In this study, fifty-eight (58) public and private schools in San Jose City were requested to assess the level of awareness and implementation of the Department of Education’s Child Protection Policy (DepEd Order No. 40, s. 2012). The study employed a descriptive-comparative quantitative research design to explore differences between public and private schools and to investigate the relationship between policy awareness and its implementation. Respondents included members of Child Protection Committees (CPCs) and parents from both school types. Data were gathered through structured questionnaires covering demographic profiles, awareness levels, and implementation indicators of the Child Protection Policy. Statistical analyses included weighted means, frequency counts, correlation coefficients, and independent samples t-tests.Findings indicated that stakeholders in private schools had a higher awareness level compared to public schools. Private schools also demonstrated stronger implementation, especially in service delivery, accountability, and policy formalization. Public schools showed lower performance across these domains, with notable challenges in referral systems, coordination with external agencies, and capacity-building activities.A strong positive correlation was found between awareness and implementation in public schools (r = 0.77, p = 0.03), while private schools showed a moderately strong positive correlation (r = 0.62, p = 0.02). Significant differences were observed between public and private schools in both awareness (t = 13.92) and implementation (t = 4.09). The study underscored the need for increased awareness-building, resource allocation, and stakeholder engagement, particularly in public schools.Based on these findings, an action plan was developed emphasizing training, coordination mechanisms, and policy dissemination to enhance the effective protection of children in school settings. These results highlighted the importance of integrated child protection strategies to foster safer and more supportive learning environments.