World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.754
Pia Jean Digan Acquiadan
Benguet State University-Buguias Campus
1. Introduction
The Philippines is one of the most disaster-prone countries in the world, frequently experiencing typhoons, earthquakes, volcanic eruptions, and flooding. These natural hazards pose serious risks to communities, infrastructure, and particularly to the education sector. Schools play a crucial role not only as centers of learning but also as temporary evacuation sites during emergencies. Given this dual function, disaster risk reduction and management (DRRM) has become an essential component of school safety and preparedness. Ensuring that schools are equipped with appropriate strategies for risk mitigation, preparedness, response, and recovery is therefore vital in safeguarding the lives and well-being of learners and school personnel.
In response to these challenges, the Department of Education (DepEd) has institutionalized DRRM through various policies and programs aimed at strengthening school resilience. One key policy is DepEd Order No. 21, s. 2015, which established the Disaster Risk Reduction and Management Coordination and Information Management Protocols for schools, divisions, and regional offices. This directive outlines the roles and responsibilities of school personnel before, during, and after disasters, with the goal of ensuring coordinated action and effective communication. Similarly, DepEd Order No. 33, s. 2021, titled School-Based Disaster Preparedness and Response Measures, emphasizes the integration of DRRM into school systems and curricula to promote a culture of safety and preparedness among students, teachers, and staff.
Further supporting these initiatives, DepEd’s Disaster Risk Reduction and Management Service (DRRMS) has developed various tools and resources, including the School Disaster Risk Reduction and Management Manual. This manual serves as a standardized guide for schools in developing disaster preparedness plans, conducting drills, and implementing response mechanisms. These efforts demonstrate DepEd’s commitment to institutionalizing DRRM practices and ensuring that schools remain functional, safe, and responsive during emergencies.
Despite these national efforts, several studies indicate that challenges persist in the effective implementation of DRRM programs in schools, especially in disaster-prone areas. Cresencio and Yabut (2023) examined DRRM practices in coastal schools and found that while certain components such as safe learning facilities and disaster education were evident, significant gaps remained in localized safety procedures. Similarly, Dela Cruz and Ormilla (2022) reported that although public elementary schools had adopted DRRM strategies, limitations in resources and varying levels of teacher preparedness hindered effective implementation. These findings suggest that policy compliance alone does not guarantee disaster readiness at the school level.
https://doi.org/10.65494/pinagpalapublishing.140
