Ethical challenges in remote internships and virtual workplaces

 MARIE FAITH BALLESTEROS

Divine Word College of Laoag

Abstract

The rapid expansion of remote work has transformed organizational practices, learning environments, and employment relationships, particularly for interns and early-career professionals. While remote internships provide flexibility, accessibility, and global exposure, they also introduce ethical challenges related to governance, business ethics, and corporate social responsibility (CSR). This article examines ethical concerns in remote internships and virtual workplaces, including power imbalances, workload fairness, data privacy risks, limited mentorship, and accountability gaps. Drawing on recent literature, this paper highlights the ethical responsibilities of organizations to ensure inclusive, fair, and sustainable remote internship practices. The discussion emphasizes the importance of ethical governance frameworks that protect interns’ rights, promote well-being, and uphold CSR principles in digital work environments.

Keywords: Remote internships, business ethics, virtual work, corporate social responsibility, governance, digital workplace

Introduction

The shift toward remote work has accelerated in recent years due to technological advancements and global disruptions such as the COVID-19 pandemic. As organizations increasingly adopt virtual work arrangements, internships—traditionally designed as in-person learning experiences—have also transitioned into remote formats. For students and fresh graduates with limited professional experience, remote internships serve as critical entry points into the workforce, offering skill development without geographical constraints (Brown, 2022).

Despite these advantages, remote internships present ethical challenges that require careful consideration from a governance and CSR perspective. Interns often occupy a vulnerable position within organizations, and this vulnerability may be intensified in virtual environments where supervision, mentoring, and accountability are less visible (Smith, 2024). Ethical principles that guide traditional workplaces must therefore be reassessed and adapted to digital contexts to ensure the responsible and fair treatment of interns.

Ethical Governance and Power Imbalances in Remote Internships

Ethical governance involves organizational systems and practices that ensure fairness, transparency, and accountability. In remote internships, governance challenges frequently arise due to limited oversight and ambiguous role structures. Studies indicate that interns may experience unclear expectations, inconsistent supervision, and minimal access to organizational decision-makers, resulting in power asymmetries between interns and supervisors (Nguyen & Malik, 2024).

These imbalances may discourage interns from raising ethical concerns, such as excessive workloads or unclear task boundaries, out of fear of negative evaluations or lost opportunities. The absence of physical interaction further reduces informal ethical guidance and feedback mechanisms that are typically present in on-site internships (Frontiers in Education, 2025). Without strong ethical governance frameworks, organizations risk undermining intern learning outcomes and violating ethical standards.

Workload, Fairness, and the Risk of Exploitation

One of the most significant ethical concerns in remote internships relates to workload management and fairness. Research shows that remote work environments often blur the boundaries between professional and personal life, leading to longer working hours and expectations of constant availability (International Labour Organization [ILO], 2022). Interns may feel pressured to demonstrate commitment by working beyond agreed-upon schedules, particularly in competitive virtual settings.

From a CSR perspective, organizations are ethically obligated to ensure fair labor practices regardless of work modality. Assigning interns responsibilities equivalent to full-time roles without adequate compensation, learning support, or clear objectives can constitute exploitation (ILO, 2023). Ethical remote internship programs should establish transparent expectations regarding working hours, task scope, and evaluation criteria to protect interns’ rights and well-being.

Data Privacy, Surveillance, and Digital Ethics

The reliance on digital platforms in remote internships raises critical ethical concerns related to data privacy and surveillance. Monitoring tools used to track productivity, screen activity, or attendance may infringe upon interns’ privacy if implemented without transparency or informed consent (Cruz & Alquwez, 2023). Interns, particularly those new to professional environments, may lack awareness of their digital rights or feel uncomfortable questioning surveillance practices.

Ethical governance requires organizations to adopt responsible data practices that respect autonomy and dignity. Clear communication about data collection, limited use of intrusive monitoring technologies, and adherence to data protection standards are essential for building trust in virtual workplaces (Smith, 2024). Respecting digital privacy aligns with broader CSR commitments and reinforces ethical organizational culture.

