As a concerned student in the Philippines, I have firsthand experienced the undue stress and pressure brought about by the implementation of DepEd Order No. 15, s. 2026. This order introduced a stricter transmutation table and placed a heavier weight on performance tasks, drastically raising academic demands on students. The consequences of these changes reach far beyond just academic rigour; they impact mental health, student enthusiasm, and overall well-being.

One of the most significant issues with this order is the elimination of distinctions such as "With High Honors" and "With Highest Honors," which previously acted as key incentives for students. For those with a 95-99 average, these distinctions were not just symbols of achievement but also motivators that drove many of us to push beyond our perceived limits. Eliminating this differentiation now poses a critical question: Why strive for excellence when extraordinary efforts yield the same recognition as merely above-average performance?

The removal of academic excellence awards at the end of each term is also concerning, as these awards provided students with meaningful recognition for consistently strong academic performance throughout the school year. Taking away these distinctions may further discourage students who work hard to maintain high academic standards, particularly when their efforts are no longer recognized at the end of each term.

Academic excellence should always be encouraged and recognized distinctly. The flat recognition tier demotivates students who usually aim for excellence, as their accomplishments are now undervalued and indistinguishable from their peers. Instead of nurturing a competitive yet fair academic environment, this order levels students into a single categorization that fails to acknowledge outstanding achievements.

Additionally, the focus on performance tasks, while intended to measure practical application and comprehension, neglects to consider the diverse capabilities and learning styles of students. This change unduly penalizes those whose strengths lie in theoretical knowledge, further skewing the learning experience toward a narrow set of metrics.

I urge the Department of Education to reconsider and repeal DepEd Order No. 15, s. 2026. Our academic institutions should foster environments where all students have the opportunity to excel and be duly recognized for their efforts. By reinstating the distinctions for honors and re-evaluating the grading system, students will once again have the motivation and determination to realize their full potentials.

Join me in calling for change. Sign this petition to advocate for a fair and motivational academic system that truly recognizes and nurtures the talents of every student.