Child-Friendly Schools System Implementation in the Geographically Challenged Public Schools: Its Effect to the Learners’ Participation and Scholastic Performance

Aim: This study investigated the implementation of the Child-Friendly School System (CFSS) in geographically challenged public schools and examined its influence on learner participation and academic performance.Methodology: A quantitative descriptive-correlational research design was used.The study involved 429 respondents from the Lambayong III District in Sultan Kudarat, consisting of 174 students, 174 parents, and 81 teachers.Respondents were selected through proportional and systematic sampling.Data were gathered using a validated DepEd CFSS checklist, covering domains such as child participation, health and safety, academic success, teacher support, and community involvement.Statistical tools employed included mean, standard deviation, and Pearson's correlation coefficient.Results: Findings revealed a high level of CFSS implementation in the studied schools.Significant positive correlations were found between CFSS practices and both learner participation and academic performance. Conclusion:The study concludes that effective implementation of CFSS contributes to improved learner engagement and academic outcomes, even in geographically challenged settings.It recommends strengthening CFSS components and applying targeted interventions to support inclusive and equitable education in remote areas.