Mentorship, Inclusion, and Psychological Well-Being

Internships are designed not only to provide work experience but also to support learning, mentorship, and professional socialization. However, studies suggest that remote internships may limit informal learning opportunities, peer interaction, and emotional support, increasing feelings of isolation and disengagement among interns (Bester et al., 2024). The lack of face-to-face interaction can negatively affect motivation, confidence, and professional identity development (Brown, 2022).

From an ethical and CSR standpoint, organizations have a responsibility to safeguard interns’ psychological well-being. Structured mentorship programs, regular virtual check-ins, and inclusive online communication practices can help mitigate the negative effects of remote work (Cruz & Alquwez, 2023). Ethical organizations recognize that well-being and development are integral components of responsible internship programs.

Corporate Social Responsibility in Virtual Internship Programs

CSR encompasses an organization’s responsibility to contribute positively to society, including the ethical treatment of interns and early-career professionals. Research indicates that students’ perceptions of internship quality are strongly influenced by ethical treatment, organizational support, and meaningful engagement (Deakin University, 2023). Ethical remote internships contribute to long-term human capital development by fostering fairness, inclusivity, and skill acquisition.

Organizations that integrate CSR principles into remote internship policies not only enhance intern satisfaction but also strengthen employer reputation and stakeholder trust (Nguyen & Malik, 2024). Ethical virtual internship programs demonstrate that technological efficiency can coexist with social responsibility and human-centered values.

Conclusion

Remote internships and virtual workplaces represent a significant evolution in modern employment and education. While they offer flexibility and expanded access to opportunities, they also introduce ethical challenges related to governance, fairness, privacy, and well-being. Interns, as early-career professionals, are particularly susceptible to ethical risks in poorly structured virtual environments.

This article emphasizes that ethical governance and CSR must evolve alongside digital work practices. Organizations have a responsibility to implement clear policies, protect interns’ rights, promote mentorship, and ensure fair treatment in remote settings. By addressing these ethical challenges proactively, organizations can create sustainable, inclusive, and ethically responsible remote internship programs that benefit both interns and institutions.

References:

Aboagye, E., Antwi, C. O., Otoo, F. N. K., & Opoku, R. A. (2024). Ethical leadership and employee outcomes in digital work environments. Asian Journal of Management Research and Innovation, 3(1), 45–60.
https://journals.e-palli.com/home/index.php/ajmri/article/view/1723

Bester, M., Stander, M. W., & Van Zyl, L. E. (2024). Remote work, employee well-being, and ethical leadership in virtual organizations. South African Journal of Industrial Psychology, 50, Article a2228.
https://sajip.co.za/index.php/sajip/article/view/2228/4193

Brown, J. L. (2022). The impact of virtual internships on student learning and professional development (Master’s thesis, St. John Fisher University). Fisher Digital Publications.
https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1592&context=education_etd

Choudhury, P., Larson, B. Z., & Foroughi, C. (2022). Is remote work good for productivity? Evidence from knowledge workers. Journal of Sustainable Tourism, 30(5), 1112–1131.
https://www.tandfonline.com/doi/full/10.1080/13678868.2022.2047380

Cruz, J. P., & Alquwez, N. (2023). Ethical challenges and psychological well-being in remote work settings. Journal of Human Services, 43(2), 155–170.
https://journalhumanservices.org/article/91221

Deakin University. (2023). Student employability and virtual internships: Ethical implications for higher education. Journal of Teaching and Learning for Graduate Employability, 14(2), 1–16.
https://ojs.deakin.edu.au/index.php/jtlge/article/view/946

Frontiers in Education. (2025). Ethical considerations in digital learning and work-integrated education. Frontiers in Education, 10, Article 1497721.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1497721/full

International Labour Organization. (2022). Remote work and the future of decent work: Ethical and governance challenges. International Journal of Environmental Research and Public Health, 19(22), Article 9702894.
https://pmc.ncbi.nlm.nih.gov/articles/PMC9702894/

