preparing a practical
program.

5.1.10. Research
Inspired by the Ignatian values of magis, cura personalis, and finding God in all things,
the Research Subject Area intends to sharpen critical thinking and problem-solving
skills of students by engaging them to find solutions to relevant issues that society
faces in the realms of both natural and social science research. We therefore aim to
develop student researchers who
● are technically and ethically competent in their chosen research field;

● are creative in finding ways to answer scientific questions and emerging
social problems;
● are passionate in systematically solving community problems through
research; and
● collaborate with the global research community in improving the lives of
others.
5.1.11. Science
The Science Subject Area Academic Program envisions a scientifically and
technologically literate Filipino society reflective of Catholic values who actively
address local, national, and global concerns through scientific solutions and
innovations.
In order to realize this, the program offers courses in Earth and Life Science, Physical
Science, Earth Science, Disaster Readiness and Risk Reduction (DRRR), Biology,
Chemistry, and Physics for our students to be:
● properly equipped with basic scientific knowledge and skills necessary in a

highly scientific and technological society;
● conscious of their duties and responsibilities to their environment and country
as stewards of God’s creations; and
● committed to act as agents of change for a better world.
5.1.12. Social Sciences

The Social Sciences subject area supports the mission of the Ateneo to form
Christ-centered servant leaders by equipping students with the necessary skills to be
critical and discerning in their analysis of different social issues, with the expectation
that they will respond accordingly to the challenges of the times as responsible
citizens of the Philippines.

5.2. SOCIAL INVOLVEMENT ACTIVITIES
TULONG-DUNONG, as a course, aims at educating ASHS students to understand and

apply the principles of Catholic social teachings. It is one concrete response of the
ASHS to the Church’s appeal for concrete action towards fuller human development,
“to encourage social justice, [and] to offer to the less developed the means whereby
they can further their own progress.”
CSIP-Dulot, the Grade 12 Social Involvement Program of the Senior High School,
provides students with an opportunity to respond to the call of good citizenship and
servant-leadership that is faith-driven and founded on Ignatian values. It primarily
aims to move students to come up with various tasks and activities which will result
in a positive transforming difference in their immediate communities and society as
a whole. Tasks and activities will especially focus on the promotion of social change
such as social justice, poverty alleviation/reduction, environmental sustainability, and
community development. Students are expected to come up with and submit an
output/project that may vary according to their specific strand.

Sample Weekly Class Schedule
GRADE 11
TIME MON TUES WED THURS FRI
Moderator’s Moderator’s Moderator’s Moderator’s Moderator’s

8:30 - 8:50
Inspection Inspection Inspection Inspection Inspection
8:55 - 9:45 Subject A PE Subject A Formation Subject D
9:45 - 10:15 Recess Recess Recess Recess Recess
10:15 - 11:05 Subject B Subject G Subject B Subject G Subject E
11:10 - 12:00 Subject C Lunch Subject C Subject D Subject F
12:05 - 12:55 Lunch TD Tutoring Lunch Lunch Lunch
1:00 - 1:50 Subject D TD Tutoring Subject H Subject A Subject G
1:55 - 2:45 Subject E TD Tutoring Subject E Subject H Subject H
2:50 - 3:40 Subject F Subject F Subject C Subject B
3:45 - 4:45 Activity Period Activity Period
GRADE 12
TIME MON TUES WED THURS FRI
Moderator’s Moderator’s Moderator’s Moderator’s Moderator’s

8:30 - 8:50
Inspection Inspection Inspection Inspection Inspection
8:55 - 9:45 Subject A PE Subject B Formation Subject D
9:45 - 10:15 Recess Recess Recess Recess Recess
10:15 - 11:05 Subject B Subject E Subject C Subject F Subject G
11:10 - 12:00 Subject C Subject F Subject D Subject G Subject F
12:05 - 12:55 Subject D Subject G Subject E Subject A CSIP Dulot
1:00 - 1:50 Lunch Lunch
1:55 - 2:45 Subject A Subject B
2:50 - 3:40 Subject C Subject E
3:45 - 4:45 Activity Period Activity Period

(Optional) (Optional)

5.3. STRAND CURRICULA AND SUBJECTS
ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM)
GRADE 11 GRADE 12
FIRST SEMESTER
CORE SUBJECTS CORE SUBJECTS

● Catholic Social Teaching ● Physical Education 3
and Personal Development 1 APPLIED SUBJECTS
(Tulong Dunong and Ignatian Spirituality) ● English for Academic and
● Komunikasyon at Pananaliksik Professional Purposes
sa Wika at Kulturang Filipino ● Entrepreneurship
● Media and Information Literacy ● Filipino sa Piling Larang:
● Physical Education 1 Sulating Akademik
● Physical Science ● Immersion
● Reading and Writing SPECIALIZED SUBJECTS
● Statistics and Probability ● Applied Economics
APPLIED SUBJECTS ● Business Ethics and Social Responsibility
● Practical Research 1 ● Fundamentals of Accountancy, Business, and
SPECIALIZED SUBJECTS Management 1
● Organization and Management
SECOND SEMESTER

● Catholic Social Teaching ● 21st Century Literature
and Personal Development 2 ● Christian Vocation, Basic Ecclesiology
(Tulong Dunong and Ignatian Spirituality) and Introduction to Philosophy
● Earth and Life Science of the Human Person
● General Mathematics ● Physical Education 4
● Oral Communication ● Understanding Culture, Society,
● Pagbasa at Pagsusuri ng Iba’t Ibang and Politics
Teksto Tungo sa Pananaliksik APPLIED SUBJECTS
● Philippine Contemporary Arts ● Empowerment Technologies
● Physical Education 2 SPECIALIZED SUBJECTS
APPLIED SUBJECTS ● Business Finance
● Practical Research 2 ● Fundamentals of Accountancy,
SPECIALIZED SUBJECTS Business, and Management 2
● Business Mathematics with Pre-Calculus ● Integrating Project
● Principles of Marketing

GENERAL ACADEMIC (GA)
GRADE 11 GRADE 12
FIRST SEMESTER

● Catholic Social Teaching and ● Christian Vocation, Basic Ecclesiology and
Personal Development 1 Introduction to Philosophy of the Human
(Tulong Dunong and Ignatian Spirituality) Person
● Komunikasyon at Pananaliksik ● Understanding Culture, Society, and Politics
sa Wika at Kulturang Filipino ● Physical Education 3
● Philippine Contemporary Arts APPLIED SUBJECTS
● Physical Education 1 ● Empowerment Technologies
● Physical Science ● English for Academic
● Reading and Writing and Professional Purposes
● Statistics and Probability ● Entrepreneurship
APPLIED SUBJECTS ● Filipino sa Piling Larang: Sulating Akademik
● Practical Research 1 ● Immersion
SPECIALIZED SUBJECTS SPECIALIZED SUBJECTS
● Organization and Management ● Applied Economics
● Disaster Readiness and Risk Reduction ● Philippine Politics and Governance
● Specialized Subject 1.1*
*May be chosen from Specialized Subjects offered in other
Strands and the following subjects:
● Business Mathematics
● Creative Non-Fiction
● Fundamentals of ABM 1
● General Biology 1
● General Chemistry 1
● Music Appreciation 1
● Principles of Marketing
● Sports Science 1
● Studio Arts 1
● Trends, Networks, and Critical Thinking in the 21st Century

SECOND SEMESTER

and Personal Development 2 ● Christian Vocation, Basic Ecclesiology and
(Tulong Dunong and Ignatian Spirituality) Introduction to Philosophy of the Human
● Earth and Life Science Person
● General Mathematics ● Understanding Culture, Society, and Politics
● Media and Information Literacy ● Physical Education 4
● Oral Communication APPLIED SUBJECTS
● Pagbasa at Pagsusuri ng Iba’t Ibang Teksto ● Empowerment Technologies
Tungo sa Pananaliksik ● Entrepreneurship
● Physical Education 2 ● Filipino sa Piling Larang: Sulating Akademik
APPLIED SUBJECTS SPECIALIZED SUBJECTS
● Practical Research 2 ● Applied Economics
SPECIALIZED SUBJECTS ● Philippine Politics and Governance
● Organization and Management ● Integrating Project
● Disaster Readiness and Risk Reduction ● Specialized Subject 2.1*
*May be chosen from Specialized Subjects offered in other
Strands and the following subjects:
● Business Ethics and Social Responsibility
● Business Finance
● Basic Calculus
● Creative Writing
● Fundamentals of ABM 2
● General Biology 2
● General Chemistry 2
● Music Appreciation 2
● Sports Science 2
● Studio Arts 2
● World Religions and Belief Systems

HUMANITIES AND SOCIAL SCIENCES (HUMSS)
GRADE 11 GRADE 12
FIRST SEMESTER

● Catholic Social Teaching ● Christian Vocation, Basic Ecclesiology
and Personal Development 1 and Introduction to Philosophy
(Tulong Dunong and Ignatian Spirituality) of the Human Person
● Komunikasyon at Pananaliksik ● Physical Education 3
sa Wika at Kulturang Filipino APPLIED SUBJECTS
● Media and Information Literacy ● Empowerment Technologies
● Philippine Contemporary Arts ● English for Academic and Professional
● Physical Education 1 Purposes
● Physical Science ● Entrepreneurship
● Reading and Writing ● Immersion
● Statistics and Probability SPECIALIZED SUBJECTS
APPLIED SUBJECTS ● Creative Non-Fiction/Malikhaing Pagsulat 1
● Practical Research 1 ● Disciplines and Ideas in Applied Social
SPECIALIZED SUBJECTS Sciences
● Understanding Culture, Society, and Politics ● Philippine Politics and Governance
SECOND SEMESTER

and Personal Development 2 ● Understanding Culture, Society, and Politics
(Tulong Dunong and Ignatian Spirituality) ● Physical Education 4
● Earth and Life Science APPLIED SUBJECTS
● General Mathematics ● Filipino sa Piling Larang: Sulating Akademik
● Media and Information Literacy SPECIALIZED SUBJECTS
● Oral Communication ● Creative Writing / Malikhaing Pagsulat 2
● Pagbasa at Pagsusuri ng Iba’t Ibang Teksto ● Integrating Project
Tungo sa Pananaliksik ● Trends, Networks, and Critical Thinking in the
● Philippine Contemporary Arts 21st Century
● Physical Education 2 ● World Religions and Belief Systems
APPLIED SUBJECTS
● Practical Research 2
SPECIALIZED SUBJECTS
● Disciplines and Ideas in Social Studies

SCIENCE, TECHNOLOGY, ENGINEERING
AND MATHEMATICS (STEM)
GRADE 11 GRADE 12
FIRST SEMESTER

● Catholic Social Teaching ● Christian Vocation, Basic Ecclesiology and
and Personal Development 1 Introduction to Philosophy of the Human
(Tulong Dunong and Ignatian Spirituality) Person
● Earth Science ● Understanding Culture, Society, and Politics
● Komunikasyon at Pananaliksik sa Wika at ● Physical Education 3
Kulturang Filipino APPLIED SUBJECTS
● Media and Information Literacy ● Empowerment Technologies
● Philippine Contemporary Arts ● English for Academic and Professional
● Physical Education 1 Purposes
● Reading and Writing ● Filipino sa Piling Larang: Sulating Akademik
● Statistics and Probability ● Immersion
APPLIED SUBJECTS SPECIALIZED SUBJECTS
● Practical Research 1 ● General Biology 1
SPECIALIZED SUBJECTS ● General Chemistry 1
● Trigonometry and Analytic Geometry ● General Physics 1
SECOND SEMESTER

● Catholic Social Teaching and Personal ● 21st Century Literature
Development 2 ● Christian Vocation, Basic Ecclesiology and
(Tulong Dunong and Ignatian Spirituality) Introduction to Philosophy of the Human
● Disaster Readiness and Risk Reduction Person
● Media and Information Literacy ● Physical Education 4
● Oral Communication APPLIED SUBJECTS
● Pagbasa at Pagsusuri ng Iba’t Ibang Teksto ● Empowerment Technologies
Tungo sa Pananaliksik ● Entrepreneurship
● Philippine Contemporary Arts ● Filipino sa Piling Larang: Sulating Akademik
● Physical Education 2 SPECIALIZED SUBJECTS
APPLIED SUBJECTS ● General Biology 2
● Practical Research 2 ● General Chemistry 2
SPECIALIZED SUBJECTS ● General Physics 2
● Basic Calculus ● Integrating Project

6. Academic Duties and Responsibilities of
Students
Because learning is ultimately the students’ responsibility, it is important that Ateneo
de Manila Senior High School students:
● are present daily in classes and actively participate in learning activities in and
out of the classroom;
● play an active role in school activities and functions;
● develop a positive attitude and a desire for lifelong learning;
● willingly rise to the challenge of hard work;
● strive for better performance towards excellence every grading period; and
● exercise integrity and moral uprightness in all their academic pursuits,
motivated by their commitment to Christ
7. Grading System (for AY 2023-2024)

7.1. PURPOSE OF MARKS
Marks serve as indicators of a student’s academic performance. They reflect a

student’s progress and level of achievement in a subject. For this reason, a mark is
based not only on formal examinations but also on other evidence of learning which
reflect the attainment of the objectives of a subject. Evidence of learning may
include recitation, quizzes, long tests, reports, assignments, projects, experiments,
written compositions, and the like.
Marks are used as a basis for promotion and academic honors and awards. The
school also uses marks to advise students and their parents regarding the students’
progress and achievement.
7.2 LETTER MARKS AND THE QPI GRADING SYSTEM
The school has adopted the use of letter marks primarily to encourage both teachers
and students to focus on the meaning of a mark, that is, the quality of learning that
has been achieved rather than the numerical value of the mark.
The use of the Quality Point Index (QPI) is intended to support the school in its
efforts towards total formation by giving the different subjects equal weight and
using the overall performance, as indicated by the QPI, as basis for such decisions
as promotion or honors. The QPI system recognizes individual differences by giving
weight to a student’s excellent performance in a certain area and allowing this to

compensate in some way for weakness in another area. The QPI system also
supports the school in its efforts to encourage students to strive for a better
performance towards excellence every year.
Below is a table indicating the letter marks, their numerical equivalents, quality
points, and qualitative descriptions:
LETTER MARK NUMERICAL QUALITY QUALITATIVE

MARK POINT DESCRIPTION
A+ 100 4 Outstanding
A 95-99 4 Excellent
A- 90-94 3.67 Very Good
B+ 87-89 3.33 Good
B 84-86 3 Satisfactory
B- 81-83 2.67 Satisfactory
C+ 78-80 2.33 Sufficient
C 75-77 2 Passing
F 74 and below 1 Fail
7.3. REPORT CARDS
Form 138, commonly known as the report card, is a document used by the school to
officially communicate a student’s academic performance. Report cards will be
issued toward the end of the academic year.
To provide students and their parents with feedback on their performance during the
first semester, the Office of the Assistant Principal for Academics (OAPAcad) will
facilitate the online grades viewing around the third week of the second semester.
The dates and instructions for the grades viewing will be communicated via a memo
to parents and students.
Instructions on the distribution of report cards toward the end of the academic year
will be announced to the parents and students by the OAPAcad. Students without
academic deficiencies may get their own report card and are required to show their
report cards to their parents. Instructions on the distribution of report cards toward
the end of the academic year will be announced to the parents and students by the
OAPAcad. Note that tampering with the report card is considered a very serious
offense by the school. (See the Code of Discipline).

7.4. GRADING COMPONENTS
The components of the mark for the semester will be determined by the subject area
depending on the nature of the subject. An Advisory Mark for each subject will be
given to all students in the middle of each semester as feedback to them and to their
parents regarding their academic performance during the first part of the term.
These marks also guide the teachers in providing the necessary interventions, if
needed.
7.5. GRADING PROCEDURES IN CASE OF ABSENCE
If students are absent due to official reasons (e.g. participation in contests,

competition, and seminars initiated by the school), then they are excused from
quizzes given on the day/s of their official absence.
If students are absent due to personal reasons (e.g. illness, personal travel,
participation in events not initiated by the school), then the correction factor will be
applied in computing their mark for the missed quiz given on the day/s of their
unofficial absence.
If an individual project or requirement is due on the day the student is absent, then it
should be submitted on the first day the student reports back to school.
Students who are absent when a summative test (e.g. long test, final exam) is given
may take a make-up test on the given schedule set by the teacher within the
semester. Students can only take 2 make-up tests in a semester for a particular
subject.
7.6 EFFORT MARKS
The effort mark is an indicator of how well students have prepared for their classes,
participated in class, and cooperated with their classmates and teachers in the
attainment of their education. As such, effort marks are NOT measures of academic
achievement but a gauge of how serious and diligent students have been in their
different subjects.
An effort mark is given every semester by subject teachers to each of their students.
A student is given an effort mark according to the guide in the table below. The mark
is based on the fulfillment of the following conditions.
The student ought to have:

1. brought necessary materials and requirements to school
2. exhibited best effort 0in doing schoolwork
3. participated actively & attentively during class proceedings
4. readily performed class activities without prodding
A student is given an effort mark according to the following guide:
In giving students an “O” or “OUTSTANDING” Effort Mark, the school desires to give
due recognition to exemplary students whose effort in schoolwork should serve as
an example to others. Detailed or specific qualitative feedback about a student’s lack
of effort may be given to a student and his/her/their parents during each grading
period. Teachers may schedule a parent-teacher conference (PTC) with the students’
parents and/or send a Performance Report Form (PRF) stating a student’s lack of
effort in a particular class.
8. Academic Awards
8.1. ACADEMIC HONORS FOR THE SEMESTER
At the end of every semester, the school will give academic honor awards to qualified
students with no pending disciplinary case.
● The First Honor Award will be given to a student who has no grade lower than
A- (A-minus) in any subject for the semester.
● The Second Honor Award will be given to a student who has no grade lower
than B+ (B-plus) in any subject for the semester.
● The Honorable Mention Award will be given to a student who has no grade
lower than B- (B-minus) in any subject for the semester.
8.2. ACADEMIC HONORS FOR GRADUATION
Academic Excellence Awards

These awards are given to graduating students who have consistently maintained an
outstanding level of academic performance throughout the four (4) semesters in the
Ateneo de Manila Senior High School. They will be awarded medals for academic
excellence during the Graduation Ceremony.

The Jose P. Rizal Award for Academic Excellence is given to students who obtained
● a QPI of 4.00 in Gr. 12 with no final mark lower than A in any subject; and
● a QPI of 4.00 in Gr. 11 with no final mark lower than E in any subject; and
● no conduct marks lower than B in all the four (4) semesters.
The Gold Medal for First Honors is awarded to students who

● obtained a QPI of at least 3.67 in Gr. 12 with no final mark lower than B- (B
minus) in any subject; and
● received an academic recognition at least for 1 semester in Gr.11; and
● obtained at most 10 HP marks in Gr. 11, with no mark lower than HP in other
subjects; and
The Silver Medal for Second Honors is awarded to students who

subjects; and
The Bronze Medal for Honorable Mention is awarded to students who

subjects; and
Please note that PE marks are not included in computing the overall QPI.
9. Year-end Decisions
9.1. DELIBERATIONS
A deliberations board is a body convened at the end of the school year to discuss
and facilitate decisions regarding students’ promotion, repetition, or non-repetition in
the Ateneo, eligibility for graduation and the Special Remedial Class or SRP. The
Board is composed of the Principal, the Assistant Principals, and the Guidance
Counselor, Class Moderator, and Subject Teachers of each section.
As another concrete manifestation of cura personalis for students, the deliberations

board discusses the students’ general performance, context, and difficulties. When
the case of an individual student has been discussed thoroughly, the board comes to

a consensus and makes a recommendation to the Principal on which course of
action would be best for the student.
In order to safeguard the rights of the students, the deliberations are confidential.
9.2. PROMOTION TO GRADE 12
A student will be promoted to Grade 12 if he/she/they obtained a yearly QPI of 2.0

with NO failing mark in any subject.
9.3. GRADUATION
A Grade 12 student will graduate and receive the Ateneo SHS Diploma if the student
has obtained a yearly QPI of 2.0 with NO failing mark in any subject.
9.4. SPECIAL REMEDIAL PROGRAM (SRP)
A student will be retained in the Ateneo SHS if one has a yearly QPI of AT LEAST 2.0;
AT MOST TWO (2) failures for the school year; and no pending disciplinary case.
Such students will be required to enroll in the Special Remedial Program (SRP). A
student enrolled in the SRP must obtain a final mark of at least C to be promoted to
the next level. A student who obtains a mark below C is not promoted to Grade 12 or
is not allowed to graduate, in the case of Grade 12 students. Likewise, a student who
fails to take the SRP is not promoted.
Grade 12 students who pass in all their SRP classes will be considered graduates of
the Ateneo SHS and will receive the Ateneo SHS diploma. If they fail in one or both of
their SRP classes, then they will be retained in Grade 12. They may opt to transfer out
of Ateneo.
9.5. REPETITION IN THE ATENEO
Repetition in Ateneo is not automatic. Only students who in the judgment of the
school can profit from such repetition are allowed to repeat in Ateneo. Students who
are permitted by the school to repeat a year level in Ateneo are automatically put
under academic probation and may also be placed under disciplinary probation.

9.6. SEPARATION FROM SCHOOL
9.6.1. Reasons for Separation from the School

Students may be separated from the school for the following reasons:
● when they do not meet the requirements for promotion and, for valid reasons,
are not allowed to repeat in the Ateneo;
● when a current repeater fails in any subject at the end of the school year;
● when a student exceeds the allowable number of absences in a school year;
● when a student fails to enroll on time without the permission of the Principal;
● when a student voluntarily withdraws from school
● when, after due process, they are recommended for dismissal related to a
serious disciplinary offense against the school’s Code of Discipline
9.6.2 Obligation of Students Who Are Separated From the School

Students who withdraw from the school or who are separated from the school are
expected to secure clearance from all offices as indicated in the withdrawal or
clearance form.
10. Leave of Absence

A leave of absence means a temporary separation of the student from the school for
reasons which are not due to academic or disciplinary deficiencies (e.g. sickness,
studies abroad and the like).
A leave of absence may be granted to students only on the following conditions:
● they are in good academic standing at the time the request is made;
● the students have a good disciplinary record;
● the leave of absence does not exceed one academic year; and
● they have not gone on leave of absence prior to the current request (Students
can normally secure a leave of absence only once during their entire stay in
the Senior High School).
The school is obliged to re-admit a student who has been allowed to go on leave of
absence. If a student is not granted a leave of absence by the school, the school has
no obligation to accept the student back.
The student who is permitted to go on leave of absence is obliged to:
1. Go through the clearance process;

2. Notify the school of the student’s intention to return at least six (6) months
before the start of the next school year;

3. Take up and pass all courses stipulated in the letter granting the student’s
leave of absence if the reason is to study abroad; and
4. Have the student’s subjects evaluated by the Department of Education upon
one’s return in case he/she/they studies/study abroad.
11. Graduation Exercises

11.1. NATURE OF THE GRADUATION EXERCISES
Graduation exercises are a formal and public recognition by the school that a student
has fulfilled the minimum requirements of the Senior High School program of the
Ateneo de Manila University. It is also an occasion where the school presents
Graduation Awards to deserving students.
Only students who have met the requirements for graduation with a deportment that
is satisfactory may be allowed to join the graduation exercises.
11.2. ATENEO DIPLOMA
The Ateneo Diploma together with the Diploma from the Department of Education
are given to graduating students who have shown a satisfactory academic
performance throughout their stay at the Ateneo de Manila Senior High School.
11.3. GRADUATION AWARDS
11.3.1. Strand Awards for Excellence

The Strand Award for Excellence is given to one graduating student in each strand
who obtained the highest over-all QPI in the strand. The student must not have any
conduct mark lower than B in any of the four (4) semesters in the Ateneo Senior HS.
The over-all QPI for the Strand Awards for Excellence is determined as follows: 75%
of the average QPI for the strand-specific subjects and 25% of the average QPI for
the core and applied subjects. In cases of ties, the school will also consider students’
loyalty to the goals and objectives of the school, generous service to people and
activities beyond their classes, and embodiment of the values most relevant to the
strand.

