Child Friendly School Policy and Student Wellbeing as Strategies for Strengthening Brand Image and Institutional Competitiveness

Abstract

Child-Friendly School (CFS) policy has increasingly become an important component of educational management because schools are expected to provide safe, inclusive, participatory, and supportive environments while maintaining educational quality and institutional competitiveness. This study aims to explore how CFS policy is implemented at MAN 1 Lamongan and SMAN 2 Tuban and how its implementation contributes to student wellbeing, school brand image, and institutional competitiveness. A qualitative comparative case study design was employed, involving semi-structured interviews, direct observations, and document analysis. Participants included school leaders, counseling personnel, and student representatives who were directly involved in CFS implementation and student development. The findings indicate that both schools have implemented CFS since 2019, yet they demonstrate different institutional approaches. MAN 1 Lamongan emphasizes a humanistic and relational model through communication, dialogue, guidance, counseling, extracurricular activities, and student discussion forums, while SMAN 2 Tuban applies a more structural and administrative model through formal regulations, counseling coordination, project-based learning, differentiated learning, and organized student participation. Both approaches contribute to safer and more comfortable learning environments, increased student participation and motivation, strengthened public confidence, positive institutional image, and sustained competitiveness. The study concludes that CFS policy can function beyond child protection by becoming an integrated institutional strategy connecting student wellbeing, educational quality, school identity, public trust, and competitiveness.