International Labour Organization. (2023). Digital surveillance, privacy, and employee well-being in remote work. International Journal of Environmental Research and Public Health, 20(3), Article 9922901.
https://pmc.ncbi.nlm.nih.gov/articles/PMC9922901/

Nguyen, T. T., & Malik, A. (2024). Ethical governance in virtual workplaces: Implications for internships and early-career workers. Journal of Responsible Innovation. Advance online publication.
https://www.emerald.com/jrit/article/doi/10.1108/JRIT-07-2024-0198/1254131

Smith, R. (2024). Power asymmetries and ethical risks in virtual internships. Journal of Applied Ethics and Organizational Studies. Advance online publication.
https://www.tandfonline.com/doi/abs/10.1080/23736992.2024.2333486

University of Cambridge. (2022). Governance, ethics, and responsibility in digital organizations. Cambridge Open Repository.
https://www.repository.cam.ac.uk/items/8256e91b-a5bb-4012-bf5c-69215ce2388b

 

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Safeguarding integrity: Mechanisms on reporting and addressing unethical behavior in Philippine schools

 CAFIRMA, HARLENE A.

MBA DIVINE WORD COLLEGE OF LAOAG

Abstract

This article explores the critical role of teachers and administrators in promoting integrity and safety within Philippine schools. Drawing from practical experience and policy guidelines, it discusses effective mechanisms for reporting and addressing unethical behavior, including whistleblower policies, anonymous reporting systems, open-door approaches, and formal complaint processes. The article also highlights the importance of impartial investigations, corrective actions, feedback, and whistleblower protection. Emphasis is placed on aligning school practices with the Department of Education’s child protection and anti-bullying policies to ensure a supportive and ethical educational environment for all.

Keywords: Integrity, whistleblower policies, anonymous reporting, school leadership, child protection, anti-bullying, ethical behavior, investigation, corrective action, Philippine education

Introduction

Having spent years in the Philippine educational system, I have witnessed firsthand how acts like cheating, bullying, and discrimination can deeply affect not only the individuals involved but also the broader school community. These incidents can erode trust, lower morale, and create an environment where students and staff feel unsafe or unsupported. The ripple effects of unethical behavior often extend beyond the immediate victims, impacting relationships, academic performance, and the overall culture of the school. Academic misconduct and the influence of integrity culture have been empirically studied in the Philippine context, highlighting how faculty and peer behavior shape ethical standards among students (Resurreccion, 2016).

As teachers and administrators, our influence goes beyond delivering lessons or managing operations—we are stewards of the school’s values and climate. Our actions and policies set the tone for what is acceptable and what will not be tolerated. By establishing clear, accessible mechanisms for reporting unethical behavior, we empower students, teachers, and staff to speak up when they witness or experience wrongdoing. This includes providing confidential reporting channels, ensuring anonymity when needed, and communicating that all reports will be taken seriously and handled impartially.

Moreover, our commitment to addressing these issues must be visible and consistent. When we respond promptly and fairly to reports of misconduct, we reinforce the message that integrity and respect are non-negotiable. We also build trust within the school community, assuring everyone that their well-being is a priority and that they are supported if they choose to come forward.

Ultimately, our leadership in promoting ethical conduct and safeguarding integrity helps create a school environment where everyone feels valued, protected, and motivated to contribute positively. By championing these efforts, we lay the foundation for a culture of safety, trust, and academic excellence.

Mechanism of reporting unethical behavior

Whistleblower Policies

Confidential reporting systems are essential for empowering both staff and students to speak up about unethical conduct. When these policies are clearly communicated, everyone understands not only what constitutes unethical behavior but also how to report it safely. Teachers and administrators must ensure that these policies are accessible, regularly reviewed, and reinforced through training and open discussions. This proactive approach helps build a culture where integrity is valued and protected. Effective reporting mechanisms, such as confidential systems and whistleblower policies, are recognized as essential for empowering school personnel to address child abuse and neglect (Alazri & Hanna, 2020).
Additionally, evidence-based ethics instructional methods have been developed to guide educators in responding to unethical behavior (Schreck, Ivy, & Zane, 2023). 