The Strand Awards for Excellence are as follows:
● Jose A Cruz SJ Award for Excellence in the Accountancy, Business and

Management (ABM) Strand
● James P Dunne SJ Award for Excellence in the General Academic (GA) Strand
● James J O’Brien SJ Award for Excellence in the Humanities and Social

Sciences (HUMSS) Strand
● Prudencio F Macayan SJ Award for Excellence in the Science, Technology,

Engineering and Mathematics (STEM) Strand
The following are disqualified from the Strand Awards for Excellence:
1. a student who has a pending disciplinary case

2. a student who shifted strands after Grade 11
11.3.2. Special Awards for Graduation

The following special awards may be given to deserving graduating students during
the Senior High School Graduation Ceremony:
● The awards for the Valedictorian and Salutatorian are given to students who
have obtained the highest and second highest over-all QPI with no final mark
lower than HP in any subject and no conduct mark lower than B in all the four
(4) semesters in Senior HS.
Loyalty to the goals and objectives of the school and generous service to
people and activities beyond their classes and classrooms are factors that
will also be considered in choosing the Valedictorian and Salutatorian.
● The Luis “Moro” Lorenzo Sportsmanship Award is given to the student who in
the judgment of the school best exemplifies the Jesuit ideal mens sana in
corpore sano, a sound mind in a sound body.
The awardee should have demonstrated excellence in sports, team

leadership, an excellent sense of fair play, and good behavior on or off the
playing field. The awardee must have been able to balance sports activities
and academic work. Moreover, the student’s marks in Conduct throughout the
four (4) semesters must be acceptable.
● The Horacio V dela Costa SJ Award for Distinguished Leadership is given to

the student who has demonstrated exceptional leadership qualities. The
awardee should have manifested the following qualities: concern and
compassion for the individuals one serves, excellence in the fulfillment of
assigned tasks, ability to make good and principle-based decisions, humility in

the execution of one’s role, and capacity to provide others the opportunities to
grow in excellence.
● The Evelio Javier Award is the highest and most distinguished award that is
conferred upon a graduating student of the Ateneo de Manila Senior High
School. This is given to the student who, in the judgment of the school, best
exemplifies the ideals the Ateneo holds up to its students to be a positive
transforming difference in the country and in the world: Christ-centeredness,
Competence, Compassion, having a well-formed Conscience, and
Commitment.

12. Overview of the Office of the Assistant
Principal for Administration (OAPAdmin)
The Office of the Assistant Principal for Administration (OAPAdmin) oversees the
creation, implementation, monitoring, and evaluation of non-academic projects,
programs, and other initiatives that promote students' overall welfare and
actualize/manifest the school’s vision and mission. These initiatives are vital for the
students' holistic growth, forming them to become leaders who can make a positive
contribution to the development of our nation.
13. Student Activities

13.1. NATURE OF STUDENT ACTIVITIES
The Student Activities Program provides direction to and oversees the effective
functioning of the various co-curricular activities of the ASHS. This program is
developed, implemented, and monitored by the Office of Student Activities (OSA),
headed by the Student Activities Coordinator (StAC). In the Senior High School,
student activities focus on the formation of student leaders grounded in the 5Cs, as
well as the OSA thrusts of inclusivity, diversity, sustainability, and nation-building.
13.2 LIST OF OFFICIAL ACTIVITIES FOR STUDENT INVOLVEMENT
The following are the major councils in the ASHS:
Executive Council The Executive Council is in charge of the whole

ASHS-Sanggunian. The members are the top student
leaders who are responsible for planning, implementing,
and evaluating all activities of the ASHS-Sanggunian. They
facilitate the attainment of the objectives and goals, as
well as the achievements of the Student Activities
Program.
Assembly of Class The ACO empowers servant-leaders who adhere to the

Officers (ACO) council thrust, “Huwag magsawang maglingkod.” The
ACO serves as the active representatives of the student
body, champions students’ rights and well-being, and
serves as the bridge between the students and the school
administration. Under the ACO are the Batch Project
Committees that aim to create opportunities for the
batches to come together.

Council of Student The CSO provides a community of globally competent
Organizations student organizations, united in forming students to
(CSO) become excellent Filipino and Christian leaders who are
able to create sustainable programs for nation-building.
The CSO develops its organizations by aiding them to be
united, effective, and sustainable through guidance and
support.
Athletes Council The AthC is in charge of all athletic endeavors of the

(AthC) student body. It encompasses all student-run athletic
activities and programs that promote wellness, the
health-oriented development of the student body, and the
propagation of an active lifestyle centered around the
principle of mens sana in corpore sano. (a sound mind in a
sound body)
Council of Student The CSC spearheads student-led projects to strengthen

Committees (CSC) the studentry. The CSC features the Sandigan Committees
that provide avenues for students to promote important
advocacies: Alunsina (Filipino cultures and languages),
Kanlaon (disaster risk reduction), Lakambini (gender
sensitivity and empowerment), Mapulon (mental and
physical health awareness), and Matanglawin
(environmental sustainability). Another student group
under the CSC is the Blue Book Committee, which is in
charge of keeping the tradition of creating yearbooks for
the graduating batches.
ASHS- ComElec The Ateneo de Manila Senior High School Commission on

Elections (ASHS -ComElec) is the sole governing body
that oversees and manages student elections. The
commission is directly under the APAdmin.
13.3. POLICIES FOR STUDENT ACTIVITIES
1. For academic year 2023-2024, joining a student activity is required for ALL
GRADE 11 Students. Joining a student activity is not mandatory for Grade 12
students.
2. Students will only be allowed to join a maximum of TWO (2) student

involvements under the Office of Student Activities, provided that their Activity
Session schedules do not overlap.
3. Students can hold only ONE officer/leadership position in all their involvements.

4. The following are the schedules of all student activities:
a. Tuesday: 3:45 PM - 4:45 PM

b. Thursday: 3:45 PM - 4:45 PM
13.4. PROCEDURE FOR PARTICIPATING IN STUDENT ACTIVITIES
13.4.1 INVOLVEMENT FAIR (First Week of September)

For Organizations under CSO, AthC, and CSC
1. Students will sign-up in their preferred organization or committee through

Google Forms. These will be posted on the ASHS Sanggunian social media
page.
2. Screening will be done for certain student groups.
3. Participation emails will be sent to individual students.
4. Students will send their confirmation via Google Forms.
5. Students will be invited to the Google Classroom of their confirmed Organization

/ Sports Club / Committee (OSCC)
13.4.2 APPLICATION FOR STUDENT EVENT COMMITTEES

For the Communications Team, Blue Book, Fair Committee, and Data Analytics
Committee
1. Applications are announced and opened through the ASHS Sanggunian social
media page.
2. Students submit applications via Google Forms.
3. Screenings are conducted through interviews with the committee heads and
moderators.
4. Participation emails are sent to individual students.
14. Athletics
ASHS varsity programs and teams are to submit their training and practice
schedules for the academic year 2023-2024. This is to prepare student-athletes for
the upcoming inter-school competitions, such as the UAAP, PRADA, PAYA, and RIFA,
among others, which are all scheduled within the academic year.
Try-outs will be conducted by teams at the start of the school year. Team and
sport-specific details of each try-out will be shared with the community and will be

open to all enrolled students of the ASHS. Team rosters will be formed and finalized
by the coaches and endorsed by program heads before being sent to the Office of
the Athletics Coordinator.
All school rules, guidelines, and policies of the school will be in full effect during all
training sessions. Training modules and schedules will be presented to and approved
by the school.
No training sessions will be held during school hours, and they will also not extend
past 7:00 PM. This is to ensure that the student-athletes have enough time to
balance school work, other extra-curricular activities, and rest.
The school, coaches, and student-athletes will all work together to promote the virtue
of mens sana in corpore sano (a sound mind in a sound body).
15. Other Student Services

15.1. EXIT INTERVIEWS FOR GRADE 12
The Office of the APAdmin, through the Student Services Coordinator, facilitates the
conduct of Exit Interviews with the Seniors at the beginning of the 2nd semester.
These interviews have the following objectives:
● To guide students through a process of reflecting on their senior high school
experience, while focusing on our formation thrusts (the 5 Cs)
● To gather data about how Grade 12 students stand at this point in the 5Cs in
order to further strengthen and improve existing formation programs or innovate
new ones
These interviews will be done in small groups and will not require the presence of the
student’s parents or guardians. An ASHS faculty member shall conduct the
interviews during school days after school hours or Saturdays and these will be done
online.
Scheduling of the interviews will be done per class. Notifications will be sent to
parents and students upon confirmation of the schedule.
15.2. HEALTH SERVICES
The Office of the Health Services for Senior High School, located at the Ground Floor
room 105, will be in charge of medical concerns of the SHS community during
Mondays-Fridays, 7:30am- 4:00pm, except public and University holidays.
Furthermore, relevant health and wellness advisories will also be disseminated

through memoranda, the ASHS Hub, and the school’s official social media channels.

For inquiries and other health-related concerns, please email
healthservices.ashs@ateneo.edu.
15.3. SCHOOL I.D.
The school ID is the official document of identification of the students. All enrolled
students will be issued school IDs.
The purpose of a school ID policy is to ensure that each holder is readily identified as
a bonafide Ateneo de Manila Senior High School student. The ID is an official school
document and should be used only for legitimate purposes.
For this school year, the school ID will have an RFID (radio frequency identification)
feature that would facilitate students’ entry and exit in the campus.

16. Overview of the Office of the Assistant
Principal for Formation (OAPFor)
To complement and support academic formation, Ateneo de Manila Senior High
School will continue to offer non-academic programs aimed at developing students’
spiritual, social, and character development. These formation programs include the
following:
● Homeroom Program
● Guidance & Counseling Program
● Campus Ministry & Spiritual Formation
● Social Concern and Involvement Programs
● Code of Discipline for Students
17. Homeroom Program

17.1. OVERVIEW OF THE HOMEROOM PROGRAM
The ASHS Homeroom Program aims to provide students with guidance and
formation in their overall character development through the personal care of the
Class Moderator, regular homeroom sessions, weekly formation sessions, and other
class activities that nurture class community-building and school spirit. These
activities are designed to foster among students a sense of belonging in their class
and within the school community.
Here are some key features of the Homeroom Program:
● All students will have homeroom sections guided by their appointed Class
Moderator.
● Class Moderators will be in charge of the general day-to-day concerns of their

moderating class. They will provide their moderating section guidance and cura
personalis in developing helpful age-appropriate routines, as well as regular
updates, announcements, and reminders relevant to their student life.
The Homeroom Program, together with the Code of Discipline, will be implemented
by the Strand Coordinators, who are overall-in-charge of supervising Class
Moderators, promoting and implementing the SHS Code of Discipline, and
coordinating the formation teams for each class.

17.2. COMMUNICATION PROTOCOLS
Communication between Class Moderators and students will be important to inform

students of announcements, activities, or upcoming onsite homeroom or guidance
sessions. The following will be the official communication platforms that will be
used for various homeroom needs throughout the academic year:
PURPOSE OFFICIAL PLATFORM
● Scheduling activities, appointments, and Google Calendar

meetings
● Posting homeroom announcements and other Google Classroom

reminders for the class (Stream)
Google Calendar
● Posting asynchronous homeroom modules Google Classroom

(materials and activities) (Classwork)
● Doing asynchronous check-ins and check-outs Google Workspace
Applications
● Setting appointments with the Class Moderator, Gmail

or PTCs
● Sending weekly Guardian updates
● Communicating on matters related to homeroom,
student discipline, guidance and counseling,
spiritual formation programs, and student
formation in general
● Communicating with the Class Moderator for Gmail

urgent concerns
● Joining synchronous online formation sessions Google Meet

● Attending PTCs Zoom
● Consulting with the Class Moderator
● Official class meetings
Students are expected to attend the regular weekly homeroom and formation
activities. Upcoming or unscheduled synchronous or asynchronous homeroom or
formation activities will be announced at least one day before they transpire.
Materials for online activities will be posted on the date and time they will be needed.
Students must therefore regularly check their Google Classroom streams and/or turn
on notifications for these applications.

17.3. BASIC ROUTINES
To help students prepare for daily academic work, basic routines will be
implemented and supervised by the Class Moderator every day. While the routines
may come in different formats depending on the day, they are meant to form a
structure to help students start the day and prepare them for academic work.
MODERATOR’S INSPECTION PERIOD: Every morning, students will have a 20-minute

check-in with their class moderator. The includes:
○ Reminders and Self-Care: Class moderators will present important academic

and formation reminders to students, announcements of upcoming deadlines
or activities, or distribute important memos or communication from the
school.
○ National Anthem and Oath: Each Morning Check-in starts with the singing of
Lupang Hinirang and the recitation of the Panatang Makabayan.
○ Reflection and Prayer: Every morning, the class will spend time to quiet down
and to reflect. During this time, the class moderator will lead those in the
synchronous session to reflect quietly on a selected reading or other material
focusing on a recommended theme for the week. After the moment of
reflection, the reflection leader will lead those in the live session in prayer.
17.4. FORMATION SESSIONS
Classes will have weekly Formation Sessions every Friday. The formation sessions
may be synchronous or asynchronous and will include topics to be handled by the
Class Moderator, the Guidance and Counseling team, and the Campus Ministers for
their various programs.
The materials and activities for these sessions aim to develop further among
students the 5 Cs. A particular C will be highlighted per quarter:
Quarter 1 CONSCIENCE
Quarter 2 COMPETENCE
Quarter 3 COMPASSION
Quarter 4 COMMITMENT
Each class will have its own schedule of sessions distributed among the formation
programs. The formation session schedules will be made available to students at the
start of the quarter. Some formation sessions will be allotted for the Overnight

Retreat preparation and the Career Exploration for Grade 11 and the Weekend Retreat
and the Education Exploration for Grade 12.
17.5. WEEKLY SUMMARIES FOR PARENTS AND GUARDIANS
Parents and designated guardians of all ASHS students will receive weekly emails
notifying them of upcoming class work, students’ missing class work, or class
activities through the automated guardian feature that comes with Google
Workspace. Once organized and activated, the designated guardians will receive
these weekly email summaries unless they unsubscribe to this feature.
It is hoped that the weekly summaries will provide parents and guardians a regular
update about what is happening in their children’s classes and the areas in which
their children may need further help.
Please note that weekly summaries will not include students’ marks or grades, but
missing or unsubmitted requirements included in Google Classroom will be listed
down so parents can help in monitoring their children’s submissions and efforts.
18. Campus Ministry and Spiritual Formation

18.1. VISION AND MISSION OF CAMPUS MINISTRY
The Campus Ministry Office (CMO) of the Ateneo de Manila Senior High School
envisions a Senior High School community whose members are ignited by Ignatian
spirituality, centered in Christ, and moved to serve for the greater glory of God.
As formators rooted in Ignatian spirituality who strive to live out Christ’s values, the
CMO serves by accompanying the ASHS community, especially the youth, to a
deeper relationship with themselves and with God, manifested in becoming
persons-for-and-with-others.
18.2. SERVICES AND PROGRAMS
18.2.1 CMO Services
● Daily and Monthly School-wide Masses

● Celebration of the Sacraments
● Formation Session materials on the 5 Cs

18.2.2. Spiritual Formation Programs
● Grade 11
○ Christ-centeredness and Community
○ Themes: Self-acceptance, Self-evaluation, God’s love, Giftedness, and
Belovedness
● Grade 12
○ Christ-centeredness and Commitment
○ Themes: Consolation, Desolation, Discernment, Interiority, and God's Will
18.2.3. Other Services for Students
● USAP Tayo
● Spiritual Wellness
● Recollections for Grade 11
● Retreats for Grade 12
● Spiritual Talks & Activities
18.3 POLICIES FOR CAMPUS MINISTRY ACTIVITIES
1. ASHS Campus Ministers are expected to follow the Roman Catholic Archbishop
of Manila (RCAM) Code of Conduct and Policy to Safeguard Children and
Vulnerable Adults.
2. Spiritual accompaniment with students must be done with the permission of the
Chaplain and Head of the Campus Ministry Office, and the consent of the
students’ parents or guardians.
3. Campus Ministers will listen to and accompany the students in the context of
spiritual direction, not counseling or therapy. As needed, the CMO may link
students and/or their parents to the students’ guidance counselor.
4. For spiritual activities that involve small group sharing, respect and confidentiality
will be a must.
5. The ASHS-CMO will continue to enforce the Code of Discipline (COD) as found in
this Handbook.

19. Guidance & Counseling Program
19.1. VISION AND MISSION OF THE GUIDANCE AND COUNSELING PROGRAM
The vision of the ASHS Guidance and Counseling Program is to help develop
individuated and integrated young servant leaders who actualize their God-given
talents and potentials, through effective counseling intervention and well-planned
Guidance services in collaboration with a community of formators.
The Guidance and Counseling Program supports the mission of the Ateneo de
Manila Senior High School as it journeys with the students towards their integral
development.
As a team of professional counselors honed in the spirit of magis and cura

personalis, the SHS counseling team believes that the young individuals entrusted to
its care are blessed with God-given talents and potential, despite being faced with
developmental challenges to wholeness.
19.2. GRADE LEVEL THRUSTS, ACTIVITIES, AND MODULES
GRADE 11 GRADE 12
G11 THRUST (16 -18 years of age) G12 THRUST (17 -19 years of age)
Career Planning & Decision-Making Discernment and Career Pathing
To provide students with avenues to To provide assistance to students in
further explore their pre-college career choosing the undergraduate degree
and vocational possibilities relevant to program and educational institution
their personality, interest, aptitude, most suited to their acquired and
skills and values, aligned with the goals developed knowledge, skills and values,
of the Universal Apostolic Preferences anchored on the Ignatian spirit of
(UAPs) and the Five Cs discernment, the Five Cs, and aligned
with the goals of the UAPs
GRADE 11 ACTIVITIES GRADE 12 ACTIVITIES
● Guidance Formation Classes ● Guidance Formation Classes

● Guidance Test Administration & ● Ateneo Education Exploration
Interpretation of Guidance Test (ADMU EdEx)
Results ● UP Education Exploration (UP EdEx)
● Guidance Formation Classes ● General Education Exploration (Gen
● Career Exploration (CarEx) EdEx)

● Foreign Education Exploration ● Foreign Education Exploration
(Foreign EdEx) (Foreign EdEx)
● Wellness Week ● Guidance Formation Classes
● Wellness Week
19.3. GUIDANCE AND COUNSELING SERVICES
● Routine Check-ins ● Counseling Services

○ Individual ○ Routine Interview
○ Group ○ Individual Counseling
○ Group Counseling
● Formation Sessions ● Consultation Services

○ On-site Sessions ○ Parent Consultation
○ Online Modules ○ Formators’ Consultation
○ Case Conferences
● Individual Inventory Service ● Information Service

● Referral Service ● Follow-up Service
19.4. GUIDANCE TESTING SERVICE
19.4.1. Adolescent Personality Questionnaire (APQ)

The APQ is an online standardized personality test for adolescents from ages 11 to
22. It is the guidance test administered to all ASHS Grade 11 students. The APQ
measures educational adjustment, personal and social difficulty, and passage to
developmental stages. It also covers four sections: Personal Style, Problem-Solving,
Work Activity Preferences and Life Difficulties.
19.4.2. Ryff Psychological Well-Being Scale

This 45-item scale specifically focuses on six areas of the students’ well-being and
happiness. These include autonomy, environmental mastery, personal growth,
positive relations with others, purpose in life, and self-acceptance.
19.5. IMPORTANT POLICIES FOR GUIDANCE & COUNSELING
1. ASHS Guidance Counselors are expected to follow the Code of Ethics for
Counselors espoused by the Philippine Guidance & Counseling Association
(PGCA), the Psychological Association of the Philippines (PAP) and the American
School Counselors’ Association (ASCA), subject to the limitations set forth by
Philippine Laws such as RA 9258 (Guidance & Counseling Act of 2004).

2. Female students who are assigned to male counselors may opt to consult a
female counselor in the grade level if this is more comfortable for them.
3. All students will be called for a routine interview during the year. Students with
concerns will be called for follow-up counseling and guidance intervention.
4. Counselors will actively seek and prioritize students who require critical care
apart from those already identified during the admission process or year-end
deliberations.
5. In the interest of nurturing home and school partnership, the counselors may set
a conference with parents should the need for referral to other helping
professionals arise.

CODE OF DISCIPLINE
20. Nature of the Code of Discipline
20.1. PURPOSE OF THE CODE OF DISCIPLINE
Growing in discipline is essential to truly become a Christ-centered person of

competence, conscience, compassion, and commitment. The Senior High School
Code of Discipline aids the school in holistically forming its students to become
persons-for-others and positive transforming differences in society.
The Code of Discipline upholds genuine respect for oneself, others, and God’s
creation. It promotes the true freedom of all students and develops within them the
capacity for discernment and responsible decision-making, thereby empowering
them to actively contribute to the culture of respect, responsibility, and order within
the classroom and in the school community in general.
The Code of Discipline is meant to be formative rather than punitive. The word
“discipline” here refers more to the students’ growth in self-management and
responsibility rather than the imposition of external punishment.
Discipline involves commitment in one’s efforts to manage oneself and act with
genuine respect for others. The Code of Discipline helps students in this area by
training their mental, moral, physical, and spiritual powers through instruction,
reflection, and the development of good habits and virtues, flowing from self-
management and arising from a deep understanding of the school’s core values and
principles.
The Code of Discipline hopes to inspire and guide students toward human
excellence – excellence in academics and character – ad majorem Dei gloriam.
20.2. RULES, GUIDELINES AND PROCEDURES
The Ateneo de Manila Senior High School promulgates and implements the rules,
guidelines, and procedures arising from its Code of Discipline to help all students
develop into discerning, self-motivated, and self-disciplined individuals.

21. Policies on Attendance & Tardiness
21.1. CLASS ATTENDANCE
● Students must be present during official school days. Absence from or tardiness
in class due to illness, accident, or any personal emergency is excused only when
confirmed by the parents and approved by the Assistant Principal for Formation
(APFor) or the Assistant Principal for Academic Affairs (APAcad).
● Students have the responsibility to comply with the official procedures for
registering attendance.
● Permission for all foreseen absences or tardiness must be requested in writing

and in advance from the offices of the APFor and the APAcad. The right to make
up for whatever is missed in class may be denied for unexcused absences.
● Students who are absent for more than three (3) consecutive days due to
sickness may be required to bring a doctor’s certificate indicating that they are fit
to return to school.
● Students who come to school late will only be admitted to class upon
presentation to the Class Beadle of an Admit-To-Class Slip signed by the Strand
Coordinator (StraC) or the APFor.
● During a regular school day, students who arrive at the Senior High School after
the first period will be marked absent. However, they are expected to attend the
remaining sessions. The parents are expected to send an excuse letter within the
day to the StraC.
● ONLY ON-SITE ATTENDANCE WILL BE RECORDED: Moderators will check the

attendance for online and on-site students; however, for recording purposes, only
on-site attendance will be submitted to the office for recording.
● ON-SITE ABSENCES: Parents of students who are marked absent are expected
to submit an excuse letter to the STRAC: strac.ashs@ateneo.edu. Excuse letters
are expected to be received on or before the day the student is expected to come
back to school ON-SITE. Failure to do so will result in a disciplinary intervention.
● ONLINE ABSENCES: Though students are not expected to provide an excuse

letter for online absences, unexplained absences will be noted by moderators
and subject teachers. These will be reflected in the students’ homeroom or effort
marks.
● All students must attend all official school functions and activities (e.g. Masses,
contests, programs, cultural presentations, sportsfest, field trips, etc). Students

who fail to attend these activities or who arrive late for these activities will be
considered absent from or tardy for the said event.
● Students “who [incur] absences of more than twenty percent of the prescribed
number of class or laboratory periods during the school year should be given a
failing grade or given no credit for the year” (As amended by DECS Order No. 35,
series of 1993; 07 June 1993). Exceptions to these provisions will be decided on
a case-to-case basis by the Principal.
21.2. TARDINESS
Students must be in their respective classrooms by 8:30 AM. Those who are not yet
inside their classroom at 8:30 AM will be considered tardy. They will not be allowed
to enter their classroom. Instead, they will be required to register in the tardiness log
(at the school lobby), stay in the designated waiting area for tardy students, and get
an Admit-to-Class slip before they are allowed to enter their respective classrooms.
● TARDINESS FOR ONLINE SESSIONS: Students who log in after 10 minutes are
considered absent for that session. Though students may be allowed to
continue with work, they are marked absent by their moderator or subject
teacher. This absence may be reflected in the student’s homeroom or effort
marks.
● The tardiness record of all students will be monitored closely by the Strand
Coordinators. A certain number of absences will merit the corresponding
action from the school. A student who is late on the
○ 5th instance will receive a warning and a letter to the parents about the next
consequence;
○ 9th and succeeding instance of tardiness will be given a DI-2 for every
lateness, for Defiance of School Rules;
○ 12th instance will have his or her parents reminded of the consequence of
their son’s or daughter’s tardiness in school;
○ 15th instance will be given a DI-3 for Defiance of School Rules;
○ 18th instance will be placed on Disciplinary Probation for the rest of the
year for Defiance of School Rules.

