Social Inclusion Policies and Learners’ Engagement in School Activities

Abstract

This study assessed the relationship between social inclusion policies and learner engagement in District V, Division of Malaybalay City, during the 2025–2026 school year. Using a descriptive-correlational design, the research examined policy implementation across five domains: teachers’ knowledge, attitudes, school resources, professional development, and administrative support. Data were collected through complete enumeration of public-school teachers using a validated questionnaire and analyzed via descriptive and inferential statistics.
Findings reveal a large extent of implementation across all social inclusion domains, with teachers demonstrating robust knowledge and egalitarian attitudes. Similarly, learners exhibit high engagement in both curricular and co-curricular activities, reflecting strong academic investment and a sense of belonging. Correlation analysis confirms a significant positive relationship between policy implementation and learner engagement (r = .497, p = .000), with administrative support and resource availability emerging as the strongest predictors of student involvement.
The study concludes that while teacher readiness is high, sustained success depends on bridging the gap between theoretical knowledge and structural support. Structured policy implementation, driven by proactive leadership and equitable resource distribution, directly enhances student participation. Recommendations include institutionalizing specialized professional development for teachers to refine inclusive pedagogies and empowering learners to take active roles in classroom discourse. Furthermore, school heads must champion a supportive climate by regularly evaluating policies and strategically allocating resources. By fostering a "wraparound" support system, schools can transform inclusive frameworks into a lived reality that ensures the academic and social success of every learner.