Anonymous options

Anonymous hotlines or digital platforms are particularly important for sensitive issues such as harassment or bullying. These options lower the barrier for reporting by removing the fear of identification or retaliation. Administrators should ensure these channels are easy to use, well-publicized, and monitored by impartial personnel. Regular reminders about these options can encourage more honest and timely reporting, leading to earlier intervention and support.
Bullying remains a significant concern in Philippine schools, and anonymous reporting mechanisms are vital for early intervention (Elemino et al., 2023).

Open-Door Policy

The leadership style and ethical conduct of school principals have a direct impact on the school climate, with research suggesting that transparent leadership can prevent unethical behaviors (Arslan et al., 2024). An open-door approach from school leaders fosters trust and transparency. When teachers and administrators are approachable and willing to listen, students and staff feel more comfortable sharing their concerns. This informal channel complements formal mechanisms, allowing issues to be addressed before they escalate. It also signals that leadership is genuinely invested in the well-being of the school community.

Written Complaints

Formal complaint processes ensure that serious issues, such as grade tampering or harassment, are properly documented and investigated. Written records provide a clear trail for accountability and follow-up. School leaders must handle these complaints impartially and confidentially, reassuring all parties that their concerns will be taken seriously and resolved fairly. Proper documentation and impartial investigation of complaints are vital, as demonstrated in studies of behavioral management practices in Philippine schools (Castino, 2023).

Addressing Unethical Behavior

Investigation

Impartial and confidential investigations are the backbone of a trustworthy reporting system. Assigning unbiased investigators, sometimes from outside the immediate school environment, helps ensure objectivity. Maintaining confidentiality throughout the process protects all parties and encourages future reporting. Teachers and administrators must be trained in proper investigative procedures to uphold fairness and integrity.

Corrective Actions

Disciplinary measures, such as warnings, suspensions, or required workshops, send a clear message that unethical behavior will not be tolerated. Consistency and fairness in applying these actions are vital for maintaining trust in the system. Teachers and administrators should also focus on restorative practices, helping offenders understand the impact of their actions and supporting their reintegration into the school community. Faculty perspectives highlight the challenges and solutions in upholding academic integrity, emphasizing the need for continuous feedback and professional development (Paranga, 2024).

Feedback

Providing feedback after a report is resolved helps build trust and demonstrates the school’s commitment to improvement. Regular follow-up and ongoing training reinforce a culture of integrity, ensuring that lessons learned from each case contribute to a safer and more ethical environment for everyone.

Whistleblower Protection

Adhering to established ethical principles, such as those outlined by the American Psychological Association (2017), ensures that whistleblowers are protected and ethical standards are maintained. Thus, clear policies against retaliation are essential for a successful reporting system. When teachers and administrators actively protect whistleblowers, it reassures the entire school community that speaking up will not result in negative consequences. This protection must be communicated clearly and enforced consistently, with swift action taken against any form of retaliation.

Local Policy Reference

The Department of Education’s Child Protection Policy (DO 40, s. 2012) and the Anti-Bullying Act of 2013 provide the legal foundation for safeguarding students and addressing unethical behavior in schools. And it provides a strong foundation for school policies. These guidelines require schools to have clear procedures for reporting and addressing unethical behavior, as well as a designated Child Protection Committee. Teachers and administrators are responsible for ensuring these policies are implemented, regularly reviewed, and followed in practice. By aligning school practices with national standards, leaders help create a safe and supportive environment for all students and staff.

Professional Standards

Professional standards for educational leaders, such as those outlined by the National Policy Board for Educational Administration, serve as a foundational guide for school leaders, emphasizing the critical role of ethics and accountability in educational settings. These standards articulate clear expectations for behavior, decision-making, and leadership practices, ensuring that administrators act with integrity and transparency in all aspects of school governance.

