Rights Without Responsibility Hinder Progress

 Art by: Tawi-Tawi | Cartoonist

    In many schools today, one truth is becoming painfully clear: progress is impossible without students' participation. Stated by Principal II, Richard Celo of Surallah Central Elementary School, during the third Municipal-Wide Journalist Training, the principal is the captain of the ship—they must be responsible in leading schools. However, how can one lead hundreds of students when they lack the effort in helping enhance or improve the school? Classrooms can be repaired, programs can be launched, and teachers can give their full effort—but if students themselves lack awareness, cooperation, and responsibility, no school can truly improve. And this is exactly the problem we face now. 

Meanwhile, in SCES, the issues continue to pile up. Overlapping school activities that shorten budget loads, conflicts between students and teachers—fueled by miscommunication, entitlement, or a lack of discipline—further damage the learning environment, as well as the educational gaps. But as the gap widens, Republic Act 12028, or the ARAL Program steps in as a crucial lifeline, supporting approximately 3 million students struggling with functional illiteracy. Yet this program cannot succeed without the active cooperation of the learners it intends to support. 

Students are protected by laws meant to ensure their safety and dignity, yet some have mistaken this protection as a shield against accountability. Republic Act 7610, or the Special Protection of Children Against Abuse, Exploitation, and Discrimination Act, was created to prevent abuse, not to excuse irresponsibility. Students keep on taking advantage of this law because they lack the ability to set aside unimportant matters and keep the productivity in helping the school’s enhancements. 

Children nowadays don't want to be lectured. Being lectured in this generation would only mean one thing: mental abuse. This generation is often labeled as the “snowflake generation” because of being overly sensitive, entitled, and less resilient than previous generations. Teachers, overwhelmed by paperwork, expectations, and fear complaints, face pressure to simply pass students rather than risk confrontation because of the law. 

When even verbal correction is taken negatively, how can educators inform discipline or maintain standards? And more importantly, how can schools cultivate responsible, empowered learners if the adults guiding them feel powerless? This is where the heart of the problem lies. Student protection should never mean the removal of student responsibility. Respect must go both ways. Guidance is not abuse. Correction is not a violation. Students must learn to accept constructive lecturing—not as punishment, but as part of their growth, and as their contribution for the improvement of their school. 

A school is not built by administrators, teachers, or government support alone—though these are important. With classroom shortages still critical according to DepEd, and overcrowding affecting learning, student cooperation and responsibility remain the key to success. 

Empowerment starts with awareness. Students must see themselves not just as beneficians, but as partners in school progress. Better classrooms, smoother activities, and stronger programs require students to take ownership and embrace accountability. Protection should support growth, not excuse irresponsibility. In the end, schools cannot rise if students refuse to stand with them.