TASHA’S STATEMENT To the St. Theresa’s College QC administration, The past week has seen a number of brave survivors come forward to tell their stories of sexual harassment and abuse. Among these survivors are undergraduates and alumni of St. Theresa’s College, Quezon City (STCQC) In light of this, cases of sexual har assment and abuse of authority in your institution circulated around various social media platforms. A large number of victims, both graduates and undergraduates, came forward to express their incidents with certain personnel from the institution. Because of this, #STCDOBETTER started to circulate on Twitter as a cry to the institution as they finally let their stories be visible to everyone. The accounts have painted a clear picture of the school’s negligence when it comes to sexual harassment within its midst. The school’s inaction helped cultivate a culture of silence and shame that countless other survivors had to endure. As a response, volunteers from Batch 2019 collated and gathered data and evidence of the sexual harassment complaints of both stu dents and alumnae. Volunteers from batches 2018, 2019, 2020 eventually formed the independent movement, “Theresians Against Sexual Harassment and Abuse , ” or “ TASHA ”. The collective vehemently condemns STCQC’s negligence and inaction towards sexual harass ment within the school’s own halls. We are focusing our efforts to use the data collected to form a case background to be submitted to the STCQC administration. As of writing, TASHA has contacted the administration to set an appointment regarding the mat ter. We were redirected to the school directress to present our collected evidence, and the administration is yet to schedule a meeting with TASHA for negotiations. That being said, these are our demands: 1. We demand a formal apology and acknowledgment of the administration's role in perpetuating a culture of victim - blaming and shaming. The school administration must fully realize its role in enabling sexual harassment by protecting and tolerating predators. 2. We demand the immediate investigation of all com plaints by a third party, regardless of whether or not the student filing a case has graduated from STCQC. 3. We demand that teachers who have allegations against them be suspended immediately during the investigation period. 4. We demand the immediate dismiss al of teachers with proven cases of sexual harassment, regardless of when the incident took place. 5. We demand the formation of a multisectoral committee, composed of students, alumni, parents, and third party legal representatives and trauma experts that w ill recommend and oversee reforms to school policies. These reforms must include: a. A strict anti - sexual abuse policy b. A no - contact policy between all teachers and students must be implemented, unless in case of emergencies. Teachers must remain an arm’s wi dth away from all students. c. Mandatory gender sensitivity training by a third party for all faculty and administration 6. We demand the formation of a committee composed of alumni, teachers and students of legal age that is independent from the administratio n, and can assist victims when filing a case (e.g. Ateneo de Manila University’s Gender Hub). 7. We demand stricter screening of applying teachers. Teachers with allegations, unless disproven, must not be hired. 8. We demand immediate reforms within the school’s administration body. Members of the administration which have willfully and knowingly allowed sexual harassment to continue must step down. 9. We demand the full compliance of the school should victims want to pursue legal action against a perpetrator or the institution. 10. We demand that the school provide accessible mental health and trauma counseling to victims. This counseling must be done by third party professionals who specialize in sexual abuse. These a re some of the steps you can take to rectify a dreadful transgression. Justice is vital in order for victims to truly begin healing. We only wish for Theresians to learn in a safe environment during their stay in the institution. Understand that this is not an attack on the school. This is the culmination of years’ worth of your students’ silenced voices and genuine pain. If your students do not feel safe within the four walls of their second home, what more once they step outside the school’s threshold? STCQC preached about the value of truth, and having a preferential option for the oppressed. If you hold any integrity over these values, understand that this is where TASHA stands; in the search for truth, and in the harsh battle against oppression. Mo reover, this is to demand accountability from enablers and perpetrators to ensure that no more students can be victimized. Attached to this statement is a recommended set of procedures created by “Alliance of Theresians Ending Harassment, Misconduct, Abus e, and Related Cases” or ATE . Batches 2005 & 2006, that is corroborated so far by alumnae from batches 2003, 2010, 2011, 2012, 2014, 2015, and 2021 strongly advise the institution to follow and look into. These guidelines are directly related to Identifyin g, Preventing, and Responding to Incidents of Harassment, Misconduct, Abuse, and Related Cases (HMARC) Towards Students of STCQC . We firmly believe that following through with the procedures we have prepared will significantly help in alleviating the issue at hand. As graduates of your school, we urge you to do better. IDENTIFYING, PREVENTING, AND RESPONDING TO INCIDENTS OF HARASSMENT, MISCONDUCT, ABUSE, AND RELATED CASES (HMARC) TOWARDS STUDENTS OF STCQC OBJECTIVES : To create a concise plan within an agreed timeline that focuses on urgency, with the key stakeholders , that will help reorganize and redevelop the school’s current systems, policies, procedures, cultures, and to make sure that these changes are sustained. The plan a ims to prevent and effectively recognize incidents that fall under HMARC. Key Action Points and Policies herewith, were identified to create a culture of zero tolerance for HMARC cases, and engage all STCQC ‘Stakeholders’ to: 1) Proactively identify and bri ng forth cases of HMARC. 