Conclusion

By championing effective reporting and investigation systems, teachers and administrators set the standard for ethical conduct within the school community. When we actively promote and uphold these mechanisms, we demonstrate our commitment to transparency, fairness, and accountability. This leadership not only reassures students and staff that their voices will be heard but also encourages them to speak up without fear of retaliation.

Our role goes beyond enforcing rules—we model the values of honesty and respect in our daily interactions. By ensuring that every report is taken seriously and investigated impartially, we foster trust and mutual respect among all members of the school. This proactive approach helps prevent issues from escalating, addresses problems promptly, and reinforces the message that unethical behavior will not be tolerated.

 

References

1. Alazri, Z., & Hanna, K. M. (2020). School personnel and child abuse and neglect reporting behavior: An integrative review. Children and Youth Services Review, 112, Article 104892. https://doi.org/10.1016/j.childyouth.2020.104892
2. Arslan, Y., Polat, S., Gürler, M., & Bulut, İ. (2024). Unethical behaviors of school principals according to teachers’ views: Causes and recommendations for prevention. International Journal of Psychology and Educational Studies, 11(1), 50–65. https://files.eric.ed.gov/fulltext/EJ1416196.pdf
3. Schreck, K. A., Ivy, J. W., & Zane, T. (2023). Teaching behavior analysts to address unethical behavior: Developing evidence-based ethics instructional methods. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-023-00845-6
4. Resurreccion, P. F. (2016). The impact of faculty, peers and integrity culture in the academe on academic misconduct among Filipino students: An empirical study based on social cognitive theory. International Journal of Educational Research and Technology, 7(2), 1–10. https://www.researchgate.net/publication/304169734_The_Impact_of_Faculty_Peers_and_Integrity_Culture_in_the_Academe_on_Academic_Misconduct_among_Filipino_Students_An_Empirical_Study_Based_on_Social_Cognitive_Theory
5. Paranga, N. R. (2024). Faculty perspectives on challenges and solutions in upholding academic integrity at a polytechnic college in Metro Manila. International Conference on Contemporary Education, Philosophy and History, 1–12. https://icceph.com/wp-content/uploads/2024/02/FACULTY-PERSPECTIVES-ON-CHALLENGES-AND-SOLUTIONS-IN-UPHOLDING-ACADEMIC-INTEGRITY-AT-A-Y-COLLEGE-IN-METRO-MANILA.pdf
6. Elemino, Q. J. A., Kilag, O. K. T., Almendral, C., Oroyan, C. M. G., Abu Jalboush, Y. B. A., & Ruizo, J. L. (2023). The silent epidemic: The bullying among children in Philippine schools. Journal of Educational Research and Practice, 1(6), 195–203. https://zenodo.org/records/10403829/files/v1%286%29+195-203+-+The-Silent-Epidemic.pdf
7. Castino, L. G. (2023). Child Protection Policy and Behavioral Management Practices in a Public Elementary School in Rizal, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(1), 1–15. https://ejournals.ph/article.php?id=18752
8. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
9. Department of Education. (2012). DepEd Child Protection Policy (DO 40, s. 2012). https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/
10. Republic Act No. 10627, Anti-Bullying Act of 2013. (2013). https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
11. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

 

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Ethical challenges of night shift work in the Philippines’ BPOS: Health, safety, and organizational responsibility

 MYKE ANGELITO MERLAS

DIVINE WORD COLLEGE OF LAOAG

Abstract

By and large, the Philippine BPO industry is driven by employment and economic growth through night shift operations serving North American and European markets. Although the underlying model has considerable economic value, ethical concerns regarding employee health, workplace safety, and corporate responsibility cannot be discounted. This article reviews the issues of occupational health research, ethics in labor, and relevant Philippine policy frameworks. This paper is underpinned by the premise that organizations should go beyond basic legal compliance to proactively ensure the well-being of night shift workers. The paper identifies policy gaps; highlights best practices; and outlines recommendations for business leaders, policy makers, and researchers on how to manage nocturnal labor more ethically and sustainably.