21.3. CLASS CUT
Students who are in school but are not in their respective classes five (5) minutes
after the start of the session will incur a CLASS CUT, except when their absence is
with due permission by a school official. The same applies when a student leaves
the classroom or a school function without the explicit permission of the teacher-
in-charge.
Hence, students who are seen during class hours outside their classroom or
outside the venue of a school function without any justifiable reason are liable for
a class cut.
21.4. CLEARING ABSENCES
Students who have been absent or sent home from school should clear their
absence on the first day of reporting back to school. They should present to the
Office of the APFor an excuse letter signed by their parents or legal guardian
stating the reason for their absence. If needed, they should also present a medical
certificate indicating that they are fit to return to school.
Students who fail to clear their absence on the first day of reporting back to
school will incur a disciplinary intervention.
21.5. LEAVING THE SCHOOL CAMPUS
Students may not leave the high school campus from the time they arrive in
school until their dismissal time for that day.
Students who are found absent from school or who have left the high school
campus without the knowledge and explicit permission of their parents or legal
guardian are considered truant. This includes those who absent themselves from
official school activities (e.g. retreats, field trips, etc.) without the express
permission from school authorities and their parents or legal guardian.
Those who need to leave the high school campus for valid reasons (e.g. sickness,
family emergency, official competitions, etc.) should follow the procedure below in
securing a Permit to Leave Campus:

1. The student should submit to the Office of the APFor (a) a letter from one’s
parent/s or guardian requesting permission for the student to leave the school
campus or (b) an Infirmary Slip advising the student to go home.
2. If the school’s medical personnel recommends that a student go home, the

APFor Office, through the StraC, duly notifies the students’ parents or legal
guardian. An arrangement must be coordinated with the parents to fetch the
student from school.
3. From the APFor Office, the student must secure and fill out in duplicate a Permit
to Leave Campus. This permit is validated or signed by the student’s StraC or the
APFor.
○ One copy will be attached to the parent’s letter or Infirmary Slip and submitted
to the Office of the APFor.
○ The other copy will serve as a gate pass (to be presented to the Senior HS
Security Guard on duty) and an excuse letter to be signed by the student’s
parents or guardian.
○ The student should ask one’s parent/s or guardian to sign the duplicate
copy. This copy should be returned to the Office of the APFor on the first
day the student reports back to school.
○ The student should get an Admit-to-Class slip from the Office of the APFor to
clear one’s absence.
21.6. SUSPENSION OF CLASSES
Unless an official announcement is made, it is assumed that there are classes and
that these will start at the usual time. Classes may be suspended due to inclement
weather, transportation strikes, or other valid reasons. In the event classes are
suspended, the official announcement for the Senior HS will be made following the
University Protocol on the Suspension of Classes.
In case of inclement weather, the following guidelines are observed:
● As prescribed by the Vice President of the Philippines through DepEd Order No.
037s. 2022, the following shall take effect depending on the Tropical Cyclone
Wind Signals (TCWS), rainfall and flood warnings from PAGASA, and
earthquake intensity scale from PHIVOLCS in schools situated in Local
Government Units where these indicators are issued:

● TCWS Signal #1 In-person and online classes from
● Orange & Red Rainfall Warning Kindergarten to Grade 12 and
● Flood Warning Alternative Learning System (ALS)
● Earthquake Intensity V or above shall be automatically canceled or
suspended
● Classes in the Ateneo de Manila Senior High School are automatically

suspended upon the official announcement of the Office of the Mayor of
Quezon City.
● The community is advised to visit or follow the official social network accounts
of the Ateneo de Manila Senior High School to be updated about class
suspensions and similar announcements.
● Announcements will also be posted by the moderators on the Homeroom

Google Classroom.
● If classes are suspended when students are already in school, the Principal
releases an official statement regarding the dismissal time for Senior HS, in
coordination with the AGS, the JHS, and the LS. Telephone lines in the different
offices will be made available to students. If a parent or guardian wishes to
pick-up a student before the announced dismissal time, the student may be
allowed to go home following the usual procedure for leaving the campus.
● In the event that classes are suspended on an exam day, the scheduled exams
are automatically moved to the first day that classes resume. The order of
exams in the original schedule will be followed.
22. Policies on School Attire & Good Grooming
22.1. IMPORTANCE OF PROPER SCHOOL ATTIRE & GOOD GROOMING
Aside from developing in students the value of personal responsibility, wearing the
proper uniform and good grooming uphold the values of material simplicity,
modesty, respect for others, and pride in being an Atenean. All students are thus
expected to wear the proper uniform and to maintain proper grooming during
school days and on prescribed occasions while on campus.
Class moderators, subject teachers, and staff may call the attention of students
who do not uphold the policies on uniform and good grooming. These students

may be reported to their corresponding Strand Coordinators for disciplinary
intervention.
The following are underlying values and principles behind the school’s policy on
school attire and grooming:
● SAFETY: The dress code mitigates the chances of outsiders entering the
campus, may lessen exposure to injury and provides students protection from
diseases that can result from insect bites.
● APPROPRIATENESS: The school is an institution of learning. Thus, there is an

expectation that our appearance reflects a semblance of comfort with formality,
and is suitable for the place and activity.
● SIMPLICITY OF LIFESTYLE: According to Father Arrupe, simplicity of lifestyle is a

practical application to the spirit of poverty, a detachment from material things or
classism and that lessens vanity and other vices that hamper us from our
authentic selves, God’s lovely creation. It removes from us a singular attention to
outward appearances and makes us focus more on what is essential (e.g.
character, principles and beliefs).
22.2. OFFICIAL SCHOOL & P.E. UNIFORMS
The following are the official school uniforms of the Senior High School:
● School-supplied light blue collared shirt with Ateneo seal
● School-supplied dark blue pants
● Black, brown or white closed shoes
The following are the official PE uniforms of the Senior High School:
● School-supplied shirt (with prescribed color based on the student’s Strand)
● School-supplied PE Shorts
● Rubber shoes
On days that uniforms are not yet available, or when the wearing of uniforms is
waived, or on days when students are to enter school premises during non-academic
days, the following dress code will be enforced:
● Shirts with collar, short or long-sleeved,
● Blouses with sleeves, not transparent, of regular length (cropped tops are
considered inappropriate for school)
● Pants or jeans
● Closed shoes (rubber shoes, sneakers, etc.)

22.3. GUIDELINES ON WEARING THE SCHOOL UNIFORM
● During school days, upon entering the SHS Building, students should be in
their official school uniform, (for those with morning PE classes) the
prescribed PE uniform, or the prescribed attire for the day’s activity.
● Students must always wear their uniforms properly on or off campus. Students
wearing their uniform and caught outside of school violating the Code of
Discipline or committing any offense may receive another offense for
committing an act that negatively affects the school’s good name.
● Undershirts must always be tucked, and their sleeves should not be longer
than the polo shirt / blouse sleeves.
● Polo shirt / blouse must be clean, tidy, and properly buttoned at all times.
● Shoes must be clean and properly polished.
● Students who are required to wear another prescribed attire during official
off-campus activities, immersions, field trips, or other similar activities should
follow the prescribed dress code for the said activity.
● On non-class days, students who come to school are expected to follow the
dress code.
● Students are not allowed to change their clothes, school, or PE uniform inside
the classroom. They may only change their clothes, school, or PE uniform in
the proper rest rooms or in a room designated by the school.
22.4. SCHOOL I.D.
The official school identification (ID) card is an important element of the school’s
official uniform. Aside from providing important information about its bearer, the
official school ID is important in helping the school’s security personnel maintain
security and order, allowing students to borrow materials from the library, and
aiding students to register their attendance.
The following are additional guidelines about the school ID:
● Students should always wear their official school IDs and SHS lanyard
while inside the Ateneo de Manila University campus, especially while on
SHS premises. Students entering Ateneo via pedestrian gates are
expected to show their official school ID to the guard upon entering.

● The ID cards issued to students are only valid for one academic year.
● Students should wear their school ID at all times while inside the Ateneo de
Manila University campus.
● ID cards are non-transferable. Misrepresenting oneself by using another

person’s ID, stealing another person’s ID, misusing or tampering with one’s ID
are all considered serious offenses in the SHS as well as in the University.
● If a student loses one’s ID, it should be immediately reported to the SHS

Office of the APAdmin via apadmin.ashs@ateneo.edu.
● Replacement of lost ID cards will require the following:
○ A letter of endorsement from the parent or official guardian

explaining the reason for the loss/request and
○ Online Payment for ID replacement
22.5. GOOD GROOMING
The dress code promotes an academic atmosphere and a mindset that prepares
students for school work. Hence, all students are expected to:
● Follow good grooming and proper hygiene,
● Wear their IDs properly, and
● Dress appropriately following the prescribed dress code1.
● Students online are not required to wear the school uniform but are required to
follow this dress code.
● Haircut and hairstyle should be neat. When sporting long hair, make sure to keep
the hair away from the face with the appropriate hair ties or hair accessories.
Your hairstyle or cut should not hamper or distract you and others from doing
work, and should keep you safe.
● Using hair dye is not allowed as it harms your hair.
● A natural face is appropriate for school. Wearing make-up on a regular school day
is not allowed in school as it is not necessary.
1
The dress code is the standard of what will keep the students safe and what is appropriate for them to wear.
Like the official school uniform, it will also promote simplicity. However, until the uniform is made available,
students should continue to abide by the prescribed dress code.

● Accessories must complement the dress code. They should be useful like a wrist
watch or prescription eyewear, and should not distract or hinder you or others
from accomplishing tasks. Other accessories may not promote simplicity of
lifestyle.
When considering choices for your appearance, please do remember:
● Is it safe for me or for others to wear or use?
● Is it appropriate for school and school events?
● Does it promote simplicity of lifestyle?
● Does it help me be my best authentic self? Does it make me focus on what is

most important?
22.6. CHECKING OF ATTIRE & GROOMING DURING MODERATOR’S INSPECTION

PERIOD
Each class day begins with a 20-minute Moderator’s Session, during which the
class moderator checks attendance and inspects students’ compliance with
school policies on the attire and grooming. The moderator indicates in the
Moderator’s Inspection Form the names of students who violate these provisions
as well as those who are absent.
Strand Coordinators recommend necessary disciplinary interventions for students

who violate provisions on school attire and grooming.
23. Policies on Classroom Discipline
23.1. ONE-MINUTE SILENCE
Each session begins with a one-minute silence signaled by the school bell. During
the silence period, all students in the classroom should prepare themselves for the
opening prayer and for the class. Thus, all students must be seated in their proper
places during the one-minute silence period.
The tradition of quieting down for one minute before each class reflects the
Ignatian practice of silencing and deepening one’s awareness of God’s presence
before formal prayer.

23.2. REPORTING THE ABSENCE OF A TEACHER
If a teacher fails to arrive in the classroom after the one-minute silence, the Class
Beadle or any class officer should immediately inform the Office of the APAcad of
the teacher’s absence. The absence or tardiness of the teacher should be noted in
the Beadle’s report. The Class President and other class officers present should be
responsible in maintaining class discipline until a substitute teacher arrives.
23.3. BEHAVIOR DURING CLASS SESSIONS
Students should pay attention and actively participate during classroom sessions
to help create an atmosphere conducive to learning. Knowing when to listen
actively, when to speak up, and when to use gadgets appropriately can help in
developing one’s self-control and discipline, which are essential in character
formation.
As such, all students are expected to behave properly during class. They should
not talk out of turn, stand, or leave their seats unless the teacher permits them or
instructs them to do so.
Conduct During Synchronous Sessions

Teachers will notify students ahead of time about the schedule of an upcoming
synchronous session for their course. Synchronous sessions may only be
conducted by teachers via Google Meet or Zoom.
Students are expected to prepare for these sessions and to maintain respect and
good conduct at all times. Here are important reminders for all students during
these synchronous sessions:
Before the Session

1. Upon receiving the notification for an upcoming synchronous session, take
note of the date, time, and other reminders from your teacher.
2. Do not share the meeting link with anyone who is not a part of the class.
3. Prepare your study space ahead of time. Make sure that your area is
well-lighted, free from clutter, reasonably quiet and free from distractions.
4. Be ready for the synchronous session at least 15 minutes before the start of
the video conference. Before entering the meeting room, it would help to go to

the restroom, fix your attire or grooming, and prepare the materials needed for
your course.
5. Bring out all the materials needed for the session and place them on your desk
or somewhere near you.
6. If you experience a technical problem that prevents you from participating in

the live session, inform your teacher as soon as possible via Gmail.
7. Right before entering the meeting, let the people with you in your home know
that you are about to have a live session in order to prevent possible
interruptions or distractions.
8. Before joining the video conference, make sure that your microphone is on
mute while your camera is switched on.
During the Session

1. During the live session, give your full attention to your teacher and be
respectful to your teacher and classmates.
2. Keep your camera turned on unless you are given express permission by your
teacher to switch it off. (The teacher may give students permission to turn off
their cameras when needed.)
3. Keep your microphone on mute throughout the session unless you are given
permission by your teacher to unmute or you are acknowledged by your
teacher to recite or share.
4. Make sure that you indicate your preferred name and family name on your
screen based on your OBF account. Do not change your profile name unless
you are instructed and allowed to do so by your teacher.
5. Make sure to use your OBF account profile pic, following the prescription for
the student ID photo. Do not use an avatar or any inappropriate picture for your
profile pic.
6. Do not share your screen unless directed and allowed by your teacher.
7. If you need to raise your hand, use the “Raise Hand” icon (Zoom) and wait for
the teacher to acknowledge you before unmuting yourself and speaking.
8. Once you are called by your teacher, first state your name (e.g. “Hi, Jessica
here, Ma’am.”) before saying something. You may not be immediately visible to
your teacher or classmates, for example, when screen sharing is turned on.

9. Do not chat privately or publicly with other students unless your teacher gives
you explicit permission to do so as part of the class activity.
10. When instructed or permitted by your teacher, you may use the chat box for
important questions or comments, but remember that your comments will be
visible to the whole class and not just to your teacher.
11. If you need to leave the session for some valid personal reason (e.g. going to
the restroom), use the “raise hand” icon and wait to be acknowledged by your
teacher before you leave. Make sure to turn off your camera and that your mic
is on mute before leaving. Upon returning, turn on your camera.
12. Do not take any audio and video recording of the session using any means.
13. Do not share or post screenshots, video, and audio recording of the session in
your social media or through other means.
14. Only the teacher is permitted to end the meeting. Students should stay in a
meeting room only for the duration of the session. No one should stay in the
meeting room without the teacher.
15. Refrain from eating during the synchronous session. Take your meal before
this period.
23.4. ONLINE BEHAVIOR BEYOND CLASS TIME
For this year, we will continue to emphasize the value of good behavior, both
online and offline, in relation to three other areas:
● Self-management
● Respect for others
● Academic integrity
SELF-MANAGEMENT: Sometimes also called ‘personal leadership’,

self-management or self-mastery refers to students’ capacity for self-awareness
that helps them direct their thoughts, feelings, and motivations toward managing
their time, work, personal behavior, and problems to achieve their goals.
Self-management can also mean meeting basic expectations or performing
student responsibilities effectively and in a timely way.
Self-mastery will be essential for students to do well in online learning as well as

to grow in responsibility and independence as individuals, especially in
preparation for university and professional life.
Here are guidelines related to self-management or self-mastery:

1. Maintain an appropriate level of personal privacy. Protect yourself with a good,
strong, but memorable password for all your online accounts.
2. Do not share private information, passwords, or other personal account

information with others.
3. Respond to online correspondences from the school or a teacher in a timely

and considerate manner.
4. Manage your time and work well, especially during asynchronous sessions.
5. Be mindful of your attendance and tardiness. Request your parents to send the
school an email if you are absent or are periodically late.
6. Consult others. Seek help from your teacher, class moderator, counselor, or
other trusted adults in school when needed.
RESPECT FOR OTHERS: Respect for others is a foundational value to ensure that
the school, whether on-site or online, is a safe space for all students to learn and
interact with others. Even in an online environment, the school’s policies against
bullying, sexual harassment, and similar offenses against persons, property, and
order will continue to be in force. Respect for others, borne from empathy and
genuine kindness, is important in our online community and is the foundation of
forming healthy relationships with others in school, outside school, and in life.
Here are reminders to all students with regard to respecting others in a hybrid
modality:
1. Maintain good behavior during synchronous sessions or asynchronous
activities.
2. Be kind to others in your words and through your actions.
3. Whenever online, post, comment, and share responsibly and with careful
reflection before posting.
4. Listen to others with genuine empathy.
5. If you experience any form of cyber bullying, stand up against it by first not
retaliating to it, by documenting the evidence of the act of bullying, seeking
immediate help and reporting the incident to a trusted adult in school -- to your
class moderator, counselor, subject teacher, or strand coordinator.
6. Stand against sexual harassment or sexual violence. If you experience any

form of sexual harassment or sexual violence, seek immediate help from a
trusted adult and report the incident to the proper school authorities. Be aware

of and be updated on the established channels for reporting such cases to the
school. Document the evidence of these acts and include these in your report.
ACADEMIC INTEGRITY: Academic integrity refers to the commitment of a school

or academic institution to uphold values that promote genuine learning among its
members. These values include honesty, respect for intellectual property, fair
assessment of learning, and the pursuit of academic rigor and quality, among
others. Commitment to academic integrity rejects all forms of academic
dishonesty, plagiarism, acts that give other students an unfair advantage in tests,
or even slipshod academic practices.
In an online setting, academic integrity is all the more important to ensure that
students genuinely learn from their online modules and experiences even without
the constant physical presence of the teacher. Developing habits of properly citing
sources, respecting intellectual property in school work, and avoiding plagiarism
and academic dishonesty will help students grow in academic integrity, preparing
them for the rigors of university life and the demands of their future profession.
Here are reminders to all students with regard to upholding academic integrity in an
online school:
1. Focus on learning and not grades when accomplishing academic

requirements and experiences.
2. Develop the habits of properly citing sources for all requirements.
3. Avoid all forms of academic dishonesty and plagiarism.
4. Refrain from giving an individual or a group an unfair advantage in

assessments or other forms of testing by leaking information (i.e. answers or
questions from tests or exams).
5. Contribute fairly in all group activities and outputs.
6. Always uphold the university’s policy on data privacy.
23.5. LEAVING THE CLASSROOM
Students are generally not allowed to leave the room during class time except
when they are given a call slip from the Office of the Principal, the Office of the
APAcad, the Office of the APFor, or their Guidance Counselor. When taking a test,
students may only leave if they are given a slip marked urgent and signed by the
Principal or any of the Assistant Principals.

A student who feels sick during class hours may request an infirmary slip from the
beadle. The student must fill out the form, sign it, and have it signed by the teacher
as well. Upon returning from the infirmary, the same slip signed by the nurse or
school physician should be surrendered to the Class Beadle. Except during
emergencies, students are advised to go to the infirmary only during their breaks
so as not to miss any lessons.
Generally, students should not be sent out of class for misbehavior, unless their
presence or action compromises the safety or security of the whole class. In
which case, they should be assisted by the nearest security personnel to proceed
to the Office of the APFor to confer with their respective StraC.
23.6. POLICY AGAINST BULLYING
The school stands against all forms of bullying inside or outside the school (e.g.
online). It shall implement measures to prevent bullying and shall deal with cases
of bullying with seriousness and fairness. Please refer to Appendix C for the
Policy Against Bullying.
According to RA No. 10627, “bullying” shall refer to any severe or repeated use by
one or more students of a written, verbal, or electronic expression, or a physical
act or gesture, or any combination thereof, directed at another student that has the
effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his or her property; creating a hostile environment at
school for the other student; infringing on the rights of other students in school; or
materially and substantially disrupting the education process or the orderly
operation of a school; such as, but not limited to, the following:
● Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as weapons;
● Any act that causes damage to a victim’s psyche and/or emotional well-being;
● Any slanderous statement or accusation that causes the victim undue

emotional distress like directing foul language or profanity at the target,
name-calling, tormenting, and commenting negatively on victim’s looks,
clothes, and body; and
● Cyber-bullying or any bullying done with the use of technology or any electronic
means.

24. Policies on the Care of Classroom and School
Facilities
24.1. IMPORTANCE OF CARE FOR PHYSICAL FACILITIES
All students are expected to respect and care for all school property. All are
expected to keep their classroom and the entire campus clean and orderly. If any
damage to school property or facilities results from the actions of students, they
will be asked to shoulder the repair or replacement of the damaged property or
facility. Appropriate disciplinary measures may also be given for their actions.
24.2. CLASSROOM USE AND CLEANLINESS
The classroom is a place for study and learning; its space and facilities should be
used for this purpose. Outside of class hours, students who wish to study may
stay in the Senior HS library.
24.2.1. Eating In the Classroom

Students are not allowed to eat during class time. During break-time, the students
may eat in the classroom or, once available, in the cafeteria. As part of the health
protocols, talking or conversing with peers with masks off while eating will not be
allowed.
24.2.2. Use of Classroom Audio-Visual Equipment

The audio-visual equipment and computer technology in each classroom is meant
to be used for formal instruction during classes. Outside of regular class sessions,
they should not be used for playing music, watching videos, working on
assignments, or similar activities.
Students who need to use the facilities outside the regular class schedule but for
valid reasons should request permission from the head of the EMC.
24.2.3. Use of Lockers, Desks, and Chairs

Lockers, desks, and chairs are assigned by the Class Moderator to each student at
the beginning of the school year. Students should not change their assigned
locker, desk, or chair without the express permission of their Class Moderator.

Students are each personally responsible for their assigned locker, desk, and chair. A
commensurate payment and/or appropriate disciplinary intervention will be imposed
on those who misuse or damage their assigned locker, desk, or chair.
Tampering with or opening the lockers of other students as well as posting of

pictures that contradict the values of the school are considered serious violations
and shall be dealt with accordingly.
24.2.4. Leaving the Classroom

If the class needs to leave the classroom to proceed to another venue, the Beadle
should switch off the lights and electric fans, and request the nearest security
guard to lock the doors. Students must put their valuables in their lockers (with
locks) if they need to leave their belongings inside the classroom. No bags, books,
or other personal things should be left outside the room or along the corridors.
24.3. USE OF OTHER SCHOOL FACILITIES & AREAS
24.3.1. Cafeteria
All should observe “Clean As You Go” or CLAYGO after eating whether in the
classroom or the cafeteria. Students are reminded to segregate their trash
properly and to bring used utensils and dishware to the appropriate counter.
The following are other guidelines for the proper use of the Cafeteria facilities:
● Students should always be mindful of their language and actions in this area.
● Students may only access the cafeteria during recess and lunch time. During
official school functions such as Masses, school programs, or graduation
ceremonies, students are not allowed to go to the cafeteria.
● Breakage or damage to dinnerware will be charged to the student responsible
for such damage or breakage. All cafeteria dinnerware, utensils, tables, and
equipment should not be taken out of the cafeteria.
24.3.2. Comfort Rooms

The school expects students to exhibit proper behavior even in comfort rooms.
There are Male, Female, and All-Gender Comfort Rooms in the SHS, and students
are expected to use them properly and to take care of them. All are expected to
flush the toilet properly, put trash in the proper receptacles, conserve water, and
refrain from vandalizing the comfort room and its facilities.
24.3.3. Covered Courts/Football field

The covered courts and football fields are only used for university events and
activities as well as PE classes. Should any class, organization, or club need

these facilities during class hours or beyond class hours, permission must be
requested from the Central Facilities Management Office (CFMO) or from the
person-in-charge in the SHS.
24.3.4. Hallways
Students should behave properly along the hallways or corridors. Students should
avoid loitering, shouting, playing, running, or engaging in any rowdy behavior in this
area especially while classes are ongoing. Silence and cleanliness must be strictly
observed in these areas.
24.3.5. Library
All students must be mindful of their behavior and maintain silence while using
the library in order to maintain an atmosphere conducive to learning. Students
must know and abide by the guidelines in using the library and its facilities.
24.3.6. Multi-purpose Rooms (MPRs) and Black Box Theater

Multi-purpose Rooms and the Black Box Theater may be reserved for the following
purposes:
● small group viewing/pre-viewing or listening (max. of 20 people);
● school-related activities that require the use of audiovisual facilities or theater;
● meetings or gatherings of faculty, staff, and other members of the school
community.
No one is allowed to use school facilities for any purpose without prior reservation
and authorization. Reservations for school facilities must be made at least two (2)
days in advance with the Reservations In-charge of the Central Facilities
Management Office (CFMO) via ashsreservations.fmo@ateneo.edu. These facilities
are on a “first-come, first- served” basis.
Food and drinks are not generally not allowed in the MPRs and the Black Box
Theater. The requesting party shall be responsible for the proper care, order, and
use of materials, equipment, and facilities found in the MPRs or the Black Box
Theater.
24.3.7. Senior High School Chapel

The school gives premium to the spiritual formation of students. The chapels in
the High School, including the St Stanislaus Kostka Chapel of the JHS and the St
Luigi Gonzaga Chapel of the SHS, are important venues for living out the Catholic
faith and for personal prayer. Thus, everyone is expected to observe silence and
show respect while inside the chapel.

