By Rafaella Suplico

It’s another fine day in the Senior High as you prepare to board the jeepney that will take you to your tutee’s school—a routine so ingrained in your life, you barely notice it anymore. You double-check your belongings, reread your lesson plan and mentally map out how you’ll start your lesson. As the jeepney slows down, you glance out the window to see the familiar place that’s become like your second home. Stepping off the jeepney, whiteboard and lesson plan in hand, beaming smiles greet you as you enter the make-shift classroom coming from your TD kids as they eagerly wait for their ates and kuyas to arrive. And at the sight of them, a smile of your own forms on your face as you get ready to don the shoes of a tutor.

For most Ateneans shaped by Jesuit education, the Tulong-Dunong program has been more than just a requirement to pass or a task to accomplish—it’s a rite of passage, a legacy of service passed down through generations.

As we celebrate half a century of this life-changing program, we reflect on its roots and growth. What began as a simple dream 50 years ago has evolved into a powerful testament to Ateneo’s commitment to education, service, and community.

The Seed of an Idea

Before embarking on a journey of teaching either Math, English, or sometimes, even, both—every tutor first needs to learn a thing or two from the CSTPD (Catholic Social Teachings and Personal Development & Tulong Dunong) course. Before actually going on the venture of tutoring, we were firstly brief with the spirituality, philosophy, and history of TD. Need a recap? Here’s a quick guide of how Father James ‘O Brien, paved the way for TD to become what it is now.

In 1969, Vicente Fibula, the mayor of Naga City aimed to create a school for the underprivileged that couldn’t afford to go to high school. That’s when Father James O’ Brien, SJ, a teacher from Ateneo de Naga proposed the idea that his students train these children in delivering Bicol folk tales to enhance their public speaking skills. His idea bore fruits after the teachers saw the genuine formation and development undergone by the tutees and the tutors as well.

What was a small gesture done in Naga City was further amplified in the Ateneo de Manila High School when Fr. O’Brien transferred there. Taking roots in the big city, Fr. O’Brien was determined to keep his idea afloat after seeing the same problem with the pulot boys who were working instead of studying. After standing his case to the Principal of the then Ateneo, Fr. Raymond Miller SJ, he agreed to test out the Fr. O’Brien’s proposal as long as it was integrated with Catholic social teachings, socio-economics, and a social action project that could serve as an application to theories the students learned in the classroom. Thus, Tulong-Dunong was officially born at its pilot school, Barangka Elementary.

With the rising impact of Tulong-Dunong, other Catholic schools began adopting similar programs aimed at serving communities beyond school. Likewise, many non-governmental organizations, including Akay, Usap Kamay, and Ephpheta, were founded with the same vision of empowering children through education. The far-reaching influence of Tulong-Dunong has sparked a ripple effect, propelling the growth of service-oriented initiatives and continuing to inspire acts of compassion and community involvement on a broader scale.

Tulong Dunong’s Circles of Memories

For Ateneans, this required course is something that they’ve grown to love and look forward to each week, pouring in their dedication to bring out the magic in learning. Akin to a nostalgic spell, Tulong-Dunong has become their very own full-circle moment—from being a TD kid to TD tutor, Quincy Ballon from 11-Gavan shares his appreciation to the opportunity that brought him to where he is now.

“My journey as a tutor brought feelings of nostalgia because of my full-circle moment. From way back junior high, one of my favourite teachers told me, ‘The best return or investment of being a teacher is seeing your students satisfied.’ When I became a TD tutor, that applied to me too, yung pakiramdam—the satisfaction—of seeing your kids have a eureka moment is indescribable. To put it simply, I feel really happy that despite my limited capabilities in teaching, I’m able to help these kids, teach them, and see them happy.” 