Keywords: Night shift work; Business Process Outsourcing; ethical challenges; occupational health; workplace safety; organizational responsibility; Philippines

Introduction

Over the past two decades, the Philippines positioned itself as a global leader in the business process outsourcing industry, providing services that range from customer support and technical assistance to finance and back‑office operations for international clients. Underpinning this success has been reliance on night shift schedules designed to align with Western business hours. This indeed has created millions of jobs and fueled phenomenal economic growth but created ethical concerns related to employee wellbeing. Night work disrupts one's normal sleeping pattern, or circadian rhythm, and is consistently linked to adverse health consequences, increased risk to safety, and social problems.

These issues are more pronounced in the Philippine setting, as BPO workers are predominantly young, urban, and economically dependent on wage premiums from nocturnal work. These create significant ethical concerns in respect of informed consent, long-term health consequences, and employer liability to protect employee welfare. The discussion emphasizes balancing economic gains with proactive steps by organizations and policymakers that adequately protect employee welfare to ensure the industry maintains a growth path that is both sustainable and ethically responsible.

The nature and growth of night shift work in Philippine BPOs

Night shift work in Philippine BPOs is basically driven by global outsourcing models that leverage time-zone differences to provide continuous service coverage. International Labour Organization studies and Philippine labor agencies confirm that the majority of voice-based BPO services are set during nighttime hours to match the schedules of Western businesses (Errighi et al., 2016; DOLE, 2020). The competitiveness of the industry thus rests structurally on night labor.

The ethical questions that this arrangement raises are those of distributive justice and the allocation of risk. Where client firms save on costs and continue with seamless operations, Filipino workers incur physiological and social costs from working against natural circadian rhythms. Academic literature has warned that financial incentives, such as night shift differentials, while legally mandated, may not compensate for cumulative health risks and therefore cannot be an ethically sufficient justification based on compensation principles (Standing, 2011).

Health implications of night work

Medical and occupational health studies continue to confirm that night shift working is linked to adverse physical health conditions, such as cardiovascular disease, metabolic disorders, gastrointestinal problems, and weakened immune function (Gan et al., 2015; Wang et al., 2011). The WHO and the International Agency for Research on Cancer classify night shift work as probably carcinogenic owing to its disruption of the circadian rhythm (WHO, 2019). Such evidence has been well-established across multiple populations and are not dependent on country-specific statistics.

Mental and social health effects are equally well-documented: Night workers have higher rates of sleep disorders, chronic fatigue, anxiety, and depressive symptoms, all of which lead to social disconnection because of misalignment with family and community routines (Booker et al., 2020). Philippine-based academic studies also underscore the work-life imbalance among call center employees and highlight ethical concerns regarding the prolonged exposure of employees to psychosocial stressors without adequate organizational support (Reyes & Amistad, 2019).

Safety concerns and workplace risks

Fatigue linked to night shift work increases the risk of committing errors, reduces alertness, and leads to occupational accidents (Folkard & Tucker, 2003). In the BPO sector, the risks are compounded by extended periods spent looking at screens and cognitively demanding tasks during biologically low-alertness periods.

In the Philippine context, safety hazards of employment extend beyond workplace premises into commuting in late-night hours when access to safe public transportation is limited. Coverage and quality vary widely across firms; government and ILO reports note, however, that some firms offer transportation and security measures (ILO, 2018). Poor and unequal provisions for safety raise ethical concerns over the differential protection of workers performing an inherently high-risk schedule.

Organizational responsibilities and ethical obligations

Ethical frameworks in employment relations emphasize the duty of care by organizations to avoid foreseeable harms at the workplace. The International Labour Organization identifies the responsibility of employers to ascertain occupational risks and implement their prevention, especially for nonstandard work arrangements such as night shifts (ILO, 2019).

In the case of Philippine BPOs, this ethical organizational responsibility requires open disclosure of health risks during recruitment, periodic health monitoring, access to mental health support, fatigue management strategies, and investment in safe transportation. Philippine labor law calls for night shift differentials, but ethical responsibility means much more than this, placing long-term worker well-being above short-term productivity gains.

