One of KREASI Morotai’s assisted early childhood education centers (PAUD) is now showing clear changes in its child protection practices. Syahwiah, the PAUD principal, shared that previously her own and the teachers’ understanding of child protection and case management was still limited, so implementation had not been optimal. After joining KREASI’s case management training, they began to learn about concrete steps that could be applied in the school. Syahwiah then followed up on the training by establishing a TPPK (Violence Prevention and Handling Team), drafting a child protection SOP, updating child-rights-based school rules, and socializing them to all teachers and parents. Now, all teachers understand their respective roles, so child protection is no longer seen as the responsibility of just one or two people.
These efforts were then expanded to the village level. The school set up regular forums with the village government and the school committee to discuss health, child protection, and the safety of the learning environment. Village involvement ensures support for school needs, including physical safety issues and disaster risk mitigation in line with the climate change conditions in Morotai. At the district level, the school is connected to the district TPPK Task Force and participates in case management supervision, so referral pathways for more serious cases are clear and structured.
Within the school, the TPPK serves as the front line. They draw up work plans based on needs, ranging from strengthening teachers’ understanding of violence, preventing bullying, to establishing simple counselling mechanisms. The initial response to cases is carried out in an educational and non-punitive way, helping children understand the impact of their behavior, restoring peer relationships, and facilitating mediation processes. If a case requires more complex handling, the TPPK immediately coordinates with the TPPK Task Force or relevant services at the district level to ensure that the child and family receive appropriate support.
Beyond building a protection system, the school also promotes the use of positive discipline in the classroom. Children are guided with calming and directive language, instead of being scolded or threatened. Classrooms are arranged to be safe and appealing, with reading corners, exploration areas, reflection spaces, and consistent routines so that children feel emotionally secure. This approach not only reduces violence, but also supports children’s well-being, boosts their confidence, and makes them feel more comfortable in the learning process.
“Every child is special, and they grow at their own pace. As teachers, parents, and school leaders, we carry the mandate to ensure children’s rights and safety are fulfilled. Active collaboration among all parties is not just important, but mandatory. By working together, we ensure children not only grow, but are also protected, respected, and empowered,” said Syahwiah.
Although KREASI Morotai has provided significant support through teacher capacity building, technical assistance, and system strengthening, several challenges remain. Cross-sector coordination is not always consistent, positive discipline practices are not yet fully sustained, and environmental risks and school infrastructure related to climate change still require attention. The principal emphasizes that child protection is not the responsibility of a single actor.
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Program KREASI atau Kolaborasi untuk Edukasi Anak Indonesia didanai oleh Global Partnership for Education, dikembangkan oleh Kementerian Pendidikan Dasar dan Menengah, dan Kementerian Agama. KREASI dijalankan oleh Save the Children bersama Stimulant Institute dengan dukungan Pemerintah Kabupaten Pulau Morotai. KREASI bertujuan untuk meningkatkan kualitas pendidikan di Pulau Morotai dengan memperkuat pengajaran, pembelajaran, dan pengembangan siswa.
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Penulis: Ayutama Putri Jordy | Editor: Andika Ramadhan | Foto: Ayutama Putri Jordy/KREASI/Stimulant Institute/Save the Children