All are encouraged to join the daily morning Masses in the Senior High School at
7:45 AM.
24.4. APPLICATION OF CODE OF DISCIPLINE IN EXTENSION FACILITIES
All school rules and regulations are applicable in all extension facilities used by
the Ateneo de Manila Senior High School during official school activities. These
include school or shuttle buses, carpools, or transportation services during
official activities, venues of our partner communities in Tulong-Dunong and CSIP,
retreat houses, among others.
Transport Services
Whether they are riding a private, public, or school transportation, students must
bear in mind that an Atenean is expected to always maintain proper behavior.
Loud conversations, shouting, yelling, or any act of insensitivity to others are
prohibited in private or school transport services.
Students who bring their own cars to school must know and comply with the
University traffic and parking rules issued by the Office of Campus Safety and
Mobility Office (CSMO).
The University also allows some tricycles with Ateneo stickers to bring and fetch
students. All basic education students, including Senior HS Students, are not allowed
to sit on the back seat of tricycles.
24.5. COMMUNICATION FACILITIES
24.5.1 Paging System in the Faculty Rooms

A paging system to allow students to call for their teachers is available in both
faculty workrooms. Students who need to see a teacher should go to the proper
workroom and page their teacher by using the equipment available.
Students may page their teacher/s only:

● before the morning Moderator’s Session,
● during recess or lunch break, and
● after dismissal, up to 4:00 PM
24.5.2. School’s Public Address System

The school has a public address (PA) system through which important
announcements can be made to the entire student body or ASHS community. The

content or script of any announcement to be made via the PA system needs to be
first approved by proper school authorities before it is announced. The school can
disallow any announcement that it deems to be offensive or inappropriate.
24.5.3. Guidelines on Posting Notices or Peripherals

Here are the guidelines for posting notices in the Senior High School:
● Students who wish to post any notice or poster in the Senior High School
building need to secure permission from the APAdmin Office.
○ For announcements related to student activities, secure first the approval of

the OSA before proceeding to the APAdmin’s Office.
○ Peripherals related to academic requirements must first be approved by the

Office of the APAcad before the APAdmin’s Office.
● All other announcements, notices, and posters, especially those from outside the
Senior High School campus, should be approved and stamped by the Office of the
APAdmin before being posted.
● As a rule, posting on concrete walls is discouraged. If materials will need to be

posted on concrete walls, use only masking tape. Using any other kind of tape
or adhesive will be considered an offense and will require restitution from the
violator.
● Parties responsible for posting notices and announcements must take them
down immediately after the approved date set by the Office of the APAdmin.
Corresponding sanctions will be given to those who fail to remove their posted
materials beyond the stated validity date.
24.6. OFF-LIMITS AREAS
The following areas are off-limits to all Senior High School students except for those
on official business:
● Area of the SHS generator

● Field behind the classroom buildings
● Cluster areas (including rest rooms) of the Junior High School campus
● Construction areas near the SHS
● During class hours, the covered courts, surrounding fields, cafeteria, parking
areas
● Moro Lorenzo Sports Complex
● Faculty restrooms
● Faculty workrooms and administrative offices

● Fire escapes and emergency exits
● Wings and classrooms of grade levels other than their own
● All other buildings in the University campus except the Senior High School
building and the Formation and Learning Center.
The school may also designate other areas of the school as off-limits.
24.7. GUIDELINES IN SUPPORT OF THE UNIVERSITY’S SUSTAINABILITY EFFORTS
The school empowers all its members to be responsible stewards of Creation by

supporting the University’s sustainability practices and policies. As such, all students
are reminded to follow these school policies:
● Observe CLAYGO in all areas of the campus. After eating, students, teachers,
staff, and parents are expected to “clean as you go” (CLAYGO). After eating,
whether in the main cafeteria or in the ASHS building, all should clean their
area and dispose of utensils, trash, and leftovers in the designated areas or
bins.
● Conduct the 5-minute classroom clean up before dismissal. Before students

are dismissed, they are expected to make sure that their classroom is clean,
neat, and orderly. Class officers and moderators should monitor the consistent
and proper implementation of the 5-minute cleanup guidelines.
● Observe proper waste segregation. At all times, all members of the ASHS
community are expected to follow the waste segregation scheme patterned
after the waste segregation guidelines of the University.
● Be mindful in conserving school resources. All are asked to be mindful of and

prudent in the use of the school’s resources in order to minimize waste. For
example, faucets or appliances should be turned off when not in use. Recycled
paper should be used whenever possible. Facilities that contribute to the waste
of resources should be reported immediately to the facilities officer-in-charge.
25. Policies on the Use of Communication &

Information Technology
All students are expected to uphold the values and ideals of the school and act with
genuine respect for themselves and others wherever they may be – within the
school, outside the school, and online. The school recognizes that its community

currently uses internet-based technologies as a means to disseminate information
and to share current events. All students, however, should be mindful of their actions
that could tarnish the good name of the school when they are using social media and
the school’s learning management system (LMS).
25.1. USE OF GADGETS
Students should develop the ability to use their gadgets appropriately. This means
not only being knowledgeable about gadgets and helpful applications but
developing the discipline to easily put away one’s gadget when it is not needed or
when asked to do so, to manage one’s impulses, and to balance one’s screen time
with real, face-to-face interactions with others.
During a class session, students may be allowed to use their gadgets with the
following conditions:
● The teacher has explicitly allowed students to use these gadgets for educational
purposes during a specific session and only in the teacher’s presence.
● The student needs to urgently contact his/her/their parents or guardian. The

phone may be used or brought out and used only in the Offices of the APFor or
APAcad and with the permission of the proper school authority. Alternatively,
there is a phone line in the Office of the Principal that may be used during
emergencies to call the mobile phones of parents or guardians.
● The safekeeping of gadgets brought to school is the student owner’s

responsibility. The school will not be liable for any loss of gadgets.
School authorities may confiscate gadgets brought out and used by students
outside the provisions stated in the Policy on the Use of Electronic Gadgets.
25.2. RESPONSIBLE USE OF COMMUNICATION & INFORMATION TECHNOLOGY
Students should be responsible in using communication and information

technology, especially when engaging in any action that may impact on the
privacy, dignity, and/or rights of institutions, groups or individuals, including
themselves.
Misuse and/or abuse of information technology resources is a serious offense and

may refer to any the following acts (but are not limited to these):
● accessing a University computer server, workstation, associated peripheral

computer network without proper authorization;

● disclosing passwords or similar information that allow access to the University’s
computer system;
● accessing and/or using another individual’s account, altering information (e.g.

changing the password) of someone else’s account;
● deliberately introducing viruses, malware, etc that can endanger and/or

compromise the performance of the school’s IT resources;
● using IT to harass, threaten, malign, misrepresent, or extort from other persons or

groups;
● unauthorized use of the name of the school or of others for any purpose;
● any other activity analogous to the aforementioned.
25.3. POLICY AGAINST CYBER-BULLYING
Cyber-bullying is bullying done by an individual or a group with the use of

communication or information technology. It employs electronic technology in
harassing, embarrassing, maligning, or psycho-emotionally harming another
person or group. It is a deliberate, usually repeated, and hurtful behavior.
Cyber-bullying may involve name-calling, insulting, or giving offensive remarks. It

may be indirect and involve spreading rumors, telling distasteful stories, or isolating
the victim from friends or from the class.
The school does not tolerate bullying – including cyber-bullying -- in all forms.
Because of school and government laws against such acts, bullying and
cyber-bullying are considered very serious offenses and can lead to the dismissal
of a student from school.
All are encouraged to know and understand the Cybercrime Act of 2012 (RA
10175) and the Anti-Photo and Video Voyeurism Act of 2009 (RA 9995) in order to
ensure the protection of their rights and the guidance of their actions.

26. Offenses Against the Code of Discipline
All students are expected to fulfill their responsibilities as students and to avoid
acts that are deemed by the school as contrary to the ideals and values of the
Senior High School and the University. Thus, all students have the responsibility
to know, understand, and avoid these acts that contradict the basic dignity of the
members of the Senior High School community. These offenses are classified
based on the values that they subvert or reject.
In keeping with the nature of the Senior High School as a college preparatory
school, the offenses given below are patterned after the offenses listed in the
Loyola Schools Student Handbook, 2016 edition.
26.1. OFFENSES RELATED TO SELF-MANAGEMENT

These offenses arise from a student’s failure to meet basic expectations or perform
responsibilities in a timely way. In general, these involve offenses related to
observing the dress code, clearing one’s absence, or performing an assigned or
expected task. Students who commit these violations need to develop their self-
awareness, time management, sense of personal responsibility, and mindfulness.
a. Violation of prescribed dress code and/or grooming
b. No excuse letter after an absence. Failing to present to the Office of the APFor, on
the first day upon reporting back to school, a valid excuse letter from one’s parents
and/or guardian to explain one’s absence
c. Possession of items used for gambling
d. Failure to return the Report Card Acknowledgment Slip on time
e. Gross negligence of personal property, e.g. leaving belongings unattended at

length; leaving one’s personal belongings in the classroom or other school
facilities for several days; repeated, unreasonable losses of one’s ID within one
school year, etc.
f. Failure to perform an assigned task (non-academic)
g. Failure to serve a disciplinary intervention
h. Improper use of electronic gadgets. See the Policy on the Use of Electronic
Gadgets in Section 25.1
i. Habitual tardiness. See the summary of Disciplinary Interventions related to

Tardiness in Section 21.2

26.2. OFFENSES AGAINST SECURITY
These offenses affect or violate the measures employed by the school to ensure
that the school environment is safe, secure, and free from violence. Students
who commit these violations need to develop a greater understanding of and
respect for the school’s structures or protocols that ensure everyone’s security,
safety, and well-being.
a. No ID, not wearing, or improperly wearing one’s ID card
b. Misuse of ID card and/or Uniform. Any form of tampering or misrepresentation

using the school ID or the Uniform (e.g. in registering attendance, tapping another
student’s ID, etc)
c. Violation of (entering, hiding in, or staying in) off-limits areas. See Section E.6
d. Truancy. Leaving the school campus without the school’s permission or staying
away from school or official school activities without the knowledge or express
permission of one’s parents/guardian
e. Violation of school curfew. Staying in school premises without authorization

beyond the school curfew
f. Coming to school or entering University premises and its extensions under the
influence of alcohol or any intoxicating beverages
g. Bringing into and/or drinking alcoholic or any intoxicating beverages on campus

or other school functions
h. Possession/ownership and/or use of firecrackers
i. Possession/ownership of deadly weapon(s) and/or explosive device
j. Driving without a license or with an illegal license. A vehicle driven by one who
has no license or has an illegal license will be impounded and can be taken out
only by the student’s parent or guardian or the owner of the vehicle as shown in
the registration records of the University
k. Computer hacking. This includes the unauthorized use of a personal or school

computer account, website, or app. It also refers to “unauthorized access into or
interference in a computer system/server or information and communication
system; or any access in order to corrupt, alter, steal, or destroy using a computer
or similar information and communication devices, without the knowledge and
consent of the owner of the computer or information and communications
system, including the introduction of computer viruses and the like, resulting in
the corruption, destruction, alteration, theft, or loss of electronic data messages

or electronic document…” (Section 33, RA No. 8782 “Electronic Commerce Act of
2000”).
l. Engaging in endangering behavior. Any action that might lead to loss of life or
injury, whether done intentionally or out of recklessness or gross negligence (e.g.
removing fire alarms, unnecessarily setting off alarms, tampering with fire
extinguishers, sitting on ledges, dropping objects from buildings, refusing to
conform to safety protocols, reckless driving, rough play, etc.)
26.3. OFFENSES AGAINST PERSONS

These offenses threaten or violate the life of persons, can result in the physical
injury of persons, or attack or debase the basic dignity of individuals. These
violations are offensive, disrespectful toward others, and may be considered
serious offenses. Students who commit these offenses need to develop greater
self-awareness, management of emotions, empathy, and genuine respect for the
life and dignity of individuals or groups.
a. Acts of disrespect or discourtesy toward any member of the University

community or partner institutions
b. Bullying. Refer to the School Policy Against Bullying found in Appendix C.
c. Sexual harassment. Refer to the School Policy Against Sexual Harassment found
in Appendix D.
d. Acts of physical violence of a sexual nature, e.g. sexual assault, rape
e. Physical assault
f. Hazing: an initiation rite or practice that serves as a prerequisite for membership

in a fraternity or organization by placing the recruit, neophyte, or applicant in
some embarrassing or humiliating situations such as forcing him or her to do
menial, silly, foolish, and similar tasks or activities or otherwise subjecting him or
her to physical or psychological suffering or injury (See RA 8049 or the
Anti-Hazing Law of 1995.)
g. Threatening members of the University community or partner institutions
h. Initiating and/or participating in activities resulting in injury or moral damage to

persons
i. Any act by word or deed that degrades or debases the dignity of a person

26.4. OFFENSES AGAINST PROPERTY
These involve acts that result in the improper use, defacement, or destruction of
the property of others, disregard rules that protect the environment or personal
property, or involve the willful taking of the property of others. Students who
commit these offenses need to develop self-awareness, empathy, proper care
for facilities, a love for the environment, honesty, and respect for the property of
others. Disciplinary interventions for these offenses will involve reparation of
what was damaged, destroyed, unlawfully used/borrowed, or stolen.
a. Improper use of classroom or school facilities. Examples include using

classroom A-V equipment or computer or school facilities without the express
permission of the appropriate authority or office
b. Disobeying school regulations on the care of the university environment, e.g.

littering, not properly disposing of one’s trash, and/or violating school
guidelines on cleanliness and waste segregation
c. Vandalizing personal and/or Ateneo property on campus
d. Stealing another person’s property. Involves acts of theft and robbery. In some
cases, when a search needs to be conducted, duly authorized school
personnel (e.g. StraCs) have the right to search students, their personal
belongings, and their lockers following proper protocol. Searches shall be
conducted with the permission and in the presence of the Principal, APFor, or
APAcad.
e. Unauthorized possession of another person’s property. Unlawfully taking or

using another person’s property even if there is an intention to return it
f. Selling / disposing of / tampering with stolen property
g. Initiating and/or engaging in activities resulting in damage to school property
26.5. OFFENSES AGAINST ORDER

These acts interfere with the operations of the school and hinder members of the
community from functioning effectively and efficiently. Such offenses may
involve the disregard or defiance of school rules that uphold the smooth
functioning of the institution in pursuing its goals. Students who commit
offenses against order need to develop a greater understanding of and
commitment to follow school rules, a firm resolve to contribute to the order and
harmony in school, and a sense of social responsibility.

a. Organizing or being involved in a fraternity/sorority, or any group or organization
that:
i. promotes or uses violence,
ii. promotes or expresses hate, disrespect, or discrimination towards

individuals or groups, or
iii. requires members to act in a way that contradicts the values of the
school.
b. Disturbing or disrupting a class, session, or school activity, except in cases of

emergencies. This includes improper decorum during the moderator's session,
flag ceremony, morning reflection, minute of silence, etc, whether online or onsite.
c. Dereliction of duty, especially when resulting in loss or damages
d. Entering class without an admit-to-class slip
e. Class Cut. Deliberately missing one’s class, activity period, or any other official
school session without proper permission, even if he or she is within the Ateneo
Senior High School campus
f. Defiance of a school rule or authority. The following are examples of this act:
i. A student has refused to follow the prescribed rules in the student

handbook more than once (second violation and onward).
ii. Not honoring the call slip by not reporting promptly to the summoning
school authority
iii. The student has refused to carry out an order or command

(presumed reasonable) of a school authority more than once
(second violation and onward). School authority includes
administrators, faculty members, and other persons vested with
such authority.
iv. The student has been properly warned and notified of the
consequences of his or her defiance and has refused to obey.
v. Deliberate disregard or defiance of a penalty or a sanction

imposed by the APFor, StraC or other school authority.
g. Gambling

h. Possession of cigarettes, e-cigarette, vape, or any smoking paraphernalia.
Smoking paraphernalia shall be confiscated and brought to the Office of the
APFor. These will be returned only to the student’s parents or guardian.
i. Smoking cigarettes, e-cigarettes, vape, or any similar substance. Students who

are off-campus but are caught smoking by school authorities shall also be given
a corresponding disciplinary intervention.
j. Possession, trafficking/peddling, or using any dangerous or illegal drug. Any

student found on University premises, extension facilities, or school activities to
be in possession of, taking or using, buying or selling, giving or trafficking, or
being under the influence of dangerous drugs will be subject to dismissal.
k. Violation of test/exam protocol/ not following any protocol or instruction during

tests or assessments, without necessarily involving academic dishonesty. The
following acts are prohibited throughout the duration of any written assessment
or test:
i. looking around even without actual copying;
ii. talking without permission;
iii. making unnecessary noise;
iv. continuing to write after the signal for the end of the test had been
given;
v. violation of any valid instruction given by the teacher or proctor
vi. any violation analogous to the foregoing
l. Involvement in any unauthorized business transaction. Only persons

authorized by the school administration may initiate or undertake business
transactions with students, a school organization, or external individuals or
organizations. Engaging in any such transactions without the express
permission from proper school authorities (e.g. selling or buying of goods,
usury, signing contracts on behalf of the school, misrepresenting the school
to solicit donations, etc.) is considered a serious offense.
m. Bribery or accepting a bribe. This includes any act meant to give or obtain
favor or advantage illegally or unfairly, whether attempted, frustrated, or
consummated.
n. Invasion of privacy. This may involve the unauthorized use of audio or

audio-visual recording equipment (e.g. unauthorized taking of pictures of
videos of members of the school community) or access to facilities. These

may also involve violations of data privacy, even for personal posts or
messages in social media.
o. Obstructing the conduct of necessary administrative processes
p. Committing an act, whether in school or off-campus, that negatively affects

the school’s good name. This may affect the school’s effective operations or
the discipline, morale, or general welfare of the school (e.g. public display of
affection in a mall while in school uniform, being involved in a fight in another
school, disrupting a class in the Grade School or Loyola Schools, etc.). This
may also involve acts considered as crimes under the laws of the land, for
which the person has been formally charged or convicted.
q. Aiding another student in violating the school’s Code of Discipline or a law of

the land, whether wittingly or unwittingly
r. Violation of school policies or procedures implemented against the use of

dangerous drugs
s. Violating rules and regulations of the Residence Halls or other University facilities
t. Violation of the terms of probation
26.6. OFFENSES AGAINST HONESTY

These acts involve deception, plagiarism, academic dishonesty, or any form of
misrepresentation. As an academic institution, the Senior High School regards
honesty and integrity as essential in developing the values and work ethic
necessary for students to succeed in university and in life. Students who commit
these offenses need to develop the values of personal responsibility, academic
integrity, respect for intellectual property, and social responsibility.
a. Making false statements and/or lying. This also includes making a false
accusation against any member of the University community or partner
institutions.
b. Tampering with and/or falsifying school or public documents and /or

communication, whether physical or electronic
c. Forgery
d. Academic dishonesty. Being considered a serious offense in an academic

institution, the sanction for academic dishonesty includes a
non-transmutable zero for the test, examination, or assessment involved in

the act. Students who commit academic dishonesty will be disqualified from
receiving any academic honor for that semester.
e. The following are examples of acts of academic dishonesty:
i. Plagiarism in any form, regardless of the nature or weight of the

academic requirement;
ii. Possession or use of physical or digital notes, which may be written

on paper or stored electronically, on one’s person, on the desk, on
materials allowed during the test (e.g. ruler, reading material), or
using any other material, instrument, or gadget;
iii. Copying from or looking at another student’s paper;
iv. Holding up one’s test paper or allowing another student to copy

from his or her paper, or writing on another student’s paper;
v. Giving signals or making any form of communication that may be

interpreted as giving or soliciting help during tests;
vi. Stealing, giving, distributing, selling, buying, or receiving test

papers or test items, whether physical reproductions, digital
copies, or by oral communication;
vii. Using any form of leaked items in assessments;
viii. Fabrication or submission of falsified data, information, citation,

source/s, or results in a paper or any academic exercise;
ix. Deception or providing false information to the teacher regarding a

formal academic activity or requirement; for example, providing a
false reason for failure to meet a deadline, or falsely claiming to have
submitted work
x. Anything analogous to the foregoing
f. Any form of misrepresentation
26.7. OFFENSES AGAINST PUBLIC MORALS

These acts may offend the sensibilities of individuals or groups, create scandal
in the community, or put the school and its good name in a bad light. Students
who commit these offenses need to develop the values of modesty, personal
responsibility, respect for the moral sensibilities of others, and a genuine
respect for all persons and the school.

a. Inappropriate and public displays of affection. This includes acts that connote
an exclusive and/or romantic relationship, regardless of whether it is between
persons of the same or opposite sex. The following are some examples:
i. Holding hands affectionately
ii. Resting one’s head on another person’s shoulder, lap, etc.
iii. Embracing another person affectionately
iv. Sitting on the lap or in between the legs of another person
v. Anything analogous to these
b. Possessing, viewing, showing, or distributing indecent/pornographic

materials or media. This includes any form of indecent or pornographic
media: print, optical media, digital media, etc.
c. Acts of Misconduct of a Sexual Nature. Because such acts can cause public
scandal, these have no place in students’ public behavior. The following are some
examples of these acts:
i. Kissing of any kind
ii. Necking or petting
iii. Engaging in any sexual act
iv. Recording, displaying, transmitting, or posting such acts
v. Baring or displaying any bodily sign of engaging in such acts (e.g.

hickey)
vi. Anything analogous to the foregoing
d. Initiating, engaging in, or promoting indecent and/or offensive behavior in

public, especially when resulting in scandal.
27. Disciplinary Interventions

When an infraction/violation is established, school authorities, following due
process, shall investigate the case with fairness and determine an appropriate
corresponding disciplinary intervention for the student. In all cases, the parents
and/or guardian of the respondent shall be duly notified in writing for violations
that merit Disciplinary Intervention 1 or 2 and through a parent-teacher
conference (PTC) for violations that merit Disciplinary Intervention 3 or higher.

A student’s record of Disciplinary Interventions, without the specific offenses, will
be published in the student’s official report card.
27.1. PURPOSE OF DISCIPLINARY INTERVENTIONS
Disciplinary interventions are applied for violations of school rules and regulations.
These disciplinary interventions are designed to:
● help form the student’s conscience and develop one’s character;
● protect students from violators of school rules and regulations;
● correct unacceptable behavior and reinforce positive behavior;
● teach students the importance of justice, consequences, and restitution;
● help students to reflect on their actions and realign their values and actions with
the school’s goals, thrusts, and values;
● protect the good name of the school; and
● develop among students an appreciation and healthy respect for rules and
authority.
Disciplinary interventions range from the most minor form, Disciplinary

Intervention 1, to the most serious form, Disciplinary Intervention 3 or suspension.
For some minor offenses, a student may first be given by the Strand Coordinator
an oral reprimand or reminder, which is documented but not published in the
report card.
27.2. LEVELS OF DISCIPLINARY INTERVENTIONS
Students who violate the rules of the Senior High School Code of Discipline will
be asked to serve a Disciplinary Intervention, the level of which will depend on
the nature, intention, and circumstances of the violation. Students should always
be on their best behavior within the campus and outside. As such, students may
be given disciplinary interventions even for acts committed outside the school.
After a thorough investigation, the Office of the APFor, through the StraCs and/or
APFor, determines the level of the disciplinary intervention to be meted out.
For certain offenses, the first disciplinary intervention is an oral reprimand or

reminder to be given by the StraC. Students who are given Disciplinary
Interventions 1 and 2 will be duly informed of their offenses by the Staff of the
Office of the Strand Coordinators. It is the responsibility of students to find out
and serve their Disciplinary Interventions regularly and in a timely way.