Policy gaps, best practices, and future directions

Philippine labor laws largely deal with night work in terms of wage premiums, while less properly integrating occupational health research into enforceable standards. Gaps in psychosocial risk management, long-term health surveillance, and fatigue regulation for night workers have also been recognized in government and academic literature (DOLE, 2020; ILO, 2019).

These include ergonomic workplace design, evidence-based scheduling, wellness programs, and periodic health assessments that are all considered best practices in several international studies. Therefore, policy development in the future should be done in a way that labor standards are aligned with occupational health evidence, while future research should prioritize longitudinal studies on the cumulative health effects of night shift work among Filipino BPO employees.

Conclusion

The performance of night shift work in Philippine BPOs is embedded in a complex ethics domain regarding health, safety, and organizational responsibility. While the industry has brought economic gains, these must be weighed against the concerns on long-term staff welfare. Ethical business practice dictates that organizations must recognize there is an inherent risk from night work and mitigating this risk involves infrastructures of support. The duty of shaping the BPO sector, which is not only competitive and humane but also ethically founded, lies with the policymakers, employers, and scholars.

 References

Booker, L. A., Magee, M., Rajaratnam, S. M. W., Sletten, T. L., & Howard, M. E. (2020). Individual vulnerability to insomnia, excessive sleepiness, and shift work disorder. Sleep, 43(3), 1–11. https://doi.org/10.1093/sleep/zsz280

Department of Labor and Employment (DOLE). (2020). Working conditions in the business process outsourcing industry. Government of the Philippines.

Errighi, L., Bodwell, C., & Khatiwada, S. (2016). Business process outsourcing in the Philippines: Challenges for decent work. International Labour Organization.

Folkard, S., & Tucker, P. (2003). Shift work, safety and productivity. Occupational Medicine, 53(2), 95–101. https://doi.org/10.1093/occmed/kqg047

Gan, Y., Yang, C., Tong, X., et al. (2015). Shift work and diabetes mellitus: A meta-analysis. Occupational and Environmental Medicine, 72(1), 72–78. https://doi.org/10.1136/oemed-2014-102150

International Labour Organization. (2018). Improving safety and health in night work. ILO.

International Labour Organization. (2019). Safety and health at the heart of the future of work. ILO.

Reyes, J. P., & Amistad, L. A. (2019). Work–life balance of night-shift employees in Philippine call centers. Philippine Journal of Psychology, 52(2), 155–176.

Standing, G. (2011). The precariat: The new dangerous class. Bloomsbury Academic.

World Health Organization. (2019). Night shift work and cancer risk. WHO.

 

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Challenging mental health Stigma in schools: Ethical and institutional responsibilities

 MANILYN A. GALAMAY

Divine Word College of Laoag

Abstract

Mental health support in the workplace is not just an avenue to protect an employee’s well-being, but an ethical responsibility governed by the agencies’ policies, rules, and procedures. The organization has a moral duty to safeguard the dignity and morale of its employees; thus providing a safe environment for everyone. It is the utmost moral responsibility of the organization to recognize the holistic well-being of each employee, including social, physical, emotional, and psychological needs.

Keywords:

Mental health stigma; public schools; teacher well-being; learner well-being; workplace mental health

Introduction

Mental health support is a crucial need in the education system, as there is an increasing number of depression cases and suicide among teachers and learners due to the overwhelming pressures of academic requirements and social media influence.

For teachers, these pressures include the lack of protection for teachers with regard to the implementation and representation of the Child Protection Policy, wherein misconduct or misbehaviors of learners are highly tolerated, as such protection inhibits teachers for some disciplinary measures due to fear of reprimandation from the agency. Teachers are expected to exercise maximum tolerance at all costs; managing heavy teaching loads, mismatched education and subject, emotional labor, and constant accountability in and out of the school.

In the Philippine context, despite the passage of the Mental Health Act, mental health support systems in public schools remain weak due to the intensified demands of the system for performance evaluation, promotion requirements, redundancy of paperwork, large class size, and learners’ misconduct. This article explores the systemic factors contributing to inadequate mental health support and examines their implications for teachers, learners, and the education system as a whole (Malolos et al 2021, Gonzalo & Alibudbud, 2024).