2) Develop clear, comprehensive policies and procedures agreed between the school, its student body and third - party organizations that deal with HMARC related incidents fairly and without bias. Proper consultation with the students to ensure their participati on in the formulation of these policies should be taken into consideration. 3) Improve communication about policies and procedures across ‘stakeholders’ on both offline and online platforms 4) Offer annual in - person training for STCQC ‘employees’, its ‘student body’, (and if deemed necessary, parents or guardians as well) on HMARC Policies and Procedures. 5) Develop a clear framework for reporting procedures. 6) Develop protocols and checklists, with an annual review on policy for necessary improvements, alongside id entified third - party specialists or organizations. 7) Establish accountability measures and identify who within the ‘stakeholders’ are responsible to communicate and enforce policies and procedures. 8) Identify ‘stakeholders’ who will develop collaborative relat ionships with legal and child welfare agencies to ensure accordance with existing laws, as well as provide families with impartial avenues of additional support. DEFINITION OF TERMS : I. ‘HMARC’: refers to a collection of illegal acts that covers the follow ing A. Harassment: refers to aggressive acts that involve pressure or intimidation B. Misconduct: refers to unacceptable or improper acts by employees and professionals C. Abuse: refers to the repeated acts of of cruelty and violence against a person D. Other Related Cases: refers to other acts that involve the use of power and position in order to oppress a person II. Stakeholders: refers to the following group of individuals: A. Administration: refers to those employed within STCQC, holding positions of leadership and manag ement B. Employees: refers to both faculty and non - faculty employees of STCQC C. Student Body: refers to the current student in the care of STCQC D. STC Alumnae: refers to a group of Alumna of STCQC III. Victim: A. Covers children of all ages, within the K - 12 school system of STCQC, which were victimized by acts that fall under the HMARC definition. B. Majority of which fall under the legal age of 18. IV. Alleged Perpetrator and appropriate Perpetrator A. Referred to any and all ‘Employees’ of STCQC that are accused of engaging in acts that fall under the HMARC definition. IDENTIFYING INCIDENTS OF HMARC A. RA 7877 AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT, AND FOR OTHER PURPOSES. Section 3 (b): In an education or training environment, sexual harassment is committed: (1) Against one who is un der the care, custody or supervision of the offender; (2) Against one whose education, training, apprenticeship or tutorship is entrusted to the offender; (3) When the sexual favor is made a condition to the giving of a pas sing grade, or the granting of honors and scholarships, or the payment of a stipend, allowance or other benefits, privileges, or consideration; or (4) When sexual advances result in an intimidating, hostile or offensive environment for the student, trainee or apprentice. Any person who directs or induces another to commit any act of sexual harassment as herein defined, or who cooperates in the commission thereof by another without which it would not have been committed, shall als o be held liable under this Act. B. To be further expanded with inputs from NGOs, Legal Teams, and experts. To be used as reference when creating appropriate terminology for training and toolkits for Administration, Employees and the Student body. I. IMMEDIATE PROCEDURAL IMPROVEMENTS A. APOLOGY AND CONDEMNATION Objectives: (1) To reassess the language used in “official statements” released by both the STCQC Administration, and the STAA. (2) To acknowledge the administration’s role in perpetuating a culture of victim - blaming. (3) To demand for concrete, and timely outputs. Procedure : The school must produce a proper and formal apology towards victims, families, and to the whole Theresian community. The apology must include the following: (1) A clear condemnation of the incidents that happened to the students and alumnae; (2) An explicit acknowledgement that STCQC has failed to protect young girls due to the lack of anti sexual harassment policies and the mishandling of the previous cases; (3) A str onger conviction to stand by the victims, especially since all of them are or were minors when the incidents occurred; (4) A more sensitive diction so as to avoid tones of victim blaming and complacency in handling the issue; and (5) A concrete plan of action ins tead of blanket statements. B. INVESTIGATION Objectives: (1) To follow through with the school’s sincerity and concern over the allegations with those involved in the declarations by students and alumnae. (2 ) To equip the school with professiona ls to guide or lead the investigation. (3) To sanction with immediate