27.2.1. Disciplinary Intervention 1
Disciplinary Intervention 1 (DI-1) is a corrective measure for minor infractions of
school rules that generally involve students’ non-performance of basic duties and
responsibilities. It is accomplished by writing any of the following:
a. A reflection, with certain specifications and based on a selected reading

material, or
b. Depending on the offense, a written apology to a person, office, or group

affected by the offense. This will be done with the guidance of the StraC.
Students should accomplish their DI-1 during their free time, in school or at home. It
is equivalent to a demerit of 3 points.
Failure to Report for Disciplinary Intervention 1

An additional DI-1 shall be given each time a student fails to serve one’s assigned
DI-1 without a valid excuse. Should a student accumulate three counts of Failure
to Serve Disciplinary Intervention 1, the student will be recommended to receive
Disciplinary Intervention 2, on top of the unserved DI-1.

Disciplinary Intervention 2 (DI-2) is a measure given by the Office of the APFor for
more serious violations of school rules and classroom discipline. Depending on
the gravity of the infraction, DI-2 may be served by staying in school after
dismissal for 1 to 2 hours to accomplish some form of community service (e.g.
preparing and delivering a report about bullying to fellow students, preparing and
posting peripherals, cleaning up the vandalized property, etc.) as prescribed by the
Office of the APFor. It is equivalent to a demerit of 6 points.
Failure to Report for Disciplinary Intervention 2

An additional count of DI-2 shall be given each time a student fails to report for
his or her DI-2 without a valid excuse. A student may be given a DI-3 for failing to
report for his or her DI-2 three consecutive times without a valid excuse, upon the
recommendation of the StraC and in consultation with the APFor. On the day/s
the student reports for his or her DI-3, he or she will be required to serve all the
counts of DI-2 that he or she failed to serve.

Disciplinary Intervention 3 (DI-3) is given by the Office of the APFor to a student
who has committed a major violation or who has habitually violated certain school
rules and guidelines on proper classroom discipline. Ordinarily, the cause is a
serious infraction or offense that violates school values and may have a grave
effect on others or the school community in general. It is equivalent to a demerit
of 9 points.
Students who receive a DI-3 will be suspended for a period ranging from one (1)
to five (5) days. They will be separated from their classes and classmates and
are barred from entering their classroom for 1 to 5 days depending on the
gravity, intention, and circumstances of the act. During this time, these students
will be required to go through counseling to help them process what they did and
go through a set of activities lined up by the Office of the APFor to help them
learn from the experience.
Teachers of students given a DI-3 shall be duly notified by the StraC concerned.
During the suspension, students are not entitled to take or make-up any test or
assessment given. As stated in Educational Law and the Private Schools (2009
Revised Expanded Edition) by Atty. Ulpiano P Sarmiento III, “Suspension refers to
the school’s prevention of a student from attending class and thus, from taking
any examination, quizzes and graded recitations given during the specified period.
Since [a student] is not excused from these graded work, [the same student] shall
be given a failing mark for not having taken them; nor will [the student] be given
special examinations to make up for them later, as that would grant
him/her/[them] an advantage over his/her/[their] more scrupulous classmates.”
A DI-3 that exceeds five days is reserved for situations or offenses considered
grave or serious by the APFor and the Principal (e.g. offenses that violate any law
of the land). The parents or guardian of the student serving more than 5 days of
DI-3 shall be called to confer with the APFor. The conference is intended to
impress upon the parents or guardian the gravity of the situation and to set the
stage for a change of attitude and for earnest reform on the part of the student.
27.2.4. Unserved Disciplinary Interventions

Students who have unserved disciplinary interventions at the end of the school year
will not receive clearances to join the Graduation ceremony, enroll for summer
remedial classes, or receive their report cards. These students are requested to
proceed to the Office of the APFor to serve their disciplinary interventions as soon as
possible.

28. Dismissal from the School
28.1. VIOLATIONS THAT CAN MERIT DISMISSAL FROM THE SCHOOL
● Hazing
● Sexual Harassment
● Bullying
● Possession, trafficking/peddling, or using any dangerous or illegal drug
● Possession/ownership of deadly weapon(s) and/or explosive device
● Organizing or being involved in a fraternity/sorority, or any group or organization

that promotes or uses violence, promotes or expresses hate, disrespect, or
discrimination towards individuals or groups, or requires members to act in a way
that contradicts the values of the school
● Violation of terms of probation
● Other violations may also be elevated to a dismissal depending on the other

circumstances of the case.
28.2. GENERAL PROCEDURES FOR DISMISSAL CASES
In the investigation of possible dismissal cases, as in all disciplinary cases, due

process is observed according to established school procedures.
The procedure in processing a dismissal case is as follows:
1. After conducting a preliminary investigation related to the case and

informing the parents of the students involved about the critical incident/s,
the StraC submits a report in writing to the APFor stating the nature and the
circumstances of the offense, including a narrative report and any evidence
or materials relevant to the case. The StraC may recommend to the APFor
that, based on the preliminary investigation, there is probable cause for the
dismissal of the student.
2. The APFor will review and evaluate the StraC’s report to decide if the facts of
the case point to a probable cause for dismissal.
a. If, in the APFor’s judgment, there is no probable cause for dismissal,

the APFor can dismiss the case or recommend another disciplinary

intervention or other measure/s to help in the formation of the
student/s involved.
b. If, however, the APFor concurs with the recommendation of the

StraC, the case may then be processed following the procedure for
dismissal cases.
3. “A student may be immediately placed under preventive suspension during

the pendency of the disciplinary proceedings against [the student]. There are
two requisites that must be present to justify preventive suspension: (a) the
evidence of guilt is strong; and (b) the school is morally convinced that the
continued stay of the student pending investigation would cause sufficient
distraction to the normal operations or would pose real or imminent threat or
danger to persons and property inside the school premises. This must be
done to maintain an atmosphere conducive to education in the school,
preserve decorum in the classroom, and uphold respect for administrators
and teachers. Therefore, unlike punitive suspension, preventive suspension
may be imposed without first complying with academic due process in
student disciplinary cases” (Sarmiento, 2009).
4. The APFor writes a formal letter to the student’s parents or guardian to

schedule an investigation conference and to request the presence of the
respondent and the respondent’s parents. The investigation conference is
conducted to determine if there is sufficient evidence for the student’s
possible dismissal.
5. If the complainant is a student who was affected or offended by the

respondent, a similar investigation conference will be held together with the
student’s parents or guardian as part of the formal investigation.
6. In the formal investigation conference, the student is asked to explain his or

her alleged involvement in the disciplinary case in the presence of his or her
parent/s who act as counsel. Only the student is allowed to speak, and only
the APFor and present StraCs may ask questions. Proper documentation of
the proceedings is ensured. (If the APFor was the one who “caught” the
respondent, the APAcad shall conduct the investigation conference.)
7. If the APFor finds no evidence for dismissal, the case shall be put to rest
until further evidence surfaces, if any. The APFor may recommend a different
disciplinary intervention for the student. This decision shall be formally
communicated to the student’s parent/s or guardian.

8. If the APFor finds evidence for dismissal, a formal recommendation is made
to the Principal to convene a Disciplinary Board. The APFor forwards all
pertinent materials and documentation to the Office of the Principal.
9. The Principal informs the parents through a formal letter that a Disciplinary
Board will be convened to decide on the student’s case. The letter shall
also indicate that the student will be placed on preventive suspension (if
the student has not yet been placed under preventive suspension) while the
Disciplinary Board discusses the case.
10. The Principal convenes a Disciplinary Board to review the case. The role of
the Disciplinary Board is to review the facts of the case and to make a final
recommendation to the Principal about the case. (If the Principal was the
one who “caught” the respondent, the Principal appoints the APAcad to
convene the Disciplinary Board.)
11. The Disciplinary Board reviews the facts of the case as presented by the
APFor. The Disciplinary Board is given at most 10 working days to submit a
recommendation to the Principal.
12. The Principal makes a decision on the case after a careful review of
the recommendations of the Disciplinary Board.
13. The Principal meets with the parents/guardian to inform them of the
decision. If the decision is dismissal, effectivity is immediate.
14. The Principal submits a full report of the proceedings to the University
President.
15. The student may appeal his or her case to the University President whose
decision is final.
For cases of bullying and sexual harassment, the processes are found in the
pertinent appendices.
29. Disciplinary Probation

Disciplinary probation is a disciplinary measure short of dismissal given to a
student whose action and/or behavior merits separation from school. A student
incurs this status by committing a major violation or through an accumulation of
small or minor violations which are consistently repeated without noticeable
improvement. These repeated infractions are indicative of a lack of seriousness
of purpose or non-acceptance of the school’s Code of Discipline.

29.1. LENGTH OF DISCIPLINARY PROBATION
Disciplinary probation is typically imposed for a minimum of thirty days and a

maximum of an entire school year. On rare instances, the disciplinary probation
can extend until the student’s graduation from the Senior High School, upon the
recommendation of the Disciplinary Board or Principal. During the period of
probation, the student is given the chance to prove that he/she/they can change
for the better and thus deserves to stay in the Senior High School.
Students can be placed on Disciplinary Probation only once during their stay in
the Ateneo Senior High School. Beyond this, they are subject to dismissal.
Assisted by the Strand Coordinators, the students’ disciplinary records will be

examined periodically by the APFor to find out who will be placed under probation
for failing to give satisfactory evidence of earnestness of purpose and active
cooperation in all regulations of conduct and proper behavior. The APFor and
StraCs shall examine the records at least once a semester.
29.2. PROCEDURE FOR PLACING A STUDENT ON DISCIPLINARY PROBATION
The procedure for placing a student on probation is as follows:
1. The cause for probation is reviewed by the APFor and the Strand
Coordinators. The terms of probation are set and a formal document is
prepared.
2. The parents or guardians are called for a conference with the APFor and
respective StraC.
3. The document is subsequently read to the student and parents or guardian

and the agreement is signed by them and the APFor.
4. For the duration of the probationary period, the student is to report

periodically to the APFor or a designated mentor coming from the faculty
of the Senior High School. Any violation of the terms of probation by the
student will warrant dismissal from the school.
5. At the end of the probationary period, the APFor informs the student and his
or her parents/guardian whether the student has passed the probation or
not.

29.3. PLACING UNDER PROBATION, DISMISSING, SUSPENDING A
STUDENT OR RECOMMENDING THAT A STUDENT TAKE A LEAVE OF
ABSENCE UNDER CERTAIN CIRCUMSTANCES
The school reserves the right to sanction, to suspend, to place under probation, or
to dismiss any student who fails to give satisfactory evidence of earnestness of
purpose and active cooperation in all the regulations on conduct and proper
behavior. The school also reserves the right to discipline students who are
engaged in practices or activities which are contrary to the goals, objectives, and
philosophy of an Ateneo education.
The school also reserves the right to recommend that a student take a
mandatory leave of absence if upon the recommendation of his/her/their
Guidance Counselor and/or administrators, a student needs to seek further
assessment or treatment from external professionals, undergo rehabilitation, or
may have been involved in an act that can cause scandal in the school
community.
29.3.1 In Case of Pregnancy Out of Wedlock

The Ateneo upholds the Catholic teaching on the sanctity of human life and the
sanctity of the sexual act only in the context of marriage. If an unmarried student
becomes pregnant, she must immediately inform her parents and the school
through her Class Moderator, Counselor, or Strand Coordinator.
Through the collaboration of the members of the student’s formation team and
her parents, the Ateneo shall continue to guide the student through spiritual
direction, immediate medical assistance, and/or counseling. To provide the
student the needed time and space to prepare for the important responsibility of
single parenthood, and to avoid the possibility of offending the moral sensibilities
of other students, parents, and the school community because of her irregular
status, a pregnant student shall then take a mandatory leave of absence from
school upon public disclosure, whether deliberate or otherwise.
If the man responsible for the pregnancy is a student, his parents will be informed
by the school and made to participate in the guidance and spiritual formation of
their child.

30. Expulsion
Re-amendment to paragraph 146, sub-paragraphs a and c of the Manual of

Regulations for Private Schools, Seventh Edition, 1970, as contained in Circular No.
16, 1970:
The (consequence) of expulsion is an extreme form of administrative

(intervention) WHICH DEBARS THE STUDENT FROM ALL PRIVATE AND PUBLIC
SCHOOLS. To be valid and effective, the (consequence) of expulsion requires the
approval of the Secretary of Education. Expulsion is usually considered proper
(intervention) for gross misconduct or dishonesty and/or such violations as
hazing, carrying deadly weapons, immorality, drunkenness, vandalism,
hooliganism, assaulting a teacher or any other school authority or his or her agent
or a student, INSTIGATING, ENGAGING IN ACTIVITIES RESULTING IN DAMAGE TO
CAMPUS OR SCHOOL FACILITIES, PROPERTY OR INJURY TO PERSONS,
PREVENTING OR THREATENING STUDENTS OR FACULTY MEMBERS OR SCHOOL
AUTHORITIES FROM DISCHARGING THEIR DUTIES OR FROM ATTENDING
CLASSES OR ENTERING THE SCHOOL PREMISES, forging or tampering with
school records or transfer forms, or securing or using such forged transfer
credentials.
31. Conduct Marks

A conduct mark in each subject, homeroom period, and from the Office of the
APFor is given at the end of each grading period to indicate the student’s growth
in self-discipline, his or her contribution to the order of his or her class, and his or
her observance of school regulations. Students also receive advisory subject
conduct marks together with his or her midterm marks.
31.1. SUBJECT AND HOMEROOM CONDUCT MARKS
A periodical conduct mark is given every grading period. This is used as a basis
for determining honors, eligibility for summer remedial, repeating the year,
re-sectioning and other similar situations where a minimum conduct grade is
required.
A student is expected to manifest self-discipline to a very high degree almost all

the time. Self-discipline is based on the following observable behaviors:

1. Is generally well-behaved (not disruptive) in class and other school functions
2. Consistently observes school rules and regulations
3. Helps maintain discipline and order within his/her/their class
Teachers give subject and homeroom Conduct Marks based on these rubrics:
A The student manifests all the observable behaviors.
B The student manifests any two of the observable behaviors.
C The student manifests only one of the observable behaviors.
D The student did not manifest any of the observable behaviors.
A student who receives a conduct mark of C or D in any subject, after clarification

with the concerned teacher, may be asked, together with his parents, to report to the
APFor.
31.2. THE APFor CONDUCT MARK FOR SENIOR HIGH SCHOOL
The Office of the APFor gives an APFor Conduct Mark for each student in each
semester to systematically monitor and provide objective feedback about the
students’ deportment. The basis for the APFor Conduct Mark is the student’s
disciplinary record as it is reflected in the number and type of violations he or she
has committed against the Code of Discipline as contained in the Student Handbook.
A demerit point system is used to determine the APFor Conduct Mark.
Each Disciplinary Intervention 1 is assigned three (3) demerit points. A

Disciplinary Intervention 2 is equivalent to six (6) demerit points. A Disciplinary
Intervention 3 is equivalent to nine (9) demerit points.
The APFor Conduct Mark is assigned using the following table:
DEMERIT POINTS APFOR CONDUCT MARK
0-12 points A
12-24 points B
25-36 points C
More than 36 points D

The highest conduct mark that may be given to a student placed on suspension is
“B”. In addition, a student who was given a sanction due to academic dishonesty or
plagiarism is not eligible for an academic award. A student who gets a “D” may be
placed on Disciplinary Probation.
32. The St Stanislaus Kostka Award

The St Stanislaus Kostka Award is given every semester to a student who (a)
receives a grade of A in Conduct in all subjects including Homeroom and the
APFor Conduct Mark and (b) does not incur any violation (or Disciplinary
Intervention) during the semester. A student who is on disciplinary probation
during the grading period is disqualified from receiving the award.
33. The Disciplinary Board, The Child Protection

Committee, the School Committee on
Decorum and Investigation (SCODI)
33.1. DISCIPLINARY BOARD
The Disciplinary Board is an ad hoc body constituted by the Principal whenever

there is a disciplinary case involving possible serious consequences such as
dismissal of a student from the school or expulsion. The board performs the
following functions:
● reviews the facts of the case as presented by the APFor;

● ensures that due process has been observed in the investigation of the case;
● affirms whether there has been a serious violation of the Code of Discipline of
the school or not; and
● recommends appropriate action to the Principal.
The Disciplinary Board is an administrative body exercising a recommendatory

function. It submits a full report of its proceedings to the Principal and the latter’s
decision is forwarded to the University President, through the Vice President for
Basic Education.

33.1.1. CHILD PROTECTION COMMITTEE
The Committee is the school’s anti-bullying committee and will be composed of the
following:
a. Principal (Chairperson)
b. Guidance Counselor (Vice Chairperson)
c. Representative of the Teachers
d. Representative of the Parents
e. Representative of the Students; and
f. Another teacher-representative of the SHS Community
Functions. The Anti-Bullying Committee shall perform the following tasks:
a. Conduct awareness-raising programs with school stakeholders in preventing and

addressing bullying;
b. Ensure that the anti-bullying policy adopted by the school is implemented;
c. Monitor all cases or incidents related to bullying reported or referred by the

teacher, guidance counselor or coordinator or any person designated to handle
prevention and intervention measures mentioned by the preceding sections of
this Policy; and
d. Make the necessary referrals to appropriate agencies, offices or persons as may

be required by the circumstances.

APPENDIX A
RANDOM DRUG TESTING OF STUDENTS
All Senior High School students will be subjected to a random drug test (RDT)
during the school year. Parents of all students who are randomly selected to take
the drug testing shall be given due notice. Furthermore, all students may also be
subjected to a search of their person, possessions, or lockers at any time. The
RDT and the search shall be conducted under the supervision of the school
administration.
IMPLEMENTATION OF RANDOM DRUG TESTING
1. Random drug testing for students is considered by the government as

entirely a health issue and aims to provide services for those who will test
positive for dangerous drug use. These services can help the student stop
further use or abuse of the substance.
2. The drug testing program and results of testing shall guarantee the personal
privacy and dignity of the students and shall not be used in any criminal
proceedings.
3. Proper information- which includes a written notification to parents as provided

for by the DDB Regulation- shall be disseminated by the school prior to the
conduct of the drug testing activities to allow students and parents to appreciate
the intentions of the activity.
4. Random selection of samples and treatment of results, as stipulated in the DDB

Regulation, shall be strictly enforced and observed by the school.
5. Records of students who are randomly selected for the activity shall be treated
with utmost confidentiality.
6. This activity shall not be used to incriminate any student for further legal action
which may result in having administrative/criminal records and/or incarceration.
7. The implementing body shall explain the objectives of the program to the student
and if available, his/her/their parents, assuring and allaying fears of the activity.
8. Random drug testing is implemented primarily for prevention, data gathering, and
provision of needed rehabilitative services which include, but are not limited to,
counseling, family therapies, attendance in support groups, and out-patient
services.

Guidelines on Students Who Test Positive for Dangerous Drugs
● Once a student tests positive, the school shall inform both the parents and
the student of the result formally in writing.
● The student, with the permission of the parents, will be requested to undergo a
confirmatory test.
● If the student tests positive on a confirmatory test for dangerous drugs, the
student, with the consent of one’s parents, shall be recommended to undergo a
drug dependency test with an accredited clinic. This test is meant to ascertain
the degree of drug use or dependency of the student. The cost of this drug
dependency test shall be shouldered by the parents.
● If, after the drug dependency test and with the recommendation of the physician
in-charge, the student requires further treatment for drug dependence, the
student may be recommended to take a leave of absence from school.
● A student may be recommended by the attending physician to take regular drug

tests to prevent further drug use or abuse.
● No student can be expelled or criminalized for being confirmed positive for drug
dependency.
● Students shall be observed and shall undergo counseling with their parents.
A student found in possession of, taking or using, buying or selling, giving or

trafficking of dangerous drugs is subject to referral for treatment and rehabilitation
for drug dependence.
Section 42. Student Councils and Campus Organizations. – All elementary,

secondary and tertiary schools' student councils and campus organizations
shall include in their activities a program for the prevention of and deterrence in
the use of dangerous drugs, and referral for treatment and rehabilitation of
students for drug dependence. (ART. IV)
Section 57. Probation and Community Service Under the Voluntary Submission
Program. – A drug dependent who is discharged as rehabilitated by the
DOH-accredited Center through the voluntary submission program, but does not
qualify for exemption from criminal liability under Section 55 of this Act, may be
charged under the provisions of this Act, but shall be placed on probation and
undergo a community service in lieu of imprisonment and/or fine at the
discretion of the court, without prejudice to the outcome of any pending case
filed in court.

Such drug dependent shall undergo community service as part of his/her/their
after-care and follow-up program, which may be done in coordination with
non-governmental civil organizations accredited by the DSWD, with the
recommendation of the Board. (ART. VIII)
School heads, supervisors and teachers are empowered to apprehend, arrest or

cause the apprehension or arrest of any person who shall violate the said
provisions.
Section 44. Heads, Supervisors, and Teachers of Schools. – For the purpose of
enforcing the provisions of Article II of this Act, all school heads, supervisors
and teachers shall be deemed persons in authority and, as such, are hereby
empowered to apprehend, arrest or cause the apprehension or arrest of any
person who shall violate any of the said provisions, pursuant to Section 5, Rule
113 of the Rules of Court.
They shall be deemed persons in authority if they are in the school or within its
immediate vicinity, or even beyond such immediate vicinity if they are in
attendance at any school or class function in their official capacity as school
heads, supervisors, and teachers. (ART. IV)
Any teacher or school employee who discovers or finds that any person in the
school or within its immediate vicinity is liable for violating any of said
provisions, shall have the duty to report the same to the school head or
immediate superior who shall, in turn, report the matter to the proper
authorities. Failure to do so in either case, within a reasonable period from the
time of discovery of the violation shall, after due hearing, constitute sufficient
cause for disciplinary action by the school authorities.
All students may be subjected to a urine test or search of their person,

possessions or locker anytime. Due notice shall be given to parents in such
cases.