Weak Mental Health Support in the Public-School Environment

Mental health support systems play a vital role in achieving educational and social goals.  It is a critical factor influencing learning outcomes as teaching is a high-stress responsibility due to heavy workloads, diverse learners’ needs, different social backgrounds, changing curriculum requirements, and the curriculum itself, and having extensive administrative responsibilities (Wiedermann et al 2023)

 One of the primary challenges in public schools is the lack of mental health infrastructure. Many schools do not have access to licensed psychologists, limiting their ability to provide consistent and individualized support (Wachutka et al, 2024; Brown & Carrington, 2025)

Teacher Workload and Psychological Stress

Teachers in public schools are burdened with heavy teaching loads and extensive administrative tasks. While it is essential to prepare lesson plans and instructional materials, there are different administrative tasks aside from these, such as accomplishing redundant paperwork, documentation, and a lot more (Rouch, 2019).  

While these demands contribute to chronic stress, burnout, and emotional fatigue, teachers are left with no choice but to keep up to the demands because the job is our bread and butter. No matter how much we wanted to vent out our frustration, we remain in the core of our oath as teachers.

Learner Mental Health Needs and Limited Access to Services

In today’s generation, learners face heightened mental health challenges. Many exhibit weaker tolerance to stress and are more easily pressured by academic demands, social expectations, and extracurricular obligations. The pervasive influence of social media exposes them to a wide array of information and behaviors, some of which can normalize harmful practices such as bullying, cybercrime, and even self-harm. Exposure to these influences often blurs their understanding of acceptable social behavior and can exacerbate anxiety, depression, and emotional instability (Claney, 2023; Barbayannis et al, 2022).

Cultural Stigma and Barriers to Mental Health Support in Schools

Even though there are policies to support mental health, they are not widely put into practice in schools, mostly because of cultural stigma. Many people wrongly see mental health as a sign of illness or weakness, which leads to shame and makes teachers and students less likely to talk about their emotional or psychological challenges. Social and peer pressures also encourage people to hide their struggles, perpetuating the belief that asking for help means one is not strong enough, rather than recognizing it as a genuine need for support (Ahad et al., 2023; Wiederman et al., 2023).

In many cultures, teachers are expected to remain strong and calm at all times. They are often seen as the primary support for students and are expected to prioritize students’ needs over their own. Because of this, teachers may hide their own stress, anxiety, or emotional problems so they can keep doing their jobs. This pressure can harm their mental health and make it harder for them to fully support and guide their students (Greenberg et al 2016)

These issues highlight the critical need for systemic interventions, including awareness campaigns, mental health literacy programs, and institutionalized support systems that normalize seeking help and reduce stigma. Both teachers and learners remain vulnerable to the negative consequences of unaddressed mental health issues. Thus, providing social and psychological support should be prioritized to sustain a conducive learning environment.

Conclusion

The mental health and well-being of teachers and learners are closely shaped by the school environment, workplace culture, and societal expectations. Teachers face heavy workloads, administrative demands, and cultural pressures, often setting aside personal struggles to prioritize learners’ needs. Learners, in turn, are increasingly exposed to stress from academic pressure, social media, and peer influence, which can normalize harmful behaviors such as bullying, cybercrimes, and self-harm. Although policies supporting mental health exist, their implementation is often hindered by stigma, limited resources, and gaps in systemic support.

Addressing these challenges requires a comprehensive and integrated approach that combines ethical responsibility with practical interventions. Teachers, learners, parents, school heads, stakeholders, and the Department of Education all share a role in fostering mental well-being. Schools must provide structured support through counseling, wellness programs, and mental health literacy, while aligning performance expectations with realistic workloads. By integrating ethical commitment, systemic support, and evidence-based interventions, public schools can safeguard the mental health of educators and learners, enhance teaching and learning outcomes, and create a resilient, supportive educational environment.

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