Teachers' knowledge about child-friendly policies at high school and vocational school to improve student health in Boyolali

Abstract

Background: Violence against children, which is defined as an act that causes physical injury, mental disorders, or sexual thoughts by individuals responsible for their welfare as per Law No. 35 of 2014, has a negative impact on the health and development of children. Teachers have a key role in the implementation of this policy because they are directly involved in the learning process and daily interactions with students. However, the extent of teachers' knowledge of Child-Friendly School / Sekolah Ramah Anak (SRA) policies and their implications in school practice still needs to be explored in depth.

Method: This study uses a qualitative approach with a case study design. The research was carried out on January 26, 2026 - February 4, 2026 at SMA 1, 2 and 3 Boyolali and SMK 1 Boyolali. Informants are selected in a purposive manner, consisting of subject teachers as the main informants and triangulation informants which include the Vice Principal for student affairs, Counseling Guidance teachers, and the chairman or members of the Child-Friendly School Team. Data collection was carried out through several techniques, namely semi-structured interviews.

Results: The results of the study identified five main themes, namely student psychological safety, structural dynamics and school culture, child-friendly learning and assessment practices, protection and complaint systems, and strengthening the culture of Child-Friendly Schools. Teachers generally understand SRA at a conceptual level, but their understanding of operational and sustainable policy aspects is still limited.

Conclusion: Teachers' knowledge of SRA policies in Boyolali is in the transition stage towards more systemic implementation. Strengthening teacher capacity, consistency of school policies, and collaborative support across stakeholders is necessary for SRA to thrive as a sustainable school culture.