APPENDIX B
SUMMARY OF DISCIPLINARY OFFENSES &
MAXIMUM INTERVENTIONS
OFFENSES RELATED TO SELF-MANAGEMENT

OFFENSE MIN MAX REMARKS
1. Violation of prescribed OR DI-2 ● 1st Offense: Oral Reprimand

dress code (uniform), ● 2nd Offense: DI-1
● 3rd Offense: DI-2
haircut, and/or grooming ● More than 4th Offense → Defiance
2. No excuse letter after an DI-1 DI-2 ● 1st Offense: DI-1 (Submit letter +
absence Written apology to the StraC)
● 2nd Offense: DI-2
● 3rd Offense → Defiance
3. Possession of and/or OR DI-2 ● Plus confiscation of cards (to be

playing with any form of returned to parents)
card games, whether

gambling is involved or not
4. Failure to return the Report DI-2 DI-3 ● 1st Offense: DI-2 (Written apology
Card Acknowledgment Slip to Principal)
● 2nd Offense: 1-day Suspension
on time
5. Gross negligence of OR DI-2 ● 1st Offense: Oral Reprimand

personal property: e.g. ● 2nd Offense: DI-1
● 3rd Offense: DI-2
leaving belongings ● More than 4th Offense → Defiance
unattended at length;
repeated, unreasonable
losses of one’s ID within 1
school year, etc.)
6. Failure to perform assigned OR DI-2 ● Depends on circumstances

task (non-academic)
7. Failure to serve a OR DI-2 ● 1st Offense: Oral Reprimand +

disciplinary intervention Serve the Sanction ASAP
● Succeeding Offenses: same DI +
Written apology to StraC,
Community Service
● More than 4th Offense → Defiance

8. Improper use of electronic OR DI-2 ● 1st Offense: Oral Reprimand
gadgets ● Succeeding Offenses: DI-1
● More than 4th Offense → Defiance
9. Tardiness See the Summary of Interventions for Tardiness
OFFENSES AGAINST SECURITY

1. No ID, not wearing or DI-1 DI-2 ● Beyond 2nd Offense → Defiance

improperly wearing one’s ID
card on one’s person
2. Misuse of ID card DI-2 Dismissal ● Depends on the circumstances
3. Violation of (entering, hiding DI-2 Dismissal ● Depends on the circumstances

in, or staying in) off-limits
areas
4. Truancy DI-3 (1) DI-3 (2) ● Depends on the circumstances
5. Violation of school curfew DI-2 DI-3 ● Depends on the circumstances
6. Coming to school or DI-3(1) Dismissal ● Depends on the circumstances

entering the university
premises and its extensions
under the influence of
alcohol or any intoxicating
beverages
7. Bringing into and/or DI-3(1) Dismissal ● Depends on the circumstances

drinking alcoholic or any
intoxicating beverages on
campus or other school
functions
8. Possession/ownership DI-3(1) Dismissal ● Depends on the circumstances

and/or use of firecrackers

9. Possession/ownership of Dismissal
deadly weapon(s) and/or
explosive device
10. Driving without a license or DI-3(1) ● Plus fine and impounding

with an illegal license of vehicle
11. Computer hacking DI-3(1) Dismissal ● Depends on the circumstances
12. Engaging in endangering DI-3(1) Dismissal ● Depends on the circumstances

behavior
OFFENSES AGAINST PERSONS

1. Acts of disrespect or DI-2 Dismissal ● Depends on the circumstances

discourtesy
2. Bullying DI-3(3) Dismissal ● Depends on the circumstances
3. Sexual Harassment, other DI-3(3) Dismissal ● Depends on the circumstances

forms of sexual ● Subject to Policy on Child
Protection
misconduct, and
inappropriate behavior as
defined in Appendix D
4. Acts of physical violence of Dismissal

a sexual nature
5. Physical Assault DI-3(2) Dismissal ● Depends on the circumstances
6. Hazing Dismissal
7. Threatening members of Dismissal

the University community or
partner institutions

8. Initiating and/or engaging in DI-3(2) Dismissal ● Depends on the circumstances

activities resulting in injury
or moral damage to persons
9. Any act or word or deed that DI-3(2) Dismissal ● Depends on the circumstances
degrades or debases the
dignity of a person
OFFENSES AGAINST PROPERTY

1. Improper use of classroom DI-1 DI-2 ● Includes repairing the damage

or school facilities caused
2. Disobeying school DI-1 DI-2 ● Repeated violation may be

regulations on the care of escalated to “defiance of
school authority / rules”
the university environment
3. Vandalizing personal and/or DI-2 Dismissal ● Depends on the circumstances

Ateneo property on campus ● Includes repairing the
vandalized property
4. Stealing another person’s DI-3(3) Dismissal ● Depends on the circumstances

property ● Includes restitution
5. Unauthorized possession of DI-3(1) Dismissal ● Depends on the circumstances

another person’s property
6. Selling / disposing of / DI-3(3) Dismissal ● Depends on the circumstances

tampering with stolen
property
7. Instigating and/or engaging DI-2 Dismissal ● Depends on the circumstances

in activities resulting in
damage to school property

OFFENSES AGAINST ORDER
1. Organizing or being Dismissal

involved in a fraternity /
sorority, or any group or
organization that (a)
promotes or uses violence,
(b) promotes or expresses
hate, disrespect, or
discrimination towards
individuals or groups, or (c)
requires members to act in
a way that contradicts the
values of the school
2. Disturbing or disrupting a DI-1 DI-3 ● Depends on the circumstances

class, session, or school
activity, except in cases of
emergencies
3. Dereliction of duty, DI-3 Dismissal ● Depends on the circumstances

especially when resulting in ● Includes repairing what was
damaged
loss or damages
4. Entering class without an DI-1 DI-2 ● Repeated violation may be

admit-to-class slip. escalated to “defiance of school
authority / rules”
5. Class Cut DI-2 Dismissal ● Depends on the circumstances
6. Defiance of school DI-2 Dismissal ● Depends on the circumstances

authority/rules
7. Gambling DI-2 Dismissal ● Depends on the circumstances

● May include restitution
8. Possession of cigarette, DI-2 DI-3 ● Depends on the circumstances

e-cigarette, vape, or any
smoking paraphernalia
9. Smoking cigarettes, DI-3(1) Dismissal ● Depends on the circumstances

e-cigarettes, vape, or any
similar substance.

10. Possession, trafficking, Dismissal

peddling, or use of any
dangerous or illegal drug
11. Violation of test / exam DI-2 DI-3 ● Depends on the circumstances

protocol
12. Involvement in any DI-3(1) Dismissal ● Depends on the circumstances

unauthorized business ● Includes restitution
transaction
13. Bribery or accepting a bribe DI-3 Dismissal ● Depends on the circumstances
14. Invasion of privacy DI-3 Dismissal ● Depends on the circumstances
15. Obstructing the conduct of DI-3 Dismissal ● Depends on the circumstances

necessary administrative
processes
16. Committing an act, whether DI-3(2) Dismissal ● Depends on the circumstances

in school or off-campus, ● Includes a public written apology
that negatively affects the

school’s good name
17. Aiding another student in DI-3(2) Dismissal ● Depends on the circumstances

violating the school’s Code
of Discipline or any law of
the land, whether wittingly
or unwittingly
18. Violation of school policies DI-3(1) Dismissal ● Depends on the circumstances

or procedures implemented
against the use of
dangerous drugs
19. Violating rules and DI-2 Dismissal ● Depends on the circumstances

regulation of the Residence
Halls, other University
facilities
20. Violation of the terms of Dismissal

probation

OFFENSES AGAINST HONESTY
1. Making false statements DI-2 Dismissal ● Depends on the circumstances

and/or lying
2. Tampering and/or DI-2 Dismissal ● Depends on the circumstances

falsifying school or public ● Includes repairing tampered
documents
documents and /or
communication, whether
physical or electronic
3. Forgery DI-3(2) Dismissal ● Depends on the circumstances
4. Academic dishonesty DI-3(2) Dismissal ● Depends on the circumstances

● Includes a non-transmutable zero
for the assessment
● Student cannot receive an
academic honor for the semester
5. Any form of DI-3(1) Dismissal ● Depends on the circumstances

misrepresentation
OFFENSES AGAINST PUBLIC MORALS

1. Inappropriate and public DI-2 Dismissal ● Depends on the circumstances

displays of affection
2. Possessing, viewing, DI-3(1) Dismissal ● Depends on the circumstances

showing, or distributing
indecent/pornographic
materials or media
3. Acts of misconduct of a DI-2 Dismissal ● Depends on the circumstances

sexual nature

4. Initiating, engaging in, or DI-3(1) Dismissal ● Depends on the circumstances

promoting indecent and/or
offensive behavior in public,
especially when resulting in
scandal

APPENDIX C
ANTI-BULLYING POLICY OF ATENEO DE MANILA
SENIOR HIGH SCHOOL
PREFATORY STATEMENT
The Ateneo de Manila Senior High School values a healthy and peaceful educational
environment. All members of the school community- which includes students, parents
and guardians, faculty, staff, and administrators- should be made aware of the
negative effects that bullying can have on victims and the school in general, and
should work towards ensuring that students can, without fear, develop their potentials
in a safe and secure school environment.
The Ateneo de Manila Senior High School will do whatever is reasonably necessary
and possible within its authority to eradicate bullying in all its forms. The school takes
a strong stance against bullying. Bullying is unacceptable in our school and will not be
tolerated.
I. PRELIMINARY PROVISIONS
Section 1. Legal Basis. This Policy is adopted in compliance with Republic Act No.
10627, otherwise known as the “Anti-Bullying Act of 2013.”
Section 2. Scope and Coverage. This Policy applies to the Ateneo de Manila Senior
High School, hereafter referred to as the “School.”
Section 3. The following shall be the parties and/or stakeholders in bullying

incidents:
1. Bully - refers to a student who commits any of the acts of bullying as defined in
R.A. No. 10627, its Implementing Rules and Regulations (IRR), and this Policy.
This term also includes a student who participates in any of the acts of bullying
by supporting or aiding the commission thereof.
2. Bystander - refers to any student who witnesses or has personal knowledge of
any actual or perceived acts or incidents of bullying or retaliation as defined by
R.A. No. 10627, its IRR, and this Policy. Bystanders include the silent majority of
students who witness bullying but are unable to do something because of fear;
and those who try to stop bullying by defending the victim or reporting the
incident.
3. Bullied or Victim – refers to any student who experiences the acts of bullying or
retaliation as defined by R.A. No. 10627, its IRR, and this Policy.
4. Parent or Guardian - refers to the parent or guardian, of either the bully or victim,

or other students involved in the bullying incident, on record with the School.
5. School – refers to the Ateneo de Manila Senior High School
6. School Personnel - refers to all staff and employees of the School; regardless of
rank or status; whether classified as academic, professional, office staff, or
maintenance staff; and whether full-time or part-time; and whether probationary,
contractual, or regular.
7. Service Providers - refers to outsourced personnel of the school, which includes,
but is not necessarily limited to, maintenance, security, coaches, trainors, and
drivers and staff of accredited transport or bus services.
II. PROHIBITION ON BULLYING
Section 4. Statement of Policy. The School as a matter of policy prohibits bullying in

all its forms, regardless of the means, place, and time of its commission.
Section 5. Definition of Bullying. The School adheres to the definition of bullying

including its different forms, as provided in the IRR of R.A. No. 10627, which
provides:
“Bullying” refers to any severe, or repeated use by one or more students of a written,
verbal or electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing
the latter in reasonable fear of physical or emotional harm or damage to his [or her]
property; creating a hostile environment at school for the other student; infringing on
the rights of another student at school; or materially and substantially disrupting the
education process or the orderly operation of a school; such as, but not limited to,
the following:
1. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as weapons;
2. Any act that causes damage to a victim’s psyche and/or emotional well- being;
3. Any slanderous statement or accusation that causes the victim undue
emotional distress like directing foul language or profanity at the target,
name-calling, tormenting and commenting negatively on victim’s looks, clothes,
or body;
4. “Cyber-bullying” or any bullying done using any technology or electronic means.
The term shall also include any conduct resulting to harassment, intimidation, or
humiliation, through the use of other forms of technology, such as, but not
limited to SMS/texting, email, instant messaging, chatting, internet, social
media, online games, or other platforms or formats as defined in DepED Order
No. 40, s. 2012.

Section 6. Other Forms of Bullying. The term “bullying” shall also include:
1. “Social bullying” – refers to any deliberate, repetitive and aggressive social

behavior intended to hurt others or to belittle another individual or group;
2. “Gender-based bullying” – refers to any act that humiliates or excludes a person
on the basis of perceived or actual sexual orientation and gender identity (SOGI);
3. Retaliation against a student who reports bullying, who provides information
during an investigation of bullying, or who is a witness to or has reliable
information about bullying; and
4. All other forms of bullying analogous to those provided under the Anti- Bullying
Law and its IRR.
Section 7. Common Forms of Bullying. The common forms of bullying shall include,
but are not necessarily limited to, the following:
1. Calling names with the express purpose of humiliating, embarrassing a student,

or otherwise causing trouble.
2. Rudeness and Intimidation. These may be done through unwanted physical acts
but may also be carried through non-verbal means. A mean look or stare is an
example of a non-verbal bullying.
3. Threats and extortion. Creating fear and extorting money, food or possessions
from other students. Threatening texts or messages in chat rooms and social
media sites are included in this form.
4. Malicious gossip and exclusion from the group. Circulating gossip or damaging
stories that tend to discriminate, exclude, and hate another student.
Section 8. Fair and equal treatment of bullying incidents. The School shall address
each and every bullying incident fairly and equally. All forms of bullying should be
taken seriously and dealt with appropriately.
Section 9. Situs of Bullying. The School has the authority to impose school
discipline to its students including this Policy. This authority of the School is not
confined within the School premises.
The School particularly undertakes to prevent and address bullying committed at the
following:
a. On Campus. School Grounds including classrooms, hallways, cafeteria,

canteen, faculty rooms, auditorium, gymnasium, computer rooms,
laboratories, and all places and facilities within the campus.
b. Off-Campus which covers:

1) properties immediately adjacent to School grounds including

places or establishments frequented by our students;
2) any other place where school-sponsored or school-related activities,
functions or programs are conducted;
3) School bus stops;
4) School service, buses, or transport used by the School in an activity
off-campus; and
5) School buses or School services operated or accredited by the School
to transport students to and from the campus.
c. On Cyberspace. Text messages, emails, chat rooms, and other social media
and websites regardless of the website administrator’s permission to use foul
or explicit language or content, or absence of any particular standard of use.
III. PREVENTION PROGRAMS
Section 10. The School shall raise the awareness of the anti-social nature of bullying
through various programs, assemblies, activities, and integration in the curriculum
as it may deem appropriate.
The School undertakes to develop anti-bullying programs that are comprehensive,

multi-faceted and shall involve all education stakeholders and personnel. The
programs may contain among others:
(1) School-wide initiatives centered on:

a. positive school climate and environment conducive to the attainment of
learning objectives, the development of healthy relationships and the
understanding of and respect for individual differences;
b. periodic assessment and monitoring of the nature, extent, and
perceptions of bullying behaviors and attitudes of students;
c. periodic review and enhancement of the students’ and personnel’s
manual or code of conduct in relation to bullying;
d. conduct of activities for students, school personnel and service
providers on how to recognize and respond to bullying;
e. continuing personnel development to sustain bullying prevention
programs; and
f. coordination with Local Government Units, barangay (Barangay Council
for the Protection of Children) and other stakeholders.
(2) Classroom-level initiatives that focus on:
a. reinforcing school-wide rules pertaining to bullying;
b. building a positive sense of self and interpersonal relationships through
the development of self-awareness and self-management, interpersonal
skills and empathy, and responsible decision-making and
problem-solving;

c. discussion of issues related to bullying, and strategies for responding
to and reporting of incidents of bullying;
d. teaching positive online behavior and safety and how to recognize and
report cyber-bullying; and
e. providing an inclusive and caring learning environment for students.
(3) Involving parents in bullying prevention activities, such as:

a. discussions on this Policy, emphasizing bullying prevention during
Parents-Teachers Association meetings and seminars; and
b. conducting or sponsoring education sessions for parents to learn,
teach, model, and reinforce positive social and emotional skills to their
children.
(4) Monitoring students who are vulnerable to committing aggressive acts or who
are perpetrators of bullying, or who are possible targets or victims, for the
purpose of early intervention. This activity shall be conducted with utmost
confidentiality and respect for all parties concerned.
Section 11. Early Detection of Bullying. There are signs indicative that a student is
being bullied in school. A change in the student’s behavior or actions, change in the
student’s routines, or the absence or presence of other circumstances, may be a
sign that the student is a victim of bullying. The teacher, parents or guardian shall
check and report to School authorities these changes should they become manifest.
These changes may include the following:
1. Feeling sick in the morning;

2. Unwillingness to go to school and leave home;
3. Unwillingness to be left alone in the School;
4. Crying to sleep at night or having nightmares;
5. Bedwetting;
6. Doing poorly in class or school work;
7. Coming home with torn clothes or damaged belongings;
8. Having personal possessions missing;
9. Having unexplained cuts and bruises;
10. Being frightened when asked what is wrong;
11. Being anxious or lacking in self-confidence; and
12. Attempting or threatening self-harm.
IV. Intervention Programs
Section 12. The School shall develop intervention programs to promote the
continuity of comprehensive anti-bullying policies. Intervention refers to a series of
activities which are designed to address the following:

1. issues that influence the student to commit bullying;
2. factors that make a student a target of bullying; and
3. effects of bullying.
Section 13. Forms of Intervention. Interventions may include programs such as

counseling, life skills-training, education, and other activities that will enhance the
psychological, emotional and psycho-social well-being of both the victim and the
bully.
Such programs may:

1. involve activities that will address acts of bullying;
2. emphasize formative and corrective measures rather than punishment;
3. conform to principles of child protection and positive and non-violent discipline;
4. help the victim, the bully, and the bystanders understand the bullying incident and
its negative consequences; and
5. provide opportunities to practice pro-social behavior.
Section 14. The School shall develop intervention strategies involving all parties,
such as bullies, victims, bystanders, parents, school personnel, service providers and
all other persons who may be affected by the bullying incident.
V. Responsibilities in Bullying Incidents
Section 15. The following are the responsibilities of stakeholders in bullying

incidents:
(1) The Bully shall:

a. Comply with the intervention and prevention programs of the school;
b. Submit to due process of the school as part of disciplinary action
whenever necessary.
(2) The Bullied or Victim shall:

a. Avoid retaliation;
b. Report his/her/their experience to the teacher, class moderator, Strand
Coordinator, the Office of the Assistant Principal for Student Affairs and
Formation (APFor), the Guidance Office or other persons or school authorities;
and
c. Be circumspect in his/her/their claims against the alleged bully.
(3) Bystanders shall:

a. Promptly report cases of bullying that he or she witnessed or has personal

knowledge of, to the teacher, class moderator, Strand Coordinator, the Office
of the Assistant Principal for Student Affairs and Formation (APFor), the
Guidance Office or other persons or school authorities;
b. Not join the bullying;
c. Secure the safety of the victim whenever possible without causing harm to
himself or herself.
(4) The School, through the Office of the APFor, StraCs, Guidance Counselors, and
other school administrators shall:
a. Implement the provisions of this Policy;
b. Provide all students and their parents or guardians a copy of this Policy. This
policy shall likewise be included in the School’s student and/or employee
handbook and shall be conspicuously posted on the School walls and
website;
c. Educate students on the dynamics of bullying, the anti-bullying policies of the
school as well as the mechanisms for reporting of acts of bullying or
retaliation;
d. Educate parents and guardians about the dynamics of bullying, the child
protection or anti-bullying policy of the school and how parents and guardians
can provide support and reinforce this Policy at home;
e. Devise prevention, intervention, protective and remedial measures to address
bullying;
f. Conduct the capacity building activities for guidance counselors/ teachers
and the members of the Child Protection Committee;
g. Ensure effective implementation of the anti-bullying policy and monitor
compliance therewith;
h. Ensure the safety of the victim of bullying, the bully, and the bystander and
i. determine the students’ needs for protection;
j. Ensure that the rights of the victim, the bully, and the bystander are protected
and upheld during the conduct of the investigation;
k. Maintain a record or statistics of incidents of bullying and retaliation;
l. Coordinate with appropriate offices and other agencies or instrumentalities
for appropriate assistance and intervention, as required by the circumstances.
(5) Teachers and Other School Personnel shall:
a. Participate and cooperate in all prevention, intervention, and other measures

related to bullying by the School;
b. Report incidents of bullying;
c. Update himself/herself on detection and proper handling of bullying incidents;
d. Be objective and handle incidents with due consideration of confidentiality
and
e. tender age of students involved;

f. Coordinate closely with the Child Protection Committee of the school; and
g. Observe due diligence in the prevention of bullying cases during classes or
other student activities of which the teacher is directly in charge.
(6) Students in General shall
a. Participate and cooperate in all prevention, intervention and other measures

related to bullying implemented by the School;
b. Avoid or refrain from any act of bullying;
c. Intervene to protect the victim, unless it will jeopardize his safety and security;
and
d. Report to school authorities any incident of bullying.
(7) Parents shall:

a. Participate in bullying prevention activities of the school which includes:
• Education on relevant policies;
• Sharing of best practices on how to reinforce positive social and
emotional skills to the children
b. Cooperate with the school authorities in bullying incidents involving their
child/children; and
c. Not to take matters into their own hands in resolving bullying incidents.
VI. The Anti-Bullying Committee
Section 16. The Anti-Bullying Committee. The School’s existing Child Protection
Committee (CPC) shall also be designated as the School’s Anti-Bullying Committee as
required under DepEd Order No. 40, series of 2012.
Section 17. Composition. The Committee shall be composed of the following:

a. Principal (Chairperson)
b. Guidance Counselor (Vice Chairperson)
c. Representative of the teachers
d. Representative of the parents
e. Representative of students; and
f. Another teacher-representative of the SHS Community
Section 18. Functions. The Anti-Bullying Committee shall perform the following tasks:
a. Conduct awareness-raising programs with school stakeholders in preventing and
addressing bullying;
b. Ensure that the anti-bullying policy adopted by the school is implemented;
c. Monitor all cases or incidents related to bullying reported or referred by the
teacher, guidance counselor or coordinator or any person designated to handle
prevention and intervention measures mentioned by the preceding sections of

this Policy; and
d. Make the necessary referrals to appropriate agencies, offices or persons, as may
be required by the circumstances.
VII. Handling Bullying Incidents in the School
Section 19. Exclusive Jurisdiction. Complaints of bullying and other acts under this
Policy shall be within the exclusive jurisdiction of this School or jointly by the School
whenever the incident involves students from different schools. Bullying incidents shall
not be brought for amicable settlement before the Barangay, subject to existing
laws, rules and regulations. Complaints for acts covered by other laws shall be referred
to the appropriate authorities.
Section 20. Effect of Institution of Criminal Action. The filing of a criminal complaint by
either or both the bully and the bullied before the law enforcement agencies,
prosecutor’s office, or courts of law shall not operate to divest this School of its
authority to conduct its own investigation, fact finding, and/or disciplinary proceeding
on the students involved.
Section 21. Immediate Responses. The victim or anyone who witnesses or has
personal knowledge of a bullying incident or retaliation shall immediately call the
attention of any school personnel. The school personnel who was notified of a bullying
incident or retaliation shall intervene by:
1. Stopping the bullying or retaliation immediately;

2. Separating the students involved;
3. Removing the victim or, in appropriate cases, the bully or offending
student, from the site;
4. Ensuring the victim’s safety by:
a. Determining and addressing the victim’s immediate safety needs; and
b. Ensuring medical attention, if needed, and securing a medical
certificate, in cases of physical injury
5. Bringing the bully to the Office of the APFor, his/her/their StraC, or the Guidance
Office
Section 22. Reporting the Bullying Incident or Retaliation
1. A victim or a bystander, or a school personnel who receives information of a bullying

incident or retaliation, or any person who witnesses or has personal knowledge of
any incident of bullying or retaliation, shall report the same to the teacher in charge,
or the Office of the APFor, the Strand Coordinator/s, or the Guidance Office, who
shall immediately report the matter to the Principal.

2. The School, through the Strand Coordinator, shall inform the parents or guardian of
the victim and the bully about the incident.
3. If an incident of bullying or retaliation involves students from another school during
a school authorized or school-sponsored activity on or off-campus, the School shall
promptly notify the appropriate administrator or school head of the other school so
that appropriate action may be taken.
4. Reports of incidents of bullying or retaliation initiated by persons who prefer to
remain anonymous shall be entertained, and the person who reported the incident
shall be afforded protection from possible retaliation; provided, however, that no
disciplinary administrative action shall be taken against an alleged bully or offending
student solely on the basis of an anonymous report and without any other evidence.
5. Teachers shall make sure that no bullying incident is kept unreported or unnoticed.
For this purpose, a Record of Bullying Incidents Form is designed and developed
where teachers in charge may keep track of bullying incidents or indications in the
classroom or off-campus activities. The same shall be kept in strictest confidence in
a central file with the Guidance Office.
Section 23. Fact-Finding and Documentation
The Office of APFor, through the Strand Coordinator concerned, shall:

1. Separately interview in private the bully or offending student and the victim.
2. Determine the levels of threats and develop intervention strategies. If the bullying
incident or retaliation or the situation requires immediate attention or intervention, or
the level of threat is high, appropriate action shall be taken by the school within
twenty- four hours (24) from the time of the incident.
3. Inform the victim and the parents or guardian of the steps to be taken to prevent any
further acts of bullying or retaliation; and
4. Make appropriate recommendations to the Child Protection Committee on proper
interventions, referrals, and monitoring.
Section 24. Referral to Experts Outside of the School. The School may, upon
evaluation, refer the victim and the bully to trained professionals outside the school,
such as social workers, guidance counselors, psychologists, or child protection
specialists, for further assessment and appropriate intervention measures, as may be
necessary. The School also undertakes to notify the Women and Children’s Protection
Desk (WPCD) of the local Philippine National Police, in appropriate cases involving the
bully or offending student.