dismissal all personnel and affiliate employees with proven cases of HMARC. Participants: All personnel, staff, and affiliate employees, parents, and third - party representativ es from DepEd and/or Gabriela/KPL party - lists Procedure: An immediate investigation should be launched into faculty, personnel, staff, and affiliate employees (e.g. school bus drivers) who were included in any accusations. Other personnel who were accused of being complicit during incidents of HMARC should also be included. All personnel who were accused by a student or graduate, will be suspended immediately for the duration of the investigation. The school should consult with legal advisors, children and women’s rights organizations, and mental health professionals, on how the investigation should proceed. STCQC should open itself to enquiry from the Theresian community, as represented by the parents, as well as of - age alumnae. Transparency regarding res ults of the investigation should be communicated through the STAA and circulated within the STCQC community. This can be done with town hall meetings, regular newsletters, and public statements regarding cases. Employees, staff, and teachers with proven cases of HMARC, should be immediately dismissed,even without court proceedings. These cases regarding former employees must be reported to their current employer. Additionally, we urge the persons who mishandled the HMARC, both of the present and the past , to be suspended as a repercussion for their actions. C. LENIENCY AND TOLERANCE TO STCQC UNDERGRADUATES Objectives: To protect those who criticized the administration and personnel of STCQC on social media, whether by the #STCDoBetter hashtag or other m eans, of any behavioral sanction that affects their overall GPA and potential jobs. Procedure: An immediate exoneration of all graduates, undergraduates, and personnel who expressed concern, anger, or disappointment at STCQC, its administration, and the v arious accounts of sexual and emotional abuse. No behavioral sanctions shall be given by the administration or personnel to avoid victim blaming, shaming, and silencing the students. II. LONG - TERM SUSTAINED POLICIES These proposals are understood to be d one over the course of the next 10 - 15 years, effective as soon as possible, to ensure that there is a long - standing and sustainable change in the environment and culture of the school. A committee composed of an organizational development professional, and representatives from various stakeholders (alumna, STAA, parents, teachers, guidance counselors, administration), should be created annually, or TBD, to ensure that the goals are met. A. LEGAL Objectives: (1) To provide legal guidance to the school in the face of any untoward incidents in the future. (2) To make students aware of all their options when they express concerns regarding HMARC. (3) To have clear legal policies and procedures that protect the stude nts above all ( 4) To ensure that the school provides full support to students who pursue filing legal complaints. CHILD PROTECTION POLICY The absence of a child protection policy is alarming, especially for a school that espouses social justice, and preferential treatment towards the vulnerable sector. A policy must be created in order to protect the students from various exploitations and abuse. This is also in compliance with Sec. 7 of the DepEd Child Protection Policy which states th e duties of a school head. This includes (a) ensuring the institution of effective child protection policies and procedures, and being able to monitor its compliance, (b) ensuring that the school adopts a child protection policy, and (c) ensuring that all students, personnel, parents/guardians are made aware of such policies. The creation of which should follow Sec. 10 of the DepEd Child Protection Policy which states that all public and private elementary and secondary schools shall establish a Child Prote ction Committee. Participants: Experts/ organizations on children’s rights, child development psychologists, lawyers, parents Procedure: Consult and create a working group of experts, and professionals, in compliance with Sec. 10 of the DepEd Child Pr otection Policy , including parents of current students to build STCQC’s “Child Protection Policy”, that highlights the vulnerabilities of minors, especially young girls, and their susceptibility to HMARC from adults and authority figures. Be sensitive an d account for the diversity of the students, rather than treat them as a homogenous group. Failure to uphold such policies created may result in violation of laws such as Article 1170 of the Civil Code provides that those who are negligent in the performan ce of their obligations are liable for damages. REQUEST FOR CONFIDENTIALITY FOR LEGAL, OR NON LEGAL PROCEEDINGS It is very important for the school to remember, realize, and recognize that all of their students are under their care and protection. Thus, all students, both minors and those of legal age, reserve the right to have their confidentiality and anonymity re spected while making sure that their grievances are heard and will be supported, while also reminding them that this may limit the application of remedies.In the event that a student, with finality, chooses to be anonymous, complaints of HMARC should still be investigated and resolved without divulging the victim - survivor’s identity. In addition, when involving parents, the school should make sure the student has a safe environment at home before informing the parents or