Ballon emphasises that despite the struggles that first surfaced from being a tutor himself, he learned how to be more patient. Learning how to adjust to the needs of his kids helped both parties grow and trust one another. “Kagaya ng CSTPD lessons natin, this program calls for mutual human development. For the kids—the bond, at ang tiwala na nabuild-up sa bawat session namin— is where they learn how to open-up and trust us as their ates and kuyas.”

Tulong-Dunong has given back a lot from its 50 years of love through deeds, truly circling back to many of its recipients. This is also the case for Sir Ryan Adalem of the Grade 11 CLE department who was once a TD tutor turned TD teacher. “My biggest inspiration for teaching was my TD teacher back then. A big reason why I wanted to teach in the Senior High, specifically TD, is because all my life I wanted to work with kids. The perfect opportunity was to teach the subject that truly inspired me to become a teacher in the first place,” says Adalem. Truly, TD has the potential—the magic—to touch both minds and hearts of its participants.

Lessons a Tutor Learns

Whether you’re the tutor or the tutee, learning is a two-way process present in both individuals. Adalem says that in wearing the shoes of a tutor, one must “have to have a child-like attitude—not childish—but child-like. It’s important to appreciate and find the joy in little things.” He further highlights that in helping these tutees discover themselves, the tutors also learn more about their own self, who they are, and what they can give to those around them. 

Yes, the session will mainly focus on teaching an academic subject, but in the spare time left before the bell rings, we share a glimpse into each other’s lives: learning their favorite color, the hobbies they enjoy, their families and pets, and what they do during their free time, forming a deeper connection with every conversation shared, and to a certain degree, a cherished friendship. For some tutors, having a big heart means having twice as much to offer, wearing the shoes of a Super Tutor who teaches both Math and English with equal passion and dedication. Every second spent teaching your TD kid goes beyond proper sentence structures or operations on fractions; it’s also a chance for us to discover more about ourselves—our patience, our ability to adapt, and the ways we grow together with our students.

In this program, we also have the opportunity to see the world through the eyes of our tutees, an experience brought to life through the TD Home Visit. Another important lesson Adalem highlights is the initiative to step outside one’s comfort zone and connect with people from different walks of life. “It’s through TD that I’ve met so many people, going beyond the school to interact with others in the communities we serve.” What sets TD apart from other school activities is the unique opportunity it provides to truly get to know our students—and their communities—on a deeper level.

Stepping out of one’s comfort zone can be challenging for many, a sentiment often expressed on the AHS Freedom Wall and echoed in the confines of conversations with classmates. Given that TD is a requirement, it’s inevitable that complaints about TD being “mahirap, mainit, mabaho,” often surface. However, Adalem emphasizes, “Hindi naman madali ang mundo. What separates those who are open to growth from those who aren’t is their willingness to look beyond the discomfort—to give it a chance, and to try despite the challenges TD presents.” It’s about looking beyond personal inconvenience and learning to become more grounded and humble—because in this fast-paced world, it’s easy to get lost in our own bubbles. 

Hopes for a Lasting Legacy

One man dreamed of changing the course of children’s lives by offering them the gift of education. For half a decade, every student in Ateneo and in schools with the same vision has carried forward the torch he first lit.

When asked about Adalem’s own hope for the future of TD, he prays for the program’s sustainability. “Tulong Dunong is not a money making venture, it doesn’t create revenue, so hopefully, as students keep undergoing this program, maalala pa rin nila ang TD at magbigay pa rin ng tulong in whatever way they can, that their desire for service still holds strong.” His words serve as a reminder of the program’s true essence—one that transcends material gain and thrives on a shared sense of service.

There’s no denying that TD has undergone significant changes over the years. From Ateneo’s long history as an all-boys school to embracing technological innovations that enhance lesson plans and make learning more interactive, the program has continuously evolved to meet the needs of each new generation.

As Tulong Dunong continues to thrive and inspire future Ateneans, may we always carry in our hearts the passion for service and a love for others that defines the program’s spirit.

Kaya Atenean, huwag kalimutang, bumaba sa bundok at makibahagi!