VIII. Disciplinary Interventions
Section 25. Where students resist or refuse to respond to intervention or preventative

strategies to address bullying, the School will resort to stringent actions to deal with
persistent and violent bullying. Disciplinary actions may or may not be resorted to by the
School depending on the circumstances of each case with due consideration to the age
of the students or pupils involved.
Section. 26. Due Process
A. Bullying cases may be initiated either through:

1. a Complaint; or
2. a motu proprio Charge from the Office of the APFor, Strand Coordinator, or
Guidance Office on the basis of a report of the teacher, school personnel, or
bystanders.
B. The Complaint should be duly executed by:

1. the complaining student with the assistance of his or her parents;
2. or solely by the parents on the basis of their child’s statements.
C. In both instances, the Complaint must be duly sworn to by the executing student
and/or parent stating clearly how the act/s of bullying was/were committed and
other attendant circumstances. The complaining party may attach sworn
statements of witnesses and other proofs to substantiate the Complaint.
D. The Complaint or Charge for Bullying shall be filed with the Office of the APFor.
E. The Office of the APFor, through the Strand Coordinator, shall furnish the parents
of the respondent student/s a copy of the Complaint or Charge and direct the
student/s concerned with the assistance of the parents to file a Sworn Answer
within a period of forty-eight (48) hours or within a reasonable period from receipt
of the Complaint or Charge as may be allowed under the circumstances.
F. Upon receipt of the Sworn Answer, the Office of the APFor may schedule a
conference with the Complainant and/or the Respondent separately to clarify the
allegations in the Complaint and the Sworn Answer. The Office of the APFor,
through the Strand Coordinator, may also interview witnesses, bystanders, and
others who may have knowledge of the circumstances surrounding the incident.
G. The Office of the APFor shall then issue a resolution on the Complaint or Charge
stating clearly its basis. A resolution finding the commission of bullying shall state
the appropriate sanction. The resolution shall be deemed a recommendation to the
Principal, which the latter may either disapprove or modify.
H. The decision of the Principal may be subject to reconsideration, or appeal to the

Vice President for Basic Education, within a period of ten (10) calendar days from
receipt of the decision.
Section 27. Sanctions
1. The act of bullying shall be sanctioned, as stated in the School’s Code of Discipline,
with a minimum of a 3-day suspension for the first offense. The duration of the
suspension may be further reduced or lengthened by the School depending on the
nature, gravity, or severity of the act of bullying.
2. A student found to have committed an act of bullying after due process may, on the
first offense, depending on the nature, gravity, and severity of the act, be subject to
dismissal from the school.
3. A student who is found to have committed an act of bullying for the second time or
more will be processed for dismissal.
4. Depending on the seriousness or gravity of the offense committed and/or the extent
of injuries suffered by the victim, the School reserves the right to impose the
extreme penalty of expulsion subject to approval of the Department of Education.
5. In addition to the disciplinary sanction imposed, the School may, after careful
evaluation, likewise refer the alleged bully and/or the alleged victim for counseling
by the School’s Guidance Counsellor or to a private counselor of their choice, or to
other intervention programs of the School should it become necessary.
Section 28. Preventive suspension. The School may, at its discretion and during the
pendency of the investigation, put any student on preventive suspension if there is
reason to believe that the student’s presence might put him/her/them at risk of more
harm, or will jeopardize the general peace and order of the campus. Such preventive
suspension may extend to the parents or guardians of the students involved in the
incident. In such cases, the parents are barred from entering the School’s premises or
attending School activities during the said suspension.
Section 29. False Accusation of Bullying. If a student, after an investigation, is found to

have knowingly made a false accusation of bullying, the said student shall be subjected
to the same disciplinary actions or to appropriate interventions for “bullies” under this
Policy.
Section 30. Confidentiality. Any information relating to the identity and personal
circumstances of the bully, victim, or bystander shall be treated with utmost
confidentiality by the Anti-Bullying Committee, the teacher/s concerned, the Office of the
APFor, and the Guidance Office, provided that the names may be made available to the
parents or guardians of students who are or have been victims of bullying or retaliation.
Any school personnel who commits a breach of confidentiality shall be subject to

appropriate sanctions from the University, guided by the University’s code of conduct for
teachers and staff.

Section 31. Effectivity. This Policy shall take effect immediately upon the date of its
approval and shall not be modified, altered, amended or repealed unless otherwise
resolved through a valid Resolution of the School Council.

APPENDIX D
POLICY OF THE ATENEO DE MANILA SENIOR HIGH
SCHOOL AGAINST SEXUAL HARASSMENT, OTHER FORMS
OF SEXUAL MISCONDUCT, AND INAPPROPRIATE BEHAVIOR
Prefatory Statement
The Ateneo de Manila Senior High School is a safe space for students to study, make
friends, and develop in character. As such, “the University adopts a zero-tolerance policy
against all forms of gender-based violence and discrimination. It adopts the
whole-of-university approach to build a culture of respect for human dignity, address
sexual harassment, other forms of sexual misconduct, and inappropriate behavior, prevent
their recurrence, and remedy their effects. It upholds the do-no-harm principle and
observes due process.”
The Ateneo has published and promulgated the “Code of Decorum and Administrative
Rules for Sexual Harassment, Other Forms of Sexual Misconduct, and Inappropriate
Behavior” to carry out its responsibility to promote justice that is rooted in genuine
empathy and understanding of the struggle and suffering of others and express the
principles that will guide the university in addressing sexual harassment, other forms of
sexual misconduct, and inappropriate behavior.
This document affirms the policies set forth in the Ateneo’s “Code & Rules” and applies
the principles and procedures of the document in our context.
Portions of the Code of Decorum and Administrative Rules for Sexual Harassment, Other
Forms of Sexual Misconduct, and Inappropriate Behavior have been adapted in this
document to the guiding principles and rules for the Senior High School students.
You may refer to the complete code here:

http://ateneo.edu/policies/code-decorum-investigation-sexual-harassment
SECTION 1: SCOPE
1.1. This document governs students of the Senior High School community. It
prescribes the proper decorum; defines and prohibits inappropriate behavior, sexual
harassment, and other forms of sexual misconduct; sets the corresponding sanctions;
lays down the procedures for addressing informal reports and formal complaints; and
creates a system to address the issues and institute preventive measures.

1.2. Any report or complaint of sexual harassment, other forms of sexual misconduct, or
inappropriate behavior committed by a student of the Senior High School against any
person falls within the coverage of this policy.
1.3. Personnel of the SHS are governed by the Code of Decorum and Administrative
Rules on Sexual Harassment, Other Forms of Sexual Misconduct, and Inappropriate
Behavior [Code and Rules]. Any report or complaint of sexual harassment, other forms
of sexual misconduct, or inappropriate behavior allegedly committed by personnel of the
SHS shall be filed with the University Office of Decorum and Investigation
(uodi@ateneo.edu).
1.4. In determining whether there is a violation of policies, the policy in effect at the time
the act was committed is the applicable policy.
SECTION 2. DEFINITIONS
a. Adult refers to a person who is 18 years old or older.
b. Basic Education refers to Grade School, Junior High School, and Senior High School.
c. Catcalling refers to wolf-whistling, unwanted sexual or sexually suggestive remarks

or sounds directed towards a person, or unwanted comments on a person’s physical
appearance done while the complainant is passing by, when the parties cross paths,
or in similar situations.
d. Circumstantial evidence refers to proof that indirectly establishes a fact through

inference from a set of proven facts or circumstances.
e. Complaint refers to the document submitted by a complainant.
f. Complainant refers to an offended party who has informally or formally reported

having experienced being subjected to inappropriate behavior, sexual harassment, or
other forms of sexual misconduct in violation of the rules in this document.
g. Days, when used in reference to the time within which a document needs to be
submitted or issued, or when a specific action should be taken, refers to Mondays to
Fridays excluding public holidays, cancellation of classes, and official school
holidays.
h. Direct evidence refers to proof that, by itself, establishes a fact without needing to
resort to inference, such as but not limited to admission of guilt; testimony of
witnesses about what they personally saw or heard; CCTV, video, or audio recordings
or photos of the act complained of; or letters, notes, or other messages written by

the respondent on paper or sent by the respondent through text, e-mail, or other
forms of electronic messaging.
i. File means to submit a document with the appropriate body.
j. Gender refers to a set of socially ascribed characteristics, norms, roles, attitudes,

values, and expectations identifying the social behavior of men and women, and the
relations between them.
k. Gender identity and/or expression refers to the personal sense of identity as

characterized, among others, by manner of clothing, inclinations, and behavior in
relation to masculine or feminine conventions. A person may have a male or female
identity with physiological characteristics of the opposite sex, or may have a
particular sex at birth but who identifies with another gender, or may have an identity
that does not correspond to one’s sex at birth or to one’s primary or secondary sex
characteristics.
l. Homophobic remarks or slurs refers to any statements in whatever form or however

delivered, which are indicative of fear of, hatred of, or aversion to persons who are
perceived to be or actually identify as lesbian, gay, bisexual, queer, pansexual and
such other persons of diverse sexual orientation, gender identity, or expression, or
towards any person perceived to or actually have experienced same-sex attraction.
m. Information and communication technology refers to a system for generating,

sending, receiving, storing, or otherwise processing electronic data messages or
electronic documents and includes the computer system or other similar devices by
or in which data are recorded or stored and any procedure related to the recording or
storage of electronic data messages or electronic documents.
n. Intrusive behavior refers to any conduct or statement that is not sexual in nature but
is invasive of an individual’s declared or reasonably expected boundaries.
o. Lascivious means lustful or lewd.
p. Legal guardian refers to a person appointed by the court to serve as the guardian of
another person.
q. Members of the University community refers to students and personnel of the

University.
r. Minor or child refers to a person who is below 18 years old.
s. Misogynistic remark or slur refers to any statement, in whatever form or however

delivered, that is indicative of the feeling of hating women or the belief that men are
inherently better than women.

t. Moral damage refers to physical suffering, mental anguish, fright, serious anxiety,
besmirched reputation, wounded feelings, moral shock, social humiliation, and
similar injury.
u. Offended party refers to the person who experienced the incident reported or
complained of it.
v. Persistent means continuing for a relatively long time.
w. Personnel refers to academic personnel, academic support personnel,

non-academic personnel, administrators, and officials of the University regardless of
the nature of their contract, status of employment, position, or rank, including
persons engaged with the University as visiting faculty or visiting staff.
x. Person exercising substitute parental authority refers to the person who stands in
as a parent/s of a minor when the parent/s is/are absent or incapacitated, namely:
the grandparent; the oldest brother or sister, over twenty-one years of age, unless
unfit or disqualified; and the child's actual custodian, over twenty-one years of age,
unless unfit or disqualified, listed in order of preference.
y. Person-in-authority refers to an official, administrator, supervisor, or teacher.
z. Pervasive means frequently or routinely done.
aa. Prohibited relationship/activity refers to the prohibited dating, sexual, or amorous

relationship or activity between personnel in a work-related setting (Section 4.6) or
between personnel and a student in an education/training-related setting (Section
5.3).
bb. Respondent refers to a person reported or complained of as having committed

sexual harassment, other form of sexual misconduct, or inappropriate behavior.
cc. School refers to the Ateneo de Manila University Grade School, Junior High School,
Senior High School, Loyola Schools, Graduate School of Business, School of
Government, School of Law, or School of Medicine and Public Health.
dd. Sexist remark or slur refers to a statement, in whatever form or however delivered,
that is indicative of prejudice, stereotyping, or discrimination on the basis of sex,
typically against women.
ee. Stalking refers to conduct directed at a person involving a pattern of repeated visual
or physical proximity, non-consensual communication, or a combination thereof,
characterized by fixation or obsession, that causes or is likely to cause a person to
fear for one's own safety or the safety of others, or to suffer emotional distress.
ff. Student refers to a person who has enrolled full-time or part-time in an academic
program, short course, or special training offered by the University, whether for credit

or for audit purposes, and who has not been separated from the University by
completion of the program, course or training, school transfer, withdrawal, dismissal,
expulsion, or expiration of the maximum period for residency.
gg. Teachers refers to faculty members, including visiting faculty, regardless of the
nature of their contracts and the status of their appointments; graduate and
professional students, and postdoctoral fellows and associates, when they are
serving as part-time instructors, teaching fellows, teaching assistants, or similar
institutional roles, with respect to the students they are currently teaching or
supervising; and other personnel who are entrusted with assessing, supervising,
advising, mentoring, training, guiding, counseling, selecting, or providing
administrative support or pastoral care to students or student organizations such as,
but not limited to, coaches, trainers, formators, advisers, moderators, guidance
counselors, and psychotherapists.
hh. Transphobic remark or slur refers to any statement, in whatever form or however
delivered, that is indicative of fear of, hatred of, or aversion to persons whose gender
identity and/or expression do not conform with their sex assigned at birth.
ii. University refers to the Ateneo de Manila University, including all or any of its school
and administrative units, centers, and offices.
SECTION 3. DECORUM OF STUDENTS

3.1. Students are expected to conduct themselves in a manner that promotes their
continuing development as persons, as well as the continuing development of their
peers, in accordance with the values of the University as a Filipino, Catholic, and Jesuit
academic institution.
3.2. Students shall maintain harmonious and healthy relationships, and shall conduct
themselves in a proper and irreproachable manner in their relations and dealings with
others.
3.3. Students should conduct themselves in a manner that is respectful of their own
human dignity, and that of others.
3.4. Students shall familiarize themselves and ensure compliance with this policy, the
Student Handbook, and other related policies, rules and regulations, and guidelines
issued by the University.
SECTION 4. INAPPROPRIATE BEHAVIOR

The Ateneo de Manila Senior High School prohibits its students from inappropriate
behaviors, including but not limited to the following:

4.1. Unwanted touching, pinching, or brushing against any part of the complainant’s
body, when not sexual or lascivious in nature but is invasive of one’s personal
boundaries, is inappropriate behavior. While acts of this nature are not by themselves
sexual harassment, complaints involving these acts shall be filed with the School CODI.
For these acts to be considered inappropriate, complainants must have previously
objected to the behavior, have made efforts to make known their disapproval, or the
behavior may reasonably be expected to cause them to feel unsafe or uncomfortable
even without their explicit objection or disapproval.
4.2. Reports or complaints for inappropriate behavior by students other than the acts
described in Section 4.1 shall be processed in accordance with the applicable Student
Handbook.
4.3. Any complaint involving an incident that rises to the level of sexual harassment or
other forms of sexual misconduct shall be processed as such in accordance with
Section 7.
SECTION 5. SEXUAL HARASSMENT

The Ateneo de Manila Senior High School prohibits its students from any act of sexual
harassment, including but not limited to the following:
5.1. Sexual harassment is an act, or a series of acts, involving any unwelcome sexual
advance, unwelcome request or demand for a sexual favor, or other unwanted conduct
or statement of a sexual nature. The act or conduct need not be overtly or plainly sexual.
It may be implicitly sexual, sexually suggestive, or may have sexual underpinnings. In
determining whether an act is sexual, the totality of circumstances shall be considered,
including, but not limited to, the experience and reasonable expectations of the
complainant; the vulnerability of the complainant; and the circumstances of time, place,
and manner. The motive of the respondent is irrelevant.
5.2. Sexual harassment also refers to offensive gender-based statements, gestures, or

acts, and unwanted requests for one's personal details.
5.3. Sexual harassment may be committed in different ways, such as verbal, written or
spoken, auditory, visual, or physical; by using objects, images, graphics, drawings,
videos, or photos; or through the use of information technology.
5.4. While sexual harassment often takes place in situations where there is a power
differential, it is not limited to such situations. It may be present in peer-to-peer
(student-to-student) or subordinate-to-superior situations, or between persons of the
same status in the University, regardless of sex, gender identity or expression, or sexual
orientation.

SECTION 6. OTHER FORMS OF SEXUAL MISCONDUCT
The Ateneo de Manila Senior High School prohibits its students from other forms of
sexual misconduct, including but not limited to the following:
6.1 Voyeurism, which refers to the act of taking a photo, video, or other recording of a
person performing a sexual act or any similar activity or of capturing an image of the
private parts of a person without the latter's consent, under circumstances in which
such person has a reasonable expectation of privacy, even if the sexual act or activity is
consensual. It also refers to the act of selling, copying, reproducing, broadcasting,
sharing, distributing, showing, or exhibiting the photo, video, or recording of such sexual
act or similar activity through any means, without the written consent of the person
involved.
6.2 Child sexual abuse, which refers to engaging in sexual intercourse, anal sex, oral sex,
or any form of lewd conduct with a person below 18 years of age. It also includes sexual
exploitation of a minor. Lack or absence of consent is conclusively presumed from the
fact that the child is below 18 years of age.
6.3. Rape, which refers to non-consensual sexual intercourse, anal sex, or oral sex with
another person, or penetration of another person’s genitals or anus through the use of
one’s fingers or other objects.
6.4. Sexual exploitation, which refers to the use of threat, deception, coercion, abuse of a
person’s vulnerability or minority, or other similar means to make another person
participate in prostitution or the production of pornographic materials.
SECTION 7. CONSENT2
7.1. Common among infractions involving sexual encounters is the absence of consent.
Consent must be a clear “yes,” communicated by unambiguous words or actions and
continuing throughout a sexual encounter. Consent previously given may be retracted at
any time during the sexual encounter.
7.2. While consent may be expressed verbally or otherwise, verbal consent is the more
reliable form of gauging and ensuring that both parties freely and knowingly engage in
sexual activities.
7.3. In no situation may consent be implied from a person’s manner of dressing.
2
Adapted from Yale University, Yale Sexual Misconduct Policies and Related Definitions, available at
smr.yale.edu/find-policies-information/yale-sexual-misconduct-policies-and-related-definitions (last accessed
Aug. 11, 2020).

7.4. Consent cannot be implied from a person’s failure to object or say “no,” from the
fact that a person has a romantic relationship with another, or from an absence or lack
of resistance.
7.5. Consent to one sexual act is not consent to engage in another, and consent to past
acts is not consent to present or future acts.
7.6. Consent is absent when the complainant is incapable of saying “yes” or “no”
because of threat, force, intimidation, deception, violence, or other similar means; in
instances of intoxication, being affected by drug use, mental or physical incapacity, or
other similar condition; or because the complainant is asleep or unconscious. In
determining whether intoxication, being affected by drug use, mental or physical
incapacity, or other similar condition has the effect of making a person incapable of
giving consent, the circumstances should be such that the individual becomes
physically helpless or substantially incapable of communicating consent or
unwillingness to engage in sexual contact or to fully appreciate the consequences of
one’s acts.
7.7. For the purposes of this document, the University deems any Basic Education
student as incapable of giving consent to any form of sexual or amorous relationship or
activity with personnel of the University.
Section 8. Classification of Infractions and Corresponding Sanctions
Disciplinary Interventions and Dismissal from School discussed in the ASHS Student
Handbook explain the various levels of interventions that address these stipulated
classifications of infractions.
8.1. Disciplinary sanctions correspond to the gravity of the infractions. Major infractions
involve serious, persistent, or pervasive acts. Serious infractions are characterized by
gross violations against persons or moral standards of the University as a Catholic and
Jesuit institution; abuse of power, authority, influence, or moral ascendancy; use of
threat, force, or violence; or similar circumstances. A pattern of behavior is persistent if
it continues for a relatively long time. It is pervasive if it is frequently or routinely done.
Major infractions usually result in serious moral damages.
Major infractions include:

a. Sexual harassment
● Unwanted touching, pinching, brushing against, or groping of private parts of the

body (genitalia, buttocks, and breast), even if done over clothing
● Unwanted sexual or lascivious touching, pinching, brushing against, or groping

any other part of the complainant’s body, even if done over clothing
● Unwanted sexual advance, invitation, or flirtation with non-consensual and

lascivious touching
● Terrorizing the complainant through: unauthorized recording and sharing of any

of the complainant's photos, videos, or information online; impersonating the
identity of the complainant online; posting lies about the complainant to harm the
complainant’s reputation; or posting false abuse reports online to silence victims
● Stalking
● Exposing or flashing private parts, public masturbation, or similar acts committed

for the sexual gratification of the respondent with the effect of demeaning,
harassing, threatening, or intimidating the complainant
b. Other forms of sexual misconduct
● Voyeurism (Section 5[a])
● Child sexual abuse (Section 5[b])
● Rape (Section 5[c])
● Sexual exploitation (Section 5[d])
c. Any act classified as minor or moderate when the same is serious, persistent, or
pervasive
d. Other analogous acts
7.2. Moderate infractions involve unwanted sexual behavior with no physical contact or
repeated minor infractions. Moderate infractions usually result in significant but not
serious moral damages.
The following are moderate infractions:

a. Unwanted sexual advance, invitation, or flirtation with no lascivious touching
b. Request or demand for any unwanted sexual favor or invitation

c. Offensive sexual remarks about a person’s physical appearance
d. Sending to the complainant, through the use of information and communication

technology or other means, photos, audio recordings, or videos with sexual content
causing embarrassment or offense and carried out after the respondent has been
advised that they are offensive or embarrassing or, even without such advise, when
they are by their nature clearly embarrassing, offensive, or vulgar
e. Telling sexist, sexual, or smutty jokes or comments to the complainant or sending

these through text or electronic mail messages, or other means, causing
embarrassment or offense and carried out after the respondent has been advised
that they are offensive or embarrassing or, even without such advise, when they are
by their nature clearly embarrassing, offensive, or vulgar
f. Offensive sexual body gestures
g. Repeated but not serious, pervasive, or persistent minor infractions
h. Other analogous acts
7.3. Minor infractions involve non-repetitive or isolated instances of intrusive behavior or

offensive gender-based remarks or gestures. Minor infractions usually result in minimal
moral damages.
The following are minor infractions:
a. Sexual harassment
i. Catcalling
ii. Cursing with sexual content directed at the complainant
iii. Use of words, gestures, or actions that ridicule on the basis of the complainant’s
sex, gender, or sexual orientation, identity and/or expression, including
misogynistic, transphobic, homophobic, or sexist remarks, slurs, words, or
comments
iv. Ogling or leering
v. Unwanted requests for one’s personal details such as name, contact and social
media details, or destination
b. Inappropriate behavior
Unwanted touching, pinching, or brushing against any part of the complainant’s body
when not sexual or lascivious in nature, but is invasive of one’s personal boundaries, and

carried out even after the complainant previously objected to the behavior or after
disapproval was made known by the complainant, or the behavior may reasonably be
expected to cause the complainant to feel unsafe or uncomfortable even without
explicit objection or disapproval
c. Other analogous acts
7.4. Dismissal automatically includes the accessory sanction of non-readmission in any

school, unit, or office of the University. Non-readmission of a student is a bar to such
student’s enrollment, employment, or work engagement with any school, unit, or office of
the University.
7.5. Under no circumstances may any mitigating factor reduce an infraction from major
to moderate or from moderate to minor.
7.6. In addition to the sanctions prescribed in the ASHS Code of Discipline, any one or a
combination of the following corrective measures may likewise be imposed, depending
on the circumstances:
● Written/personal apology;
● Formation sessions (counseling, moral guidance, anger management, etc.);
● Community service;
● Loss/temporary suspension of privileges;
● Mandatory psychological/clinical assessment and compliance with the

recommendations of an accredited specialist;
● Restriction against participation in School and University activities/further

contact with aggrieved parties;
● Ban from entering campus, facilities, office, or sites;
● Deferment of graduation;
● Non-readmission;
● Other similar measures.
7.7. If the conduct complained of and proven to have been committed constitutes two or
more violations of the rules in this document, for which different sanctions are
imposable, the more serious sanction shall be imposed.

Section 8. How to Report Incidents of Sexual Harassment or Other Forms of Sexual
Misconduct
8.1. Suspected, possible, or impending sexual harassment, other forms of sexual
misconduct, or inappropriate behavior may be reported formally or informally.
8.2. A formal report is a Complaint submitted in accordance with Sections 8 to 11.