relatives of the issues. Failure to uphold this policy may result to the violation of child protection laws such as RA 9344 or Juvenile Justice and Welfare Act of 2006 which states that ‘ Proceedings before any authority shall be conducted in the best interest of the child and in a manner whi ch allows the child to participate and to express himself/herself freely. ’ (Section 2b) Participants: Administration, faculty, guidance counselors, parents, Procedure: Include the ability to request for confidentiality in any policy regarding HMARC. The confidentiality agreement should bind the school and any individuals or groups involved in investigating and resolving these incidents. Should an employee of STCQC be fou nd guilty of breaking the confidentiality agreement, said employee shall be sanctioned appropriately by the school. In the event that the school is unable to resolve the situation, it should seek advice from the professionals, such as legal counsel, and th e parents. It is important to note that this confidentiality agreement shall not be, under any circumstances, be used to silence the victim - survivor, but rather protect said victim - survivor’s identity. AID IN SEEKING LEGAL ACTION In the event that legal action will be pursued, appropriate measures, support, and assistance should be available to the student. Participants: Experts/ organizations on children’s rights, child development psychologists, lawyers, parents, alumni, guidance counselor Pr ocedure: Create a committee that would assist victims when filing both legal and non legal actions. Ensure that the student’s welfare and well being is taken care of, and that all means are exhausted to provide the best outcomes for the student. B. MANDA TORY SEMINARS, TRAININGS AND CREATION OF RELATED POLICIES Objectives: (1) To seek out seminars, and trainings by professionals regarding: HMARC, girl - child’s rights, professionalism in a school environment, and related, and make this mandatory. (2) To ensu re that the internalized culture of patriarchy, sexism, and authority are dismantled . (3) To create a safe, and mutually respectful environment for the Theresian community to thrive. (4) To help identify what acts constitute as HMARC. (5) To create policies that ensure that HMARC incidences are properly responded to. ANTI SEXUAL HARASSMENT SEMINARS, AND POLICIES Young girls enter STCQC trusting that it is a safe environment and a second home for them. Unfortunately, they become exposed to sexual grooming, predatory behavior, sexist rhetoric, and patriarchal systems while they are still emotionally, socially, and psychologically maturing and developing. This in tur n may manipulate children into normalizing sexist behavior (e.g. comments, jokes, inappropriate touching), which may lead to them accepting objectification and violation of personal boundaries -- further escalating into unwanted incidents. Part icipants: STC administration, staff, affiliate employees, students, parents, legal advisors, experts on feminism, children’s rights, and related organizations Procedure: Provide for seminars and trainings conducted by professionals on sexual harass ment and related issues, and make them mandatory to all. Teachers, staff, and employees should attend a seminar before the beginning of the school year with topics specifically pertaining to them, and rules that should heavily apply to them more than to th e students. The role of creating a safe environment should fall on the adults and not students. Likewise, students, while also opening the invitation to parents, should also be provided with a similar seminar, however highlighting consent, and their rights . In addition, with the help of experts, create an anti - sexual harassment policy that highlights the vulnerabilities of a girl - child, especially in a school setting. ANTI BULLYING AND ABUSE OF AUTHORITY SEMINARS, AND POLICIES Bullying d oes not only happen among peers, but can also come in the form of abuse of authority or power by adults. Being in a school setting and living in a country with a culture that demands unconditional respect towards elders puts students in a position of not b eing able to properly defend, nor articulate themselves due to fear, or any retaliation that may affect their grades. Although there is a need to teach discipline, and provide guidance, correction, or structure to students, this can be done in a safe and r espectful way, without needing to create unnatural consequences and punishments. Consequences should always directly respond to the action that a student does, and nothing beyond it. Participants: STC administration, staff, affiliate employees, students, parents, legal advisors, experts on feminism, children’s rights, and related organizations Procedure: Provide for seminars and trainings conducted by professionals on how to respond to students and the appropriate examples of natural consequences and disc ipline, and make them mandatory to all. Teachers, staff, and employees should attend a seminar before the beginning of the school year. Likewise, students, while also opening the invitation to parents, should also be provided with a similar seminar, highli ghting their rights. An accompanying policy with regards to bullying should also be created in consultation with experts. GENDER SENSITIVITY SEMINARS, AND POLICIES The school insists on homogenizing the experience of each student withou t taking into consideration how they would like to express themselves and any possible non - conformity to heteronormative standards of beauty. Imposing