Disciplinary proceedings may be initiated only by filing a Complaint.
Section 9. Who May File A Complaint

The following may file a Complaint for sexual harassment, other forms of sexual
misconduct or inappropriate behavior:
1. Person who experienced the incident complained of or against whom the acts
complained of were directed;
2. Anyone who personally witnessed the incident; provided, that reasonable and
documented efforts have been taken to remove the barriers that prevent the person
who experienced the incident from filing the Complaint and the absence or
impairment of consent may be proven by the circumstances personally witnessed by
the complainant (e.g. the act was done at gunpoint or with the use of other deadly
weapons, the act was done with violence, or the complainant was unconscious), or
the act or series of acts may reasonably be expected to cause the complainant to
feel discriminated against, unsafe, uncomfortable, insulted, slighted, embarrassed, or
humiliated even without the complainant’s testimony to this effect.
3. The Gender Hub; provided, that reasonable and documented efforts have been taken
to remove the barriers that prevent the complainant from filing the Complaint, there
are other direct or circumstantial evidences that are adequate to prove the incident,
and the gravity of the incident compels the SHS, through the Gender Hub, to stand as
the complainant.
Section 10. When and Where to File a Complaint

10.1. When to file the Complaint:
Any Complaint for sexual harassment, other forms of sexual misconduct, or
inappropriate behavior must be filed with the APFor at any time for as long as the
person complained of is still a student of the SHS. The SHS shall not conduct
disciplinary proceedings if the Complaint is filed when the respondent is no longer a
student of the SHS or the act complained of was committed at the time the respondent
was not yet a student of the SHS. The Complaint, however, shall be documented and
kept on the record of the respondent.

10.2. Where to file a Complaint: Any Complaint for sexual harassment, other forms of
sexual misconduct, or inappropriate behavior must be filed with the Office of the APFor,
through the StraCs.
Section 11. Form and Substance of the Complaint

11.1. The Complaint must be in writing and signed by the complainant.
11.2. If the Complainant is a student of the SHS or a minor, the parents, legal guardian,
or person exercising substitute parental authority shall co-sign the Complaint together
with the student or the minor, or shall sign the Complaint on behalf of the student or the
minor.
11.3. The Complaint must contain the following:

a. Full name, age, grade, strand and section of the Complainant
b. Full name, age, grade, strand and section of the student-respondent
c. A statement of the relevant facts, i.e., what was the act committed, and how,
where, and when it took place;
d. Other supporting evidence such as but not limited to photos, videos, text or
other electronic messages
11.4. Witness’ reports or narratives must also be signed by the witness’ parents, legal
guardian or an exercising substitute parental authority when said witness is a student of
the SHS, or a minor.
11.5. The Complaint will be assessed by the StraC through, but not limited to, the
following:
a. interview with the student-complainant and/or the parents
b. preliminary data gathering through an interview with other pertinent witnesses
c. evaluation of attached pieces of evidence
11.5. After the assessment of the Complaint, the StraC consults the APFor with a
preliminary report and if the complaint is deemed sufficient in form and substance, the
StraC initiates the procedures in section 12.
Section 12. Procedure for MInor, Moderate, and Major Infractions

12.1. Preliminary Investigation
a. Request to Explain (RTE)

i. Within three (3) days from receipt of a Complaint, the StraCs shall issue an RTE to
the respondent, immediately after the StraC has called the respondent’s parents or
legal guardian, or person exercising substitute parental authority.

ii. The RTE shall contain a brief statement of the fact that a Complaint had been filed;
the specific infractions or violations based on the facts alleged in the Complaint;
instruction to submit a signed written Explanation within a period of five (5) days
from receipt of the RTE; and a No Contact Order prohibiting the respondent from
contacting or communicating with the complainant, the complainant’s witnesses,
and, when necessary, other persons associated with the complainant.
iii. A copy of the Complaint with all the supporting documents shall be attached to
the RTE.
iv. The parents, legal guardian, or person exercising substitute parental authority
shall also be given a copy of the RTE.
vi. The RTE is considered received from the date that it is acknowledged through
email by the parent or when a written receipt is signed by the parents, legal
guardian, or person exercising substitute parental authority, or on the date that it is
sent by courier to the last known address if personal delivery is not practicable.
b. Explanation
i. The Explanation of the respondent must be in writing and signed by the
respondent. It shall be submitted to the StraC within five (5) days of receipt.
ii. The parents, legal guardian, or person exercising substitute parental authority shall
also sign the Explanation.
iii. The Explanation must address the allegations in the Complaint.
iv. The respondent may submit, together with the Explanation, other supporting
evidence such as but not limited to photos, videos, or text or other electronic
messages.
v. Witness accounts on behalf of the respondent must also be duly signed by the
student and the witness’ parents, legal guardian, or person exercising substitute
parental authority if said witness is a student of the SHS or a minor.
vi. An Explanation that does not comply with the requirements prescribed herein
shall not be considered as having been submitted to StraC.
vii. Failure to submit an Explanation within five (5) days from receipt of the RTE shall
be deemed a waiver of one’s right to file one, but it shall not bar the respondent
from appearing at the hearing when summoned by the SCODI.
c. Opportunity to Comment
i. Within three (3) days from receipt of a copy of the respondent’s Explanation, the
complainant may submit written comments on the Explanation. The respondent
likewise has three (3) days from receipt of the complainant’s comments to
respond.
ii. Failure to submit comments or a response within the prescribed period shall be
deemed a waiver to do so.

d. Examination of Evidence
i. The StraC shall examine all the evidence submitted to determine whether there is a
prima facie case of sexual harassment or other form of sexual misconduct. Prima
facie case means that there appears to be reasonable basis to presume that a
person committed sexual harassment, other form of sexual misconduct, or
inappropriate behavior.
ii. To aid in the investigation, the StraC may request the parties to provide additional
supporting documents.
e. Preliminary Investigation Resolution

i. Within ten (10) days from submission of the respondent’s response to the
complainant’s comments or waiver thereof, the StraC shall issue its Preliminary
Investigation Report with Recommendations to the APFor. The Report shall state
whether or not the Complaint was filed within the prescriptive period; whether or
not there is a prima facie case for sexual harassment, other forms of sexual
misconduct, or inappropriate behavior justifying the issuance of a Notice of
Charge; and a brief explanation of the reason for the same.
ii. The APFor evaluates the report and endorses it when deemed complete and
appropriate to the Principal. If the APFor finds the recommendations inappropriate
based on the information, the APFor may present another set of
recommendations before sending it to the Principal.
iii. If the Report is lacking in substance or inappropriately processed, the APFor will
recommend further steps to be taken by the StraC to supplement or put in order
the Preliminary Investigation Report and Recommendations.
12.2. Notice of Charge

a. Simultaneous with the issuance of the Report, the StraC shall issue a Notice of
Charge to the respondent.
b. The Notice of Charge shall contain the following:
i. A summary of the allegations and evidence submitted by both parties;
ii. The ground/s for disciplinary action;
iii. Instruction to the respondent to submit a written Answer, if the respondent wishes
to do so, within five (5) days from receipt of the Notice of Charge; and
iv. A statement placing the respondent on preventive suspension, if applicable.
12.3. Answer
a. Within five (5) days from receipt of the Notice of Charge, the respondent may submit
an Answer to the charge if the respondent has additional arguments and evidence
that may not have been included in the Explanation during the preliminary
investigation.
b. Failure to submit an Answer within the given period shall be deemed a waiver of the
respondent’s right to do so, but written statements and supporting evidence already

submitted by the respondent during the preliminary investigation shall be taken into
consideration by the SCODI in its decision.
c. The School CODI and the Vice President for Basic Education shall endeavor to decide
a Complaint within ten (10) days from filing of an Answer or from the lapse of the
period to file an Answer with no Answer being filed.
12.4. Constitution of the School Committee on Decorum and Investigation [SCODI]

a. Upon issuance of the Notice of Charge, the Principal shall immediately constitute the
SCODI to be composed of either the Chairperson or Co-Chairperson of the SCODI
and four (4) SCODI members. Of the four (4) members, at least two (2) must be
women.
b. The presence of the majority of the SCODI is necessary to carry out its functions. If
the Chairperson or any member is unavailable, the permanent alternate shall take the
Chairperson’s place.
c. The investigation proceedings and decisions of the SCODI shall not be affected by
any change in the composition of the SCODI.
12.5. Hearing
a. The SCODI shall hear the case after the respondent submits the Answer or after the
lapse of the 5-day period and no Answer is filed.
b. During the hearing, the SCODI may instruct the StraC to interview the complainant
and the respondent separately for clarificatory questions, if any. The SCODI may also
instruct the StraC to interview the witnesses whose written statements are attached
to the Complaint and the Explanation. If either party submits any other new
documentary evidence during the hearing or raises new matters during the interview
which may substantially affect the Decision, the other party shall be given time to
comment on the same.
c. The hearings before the SCODI are confidential and not open to the public. Only the
SCODI, authorized personnel, and the parties, their witnesses (only when called to
testify), and support persons (when accompanying the party that testifies) are
allowed to be present at the hearings.
d. The SCODI shall take measures to ensure that the complainant and the respondent,
as well as their respective witnesses, do not encounter each other while waiting to
be called in for the hearing, during the hearing, and as they exit from the hearing.
e. Hearings may be audio-recorded and minutes of the hearing shall be taken;
transcriptions are not required. Copies of recordings, minutes, and transcriptions, if
any, shall be provided to the parties only in response to a valid subpoena.
12.6. Request to Inhibit

a. At any time before a final recommendation is submitted to the Principal, the
Chairperson or members of SCODI may inhibit on their own initiative on the ground
of conflict of interest.

b. No Motion to Inhibit the entire SCODI shall be entertained.
c. The SCODI shall determine whether the Motion to Inhibit should be granted or
denied, and it shall notify both parties in writing of its decision within three (3) days
from receipt of the Motion to Inhibit.
12.7. Report of the SCODI

a. The SCODI shall submit its report to the Principal within seven (7) days from its
receipt of the Answer or the lapse of the period to file an Answer with no Answer
being filed.
b. The report shall summarize the proceedings, findings, and recommendation of the
Panel.
c. The recommendation must be approved by at least a majority (50% plus 1) of the
SCODI. It shall state whether or not the Panel recommends that the respondent be
found guilty as charged, the sanction and corrective measures to be imposed, if any,
and the reasons for the same.
d. The Principal discusses the recommendations with the APFor.
12.8. Decision
a. The Principal shall issue a Decision within three (3) days from receipt of the pertinent
Report.
b. The Decision must state whether or not the respondent is guilty as charged, the
reason for the same, the sanction imposed, and the available remedy should either
party be dissatisfied with the outcome.
c. A Decision finding the respondent guilty as charged must be supported by
substantial evidence. Substantial evidence refers to evidence that is sufficient to lead
a reasonable person to conclude that a certain act was committed. It is not
necessary to conclude without a doubt that the act was committed. It is enough that
one can say after considering all the evidence presented that the act was most likely
committed.
d. A copy of the Decision will be provided to the complainant and respondent by the
Principal. This Decision will be explained to them separately, in a manner best
determined by the Principal.
12.9. Appeal
a. The Decision shall be appealable to the Vice President for Basic Education within a
non-extendible period of fifteen (15) days from receipt of the Decision. Only one
appeal is allowed and no Motion for Reconsideration of the Decision on Appeal shall
be entertained. The Decision shall be final and executory after the lapse of fifteen
(15) days and no Appeal is filed, or immediately after an Appeal is ruled upon. The
Office of the President shall not entertain any appeal on the decision of the Vice
President.

b. The Appeal shall be based on any of the following grounds which, if taken into
consideration, will materially affect the Decision:
i. New evidence that existed at the time of the hearing but could not have been
discovered with reasonable diligence prior to the Decision;
ii. Violation of due process; or
iii. Errors of fact or law.
c. The Appeal shall be resolved within ten (10) days from its filing.
d. Parties who are not satisfied with Decisions that have become final and executory
may appeal to the appropriate government regulatory body (DepEd) in accordance
with its rules or with the regular courts following the applicable provisions of the
Rules of Court.
12.10. Departure from the Prescribed Periods

The following periods of delay shall be excluded in determining compliance with the
prescribed period within which an action by the University/School must be taken:
a. Delay resulting from a written request from either party for extension of time (if
allowed) to submit evidence or procure the attendance of witnesses, provided that
there can be no further extension of a period already extended;
b. Delay resulting from a written request for postponement of hearing based on highly
meritorious grounds, such as but not limited to serious illness, injury, or physical
incapacity evidenced by a medical certification;
c. Delay resulting from causes outside of the University’s reasonable control, including
acts of God and force majeure; and
d. Other analogous circumstances that result in reasonable delay when the ends of
justice and best interests of the parties outweigh the speedy disposition of the case.
12.11. Implementation of the Sanction

It is the responsibility of the APFor and the appropriate StraC to ensure that student
respondents comply with the disciplinary sanctions and corrective measures imposed.
More serious sanctions may be imposed in the event that the respondent fails to comply
with the sanctions initially imposed.
Section 13. Protective Measures

13.1. At any time upon the issuance of a Notice of Charge, the SCODI may order
protective measures as may be necessary to ensure orderly proceedings or prevent
aggravation or damage. These measures may include, but are not limited to, preventive
suspension, No Contact Order, Cease and Desist Order, and Adjustment in Class
Arrangements.
13.2. Preventive Suspension

a. Student respondents may be preventively suspended from entering the school
premises and attending classes if the complaint involves a moderate or major

infraction, the evidence of guilt is strong, and their continued stay during the period
of the investigation is detrimental to the normal operations of the School or poses a
risk or danger to the life of persons and property in the School. The preventive
suspension of students shall commence as soon as the SCODI starts its hearing.
b. The period served on preventive suspension shall not be deducted from the period of
suspension imposed in the Decision of the case.
c. A person placed on preventive suspension shall be prohibited from:
i. Attending classes in any form;
ii. Entering any of the campuses, offices, or buildings of the University unless
authorized in writing by the SCODI;
iii. Using any of the facilities and services of the University, such as clinic, library, IT,
gym, and others;
iv. Participating in University activities on or off-campus; and
v. Representing the University in any activity.
13.3. No Contact Order

A No Contact Order is a protective measure employed by Principal, APFor, or SCODI
prohibiting one party from communicating with the other, or both parties from
communicating with each other, either directly or through emissaries, to protect the
safety and general welfare of the parties involved. The No Contact Order may extend to
prohibiting communication with a party’s family, friends, and witnesses, as may be
necessary depending on the circumstances. A copy of the No Contact Order shall be
furnished to the relevant offices that need to ensure and monitor compliance with the
Order.
13.4. Cease and Desist Order

A Cease and Desist Order is issued by the Principal, APFor, or SCODI to parties and/or
their witnesses, or by the Principal, APFor or SCODI to persons not directly involved in a
case, to prevent them from doing acts that are contrary to law or the provisions
stipulated and are harmful to persons or undermine SCODI processes.
13.5. Adjustment in Class Arrangements

To the extent practicable, the Principal, APFor, or SCODI, in coordination with the
concerned offices, may order adjustments to class arrangements (and/or housing
arrangements for those students who are housed in the University Residence Halls) if
the circumstances of the case necessitate.
Section 14. Effect of Transfer

The withdrawal of a student from the SHS shall not prevent the SHS from investigating
and deciding on a Complaint against such student if the Complaint is submitted to the
APFor before being notified of the student’s withdrawal.

Section 15. Effect of Withdrawal of the Complaint
The withdrawal by the complainant of the Complaint at any stage prior to the issuance
of a Decision by the Principal shall not preclude the SCODI from proceeding with the
investigation when there is other direct or circumstantial evidence that can prove the
allegations.
Section 16. Confidentiality

16.1. The identities of the parties, and the proceedings and records of the SCODI
involving specific incidents (including but not limited to all statements, documents, and
evidence submitted by the parties, and communications and reports issued by the
Gender Hub, SCODIs) are confidential information. Confidential information may be
disclosed only to authorized persons and cannot be disseminated to the public.
16.2. The complainant, respondent, and their witnesses will obtain confidential
information in the course of their participation in the proceedings before the Gender
Hub, and the SCODI. They cannot disclose this confidential information to anyone
except to their:
a. a. Lawyers;
b. Immediate family members, i.e., parents or persons exercising substitute parental
authority as defined in Section 3(z), siblings, and spouse;
c. Guidance counselor, psychotherapist, psychologist, and other mental health
d. or medical professionals;
e. Religious confessor bound by the seal of confession or spiritual director who is a
priest or other religious minister;
f. Case Companion designated by the Gender Hub;
g. Class adviser or moderator (if the complainant, respondent, or witness is a student);
16.2. Members of the Investigation System shall not confirm the existence of or
otherwise comment about specific investigations or cases, whether ongoing or decided,
to media, student publications, and other unauthorized persons.
16.3. Unauthorized disclosure of confidential information, whether done intentionally or

through negligence, could violate individual privacy rights and personnel non-disclosure
agreements; prejudice the rights of the parties; unfairly damage the reputation of a
person; endanger a person’s safety and security; and undermine the independence of the
University’s established processes for investigating and resolving disputes.
Unauthorized disclosure of the identities of the parties or the proceedings and records
of the University Decorum and Investigation System may be subject to disciplinary
action and other legal remedies; provided, that nothing herein shall prevent individuals
from reporting, talking, or speaking about their experience of sexual harassment, other

forms of sexual misconduct, or inappropriate behavior whether it is happening to them
or someone else. In so doing, however, they are expected to act responsibly by
respecting the dignity, personality, and privacy of others, and by observing honesty and
good faith.
16.4. It shall be the duty of the Principal to ensure confidentiality to the greatest extent
possible. The Principal has the responsibility to:
a. Provide guidance to persons seeking clarity as to who confidential information may
be shared with;
b. Raise awareness and understanding of the community about confidentiality
restrictions, the need for such, and the consequences of breach;
c. In case of unauthorized disclosure, require persons concerned to stop posting or
sharing, through any means, confidential information to the public or any
unauthorized person;
d. Report any confidentiality violation to the University Legal and Compliance Office and
the University Data Protection Office for the appropriate legal action; and
e. Adopt such other measures as may be necessary and reasonable to ensure
confidentiality. The SCODI shall initiate the necessary action if the action is
addressed to the parties and witnesses to the case being heard by the Panel;
otherwise, the University/School CODI shall initiate the action.
16.5. The SCODI may file on its own initiative an incident report for violation of
confidentiality with the OHRMOD (for violations by personnel) or the appropriate APFor
(for violations by students); provided that direct or circumstantial evidence of the breach
is available. The incident report shall serve as a complaint and may be consolidated with
the complaint, if any, of the affected party or data subject.
Section 17. Non-Retaliation

17.1. Committing or insinuating acts of retaliation due solely to the filing of an informal
report or Complaint, or to participation in administrative procedures or investigations
under this SHS CODE AND RULES is a major infraction that is subject to disciplinary
action, up to and including dismissal.
17.2. Retaliation includes, but is not limited to, threats, intimidation, reprisals, and/or any
adverse action related to employment or education against a person who reports an
incident of sexual harassment or other form of sexual misconduct, or who testifies,
assists, or participates in any proceeding, investigation, or resolution of a sexual
harassment/sexual misconduct report or Complaint.
17.3. The filing of a disciplinary complaint or other legal action against one who
instituted a false Complaint/report for sexual misconduct, sexual harassment,

inappropriate behavior, or analogous acts under these SHS CODE AND RULES or who
bore false witness in proceedings under this SHS CODE AND RULES is not retaliation if
there is a reasonable basis for such disciplinary complaint or legal action.
17.4. Persons who wish to report and/or file complaints for retaliatory acts may avail
themselves of the Gender Hub's services.
17.5. A complaint for retaliation shall be filed with the OHRMOD (for violations by
personnel) or with the Office of the APFor (for violations by students) copy furnished the
UODI/SCODI.
17.6. The SCODI Chairperson shall designate a member of the SCODI to sit as a member
of the Disciplinary Committee investigating or hearing the complaint for retaliation.
Section 18. False Complaint

18.1. Any student who makes a false Complaint/report of sexual misconduct, sexual
harassment, inappropriate conduct, or analogous acts under this policy shall be subject
to disciplinary action. The SCODI, on its own accord, or the complainant may file an
appropriate Complaint (against the one who makes the false Complaint/report) with
APFor (for violations by students).
18.2. The mere fact that a Complaint of sexual misconduct, sexual harassment,
inappropriate behavior, or analogous acts under this policy is dismissed or the
respondent is not found guilty of such charges does not necessarily constitute a false
complaint. A Complaint is false only if there is proof that the allegations were fabricated
and the Complaint was filed with malice.

Contact Information
CONCERN OFFICE CONTACT INFORMATION
Academic Assistant Principal for apacad.ashs@ateneo.edu

Academics
Student Activities, Student Assistant Principal for apadmin.ashs@ateneo.edu

Services, Athletics, Health Administration
Services
Formation: Homeroom, Assistant Principal for apfor.ashs@ateneo.edu

Discipline, Campus Ministry, Formation
Guidance and Counseling,
Certificate of Good Moral
Character
Enrollment, Certifications, Records registrar.ashs@ateneo.edu

Transcript of Records 8426 6001 local 7301
Admission and Scholarship Office of Admission and oas.ashs@ateneo.edu,

Inquiries Scholarships 8426 6001 local 6292
Parent Participation in Parent Relations and preppush.hs@ateneo.edu,

School Activities Programs-Parents Union 8426 6001 local 6231
for School and Home
(PREP-PUSH)
Other General Concerns Principal principal.shs@ateneo.edu

8426 6001 local 6021


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Copyright 2023 ©

Senior High School, Ateneo de Manila University

Office of the Principal

Telephone No: 8426 6001 local 6021

Address: Ground Floor, Senior High School Building

ViSION-MISSION OF ATENEO DE MANILA UNIVERSITY BASIC EDUCATION 4

PROPOSED VISION AND MISSION OF ATENEO DE MANILA SENIOR HIGH 5

PROFILE OF THE ATENEO DE MANILA UNIVERSITY BASIC EDUCATION 6

PART 1. GENERAL INFORMATION 7

1. ABOUT THE SCHOOL 8

2. STUDENTS’ RIGHTS, RESPONSIBILITIES AND SOCIAL OBLIGATIONS 13

THE ACADEMIC CODE 24

6. ACADEMIC DUTIES AND RESPONSIBILITIES OF STUDENTS 35

7. GRADING SYSTEM (for AY 2023-2024) 35

10. LEAVE OF ABSENCE 41

11. GRADUATION EXERCISES 42

12. OVERVIEW OF THE OFFICE OF THE ASSISTANT PRINCIPAL FOR 46

15. OTHER STUDENT SERVICES 49

16. OVERVIEW OF THE OFFICE OF THE ASSISTANT PRINCIPAL FOR 52

17. HOMEROOM PROGRAM 52

18. CAMPUS MINISTRY AND SPIRITUAL FORMATION 55

19. GUIDANCE AND COUNSELING PROGRAM 57

20. NATURE OF THE CODE OF DISCIPLINE 60

21. POLICIES ON ATTENDANCE AND TARDINESS 61

22. POLICIES ON SCHOOL ATTIRE AND GOOD GROOMING 65

23. POLICIES ON CLASSROOM DISCIPLINE 69

24. POLICIES ON THE CARE OF CLASSROOM AND SCHOOL FACILITIES 76

25. POLICIES ON THE USE OF COMMUNICATION AND INFORMATION 81

26. OFFENSES AGAINST THE CODE OF DISCIPLINE 84

27. DISCIPLINARY INTERVENTIONS 92

28. DISMISSAL FROM THE SCHOOL 96

29. DISCIPLINARY PROBATION 98

30. EXPULSION 101

31. CONDUCT MARKS 101

32. THE ST STANISLAUS KOSTKA AWARD 103

33. THE DISCIPLINARY BOARD, THE CHILD PROTECTION COMMITTEE, 103

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 2

A. RANDOM DRUG TESTING FOR STUDENTS 105

B. SUMMARY OF DISCIPLINARY OFFENSES AND MAXIMUM 108

C. ANTI-BULLYING POLICY OF ATENEO DE MANILA SENIOR HIGH 116

D. POLICY OF THE ATENEO DE MANILA SENIOR HIGH SCHOOL AGAINST 129

CONTACT INFORMATION 151

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 3

In the Senior High School, the student nurtures the ability

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 4

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 5

Upon the student’s graduation from Basic Education, the student

● is COMPETENT in all areas of one’s life;

● has a well-formed CONSCIENCE, with the courage to defend

● has COMPASSION for others, especially the poor and

● lives out one’s COMMITMENT to God, and to society as a

Per intercessionem Sanctae Virginis Mariae

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 6

The Ateneo de Manila started in 1859 as a government-sponsored primary school

In response to the K to 12 reform in the Philippines, the Ateneo de Manila University

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 8

1.2. SCHOOL NAME

ATENEO SENIOR HIGH SCHOOL STUDENT HANDBOOK (2023 edition) 9

1.4. SCHOOL SEAL