these standards is not only superficial but also outdated and irrelevant to a child’s education. At the s ame time, recognizing and accepting the different experiences of the students without passing judgment or enforcing punishment is crucial -- particularly since these aspects of a person have no bearing on their academics. Acceptance, and not mere tolerance of a person’s SOGIE should be at the core of the school’s values. Participants: STC Administration, staff, employees, students, experts on SOGIE/ LGBTQ rights, children’s rights, and psychologists Procedure: Provide for seminars and training conducted by professionals on SOGIE and make them mandatory to all. Teachers, staff, and employees should attend a seminar before the beginning of the school year with topics specifically pertaining to their roles as educators and how they should relate to students. Students should also be given a similar seminar, geared more towards crea ting an inclusive environment and navigating their identities as students in a school setting. Parents may also be invited to these seminars to better create and maintain a supportive environment for all students. Accompanying policies that enforce these modules of learning should also be created and implemented in collaboration with relevant experts. C. PSYCHOLOGICAL HEALTH AND WELL BEING Objectives: (1) To provide for proper, well equipped professionals that will provide support to students (2) To involve students in protecting each other’s well - being and creating a trusting environment (3) To ensure the well - being of students are valued and recognized in the school TRAINED COUNSELORS Although there are guidance counselors present within the i nstitution, the school should support mandatory training or seminars and/or hire counselors who have already been trained to handle events, with regards to the ethics surrounding HMARC cases, and especially how to handle them with minors. Additionally, inc luding training regarding mental health and mental illness would be appropriate to better cater to the needs of the students. Besides being important in helping victims/survivors work through their experiences and possible trauma, proper training would als o equip counselors in dealing with various problems the student body may be experiencing. Prior experience has shown that school staff are currently ill - equipped for this; see: case on the girl w ADHD that was forced out of the CR during an episode Participants: Guidance counselors, STC administration Procedure: Fund the training of, or hire counselors that can handle HMARC cases and can provide for the proper support and system for students. These counselors should be trained in the ethic s and proper procedures because they will mostly be handling minors. Sessions on well - being should also be highlighted to help create a satisfactory environment that fosters positive relationships, attitudes, and experiences in school. Aforementioned couns elors should also undergo periodical evaluations to ensure the effectiveness of their sessions with the students. PEER SUPPORT The creation of peer support groups, either per batch or as an “Ate - to - Younger Sister” system, which can even include the alumnae, should be encouraged to help create safe spaces for communication in the community. This will help remove stigma or fears of being isolated, and helps support the well - being of the students. Participants: Guidance counselors, volunteer students and alumnae Procedure: Properly train volunteer students who would like to be peer counselors on how to have a safe space for other students. In the event that students are afraid to approach adults, a peer counselor can be an opportunity to help students in need and can stand to represent others if needed. The administration should make sure that this is properly done without adding further and unnecessary strain on the students. D. CURRICULUM CHANGES Objectives: (1) To update the student handbook and align it with values that foster women's empowerment. (2) To revise policies that promote patriarchy, sexism, and victim blaming. ( 3) To include proper and age - appropriate sex education classes REVISE STUDENT HAND BOOK The student handbook, although highlighting how a student should conduct themselves in a school environment, borders on policing students, controlling their identity expressions, and violating their rights to privacy. Its implementation is seen as arbitrary, and certain behaviors of the institution remain implicit and lack codification, e.g. unreasonably strict discrimination against same - sex relationships. The handbook is seen as the material tool that enforces the cultu res that perpetuate patriarchy, sexism, and HMARC, as seen through the following provisions: a) Part VI: Young People Management, On Uniform, Wearing of ID, Grooming, and Dress Code - which imposes and appreciates gender heteronormative standards of beaut y, and inadvertently, shames those who do not comply with it. b) Part IV: On Security and Property - which violate the students’ right to privacy and freedom of speech. Participants: Students, Alumnae, Children’s rights professionals , lawyers Procedure: Allow a working committee with relevant stakeholders and experts to help rebuild the student handbook. This committee must ensure that the students are able to voice out their opinions on the policies to be put in pla ce. The revised student handbook shall serve as a basis for all behavioral sanctions decided by the teachers and administration. In coordination and agreement with the school, a new handbook should reflect who and what a Theresian truly is – empowered, cr itical thinkers, and women who stand up for justice regardless of their sexual identity and conformity to heteronormative standards. SEX EDUCATION AND EMPOWERMENT Sex education is not only comprised of talks on contraceptives and sexual intercourse. T his should also bring to light and focus on topics such as the importance of consent, sexuality, emotional relations and responsibilities, reproductive health, related laws, and the like. Comprehensive sex education will empower students to be more aware a nd vigilant of situations concerning such. It will also equip students with the necessary information they need to know if their rights are being violated. Moreover, this can help students and personnel understand sexual harassment and abuse, both on an institutional and national level. Participants: Students, sexual education professionals, doctors Procedure: Provide students with proper and age - appropri ate sex education to help them navigate their beliefs and values. Comprehensive sex education should be given by professionals who specialize and are trained in that area. Should internal personnel be tapped to take charge of this, they must be properly tr ained and have consulted with relevant professionals. Modules should not only consist of the physiological aspect of the reproductive system, but rather transcend into the psychological aspects as well. Topics should also include sexuality, safe relations hips, consent, reproductive health, reproductive rights, as well as the responsibilities that come along with it. Additionally, programs and modules should be well - rounded and based on scientific research rather than pure doctrine or beliefs. STUDENT EVA LUATION OF TEACHERS It is important that students be able to give feedback on the faculty and staff without fear of shame, retaliation, and bullying. Student evaluations are reliable sources for feedback that can be valuable in identifying early stages o f abuse and improving faculty practices. Participants: Students, faculty, school admin Procedure: Online Student Evaluation of Teachers (SET) shall be implemented at the end of each quarter. They shall remain anonymous to the faculty and staff to avoid a ny abuse of power and encourage authenticity of responses. As a basis for implementation, STCQC may review the University of the Philippines’ online SETs. After each quarter, the faculty should hold a deliberation facilitated by the Principal or the Assist ant Directress to discuss the results and summary of the collated SET. The Administration should also set a specific ‘passing’ grade which will be collected after the school year. COMMUNICATIONS IN THE SCHOOL The school has demonstrated a limited working knowledge in online communications, having placed the burden of a difficult job on only one personnel. A simple survey of the content on its official media channels shows a technologically deterministic treatment and reductionist view of media. Furthermor e, reported cases of sexual harassment and other forms of abuses have taken place in social media platforms. The school must decisively build its capacity in this area. It must realize that besides functioning as a tool for publicity and marketing of progr ams and activities, new media technologies have the power to transform organizations. As digital transformation becomes a norm, it is imperative that the school understands the opportunities and risks that new media presents in shaping the institution. It is likewise necessary to clearly define protocols for appropriate use of digital platforms and online privacy to protect members of the STC Community. Participants: STC Administration, staff, employees, and organizational communications experts Proced ure : STCQC must conduct a communications audit in order to assess its use of media channels. It must also employ the services of experts who can guide the school in facilitating its communicative actions. The school must also implement clear policies on th e ethical use of social media by all community members, which includes clauses on the ethical use of social media and privacy. STCQC must also provide proper and suitable training to the employees of STCQC on the responsible use of social media for communication between the institution and its stakeholders. This should highlight the importance of social listening where STCQC’s soc ial media platforms can effectively and efficiently address the concerns that are brought to their attention. The school must establish policies on the use of its official media channels. It must also strictly reinforce the use of Aralinks and GSuites acco unts for communications among members of the community, particularly between students and teachers. Communication through other channels must only be done under meritorious circumstances. Capacity building in data privacy must also be reinforced. E. TOOLKITS, AND INFOGRAPHICS Objectives: (1) To enforce the change in culture through communication toolkits. (2) To create visual reminders (3) To make information easily digestible and accessible Participants: Communications and media profess ionals, psychologists, experts on girl - child’s rights, SOGIE experts Procedure: Hire experts to create various toolkits and infographics that would help enforce the new policies, culture, and ideologies as listed from the seminars and trainings. P lace these in visible areas, in online publications, and provide them to students, and staff alike.