ABSTRACT
This study assessed school safety and Disaster Risk Reduction and Management (DRRM) practices in the Schools Division of Iloilo for SY 2024–2025, guided by the DepEd Comprehensive School Safety Framework. It evaluated four areas: enabling environment, safe learning facilities, school DRRM, and DRR in Education, and proposed a Division Technical Assistance Plan. Using a descriptive cross-sectional mixed-method design, data from 290 School DRRM Coordinators were analyzed with descriptive statistics, ANOVA, and thematic analysis. Findings showed an overall good rating, with DRR in Education as the strongest area, while governance, facilities, and school DRRM systems require improvement. No significant differences were found. Key themes included operational readiness, hazard mitigation, environmental management, capacity building, and stakeholder engagement. The study concludes that although DRR integration is present, governance, infrastructure, and operations need strengthening, and a data-driven Technical Assistance Plan is recommended to enhance school resilience.
Keywords: DRRM, School Safety, Comprehensive School Safety, DRR in Education, Technical Assistance Plan, Resilience
INTRODUCTION
Disaster risk reduction and management (DRRM) in educational institutions is increasingly recognized as pivotal for safeguarding students' lives and ensuring continuity of learning amidst natural disasters. Recent studies highlight that effective DRRM practices in schools mitigate risks and help build resilience within communities (UNESCO, 2020). In the Philippines, a country prone to frequent typhoons, earthquakes, and volcanic eruptions, integrating DRRM in schools has become a pressing priority (Philippines Disaster Report, 2023). Despite national guidelines mandating DRRM implementation, there exists considerable variability in how these measures are applied across different regions and types of schools (Diaz et al., 2022).
Research indicates that challenges such as inadequate infrastructure, limited funding, and gaps in teacher training significantly hinder the effective implementation of DRRM in Philippine schools (Garcia & Reyes, 2021). Moreover, community engagement and participation, crucial for the success of DRRM initiatives, often vary depending on local contexts and socio-economic factors (Mercado & Santos, 2023). These factors underscore the need for a systematic assessment of current practices and the identification of targeted interventions to strengthen DRRM in Philippine educational institutions.
The study of Alarate (2024) investigated the Disaster Risk Reduction and Management (DRRM) implementation and compliance in selected public schools within Tanay Sub-Office, Schools Division Office of Rizal, and assessed the differences between schools with inclusive education programs and regular high schools. The results indicated widespread implementation of DRRM measures across prevention, mitigation, preparedness, response, and recovery areas, with schools generally compliant with the Comprehensive School Safety pillars. While no significant differences were found in DRRM implementation based on school type, schools offering inclusive education programs showed notably higher compliance levels, particularly in School Disaster Management and Risk Reduction and Resilience Education. The study recommends updating the Department of Education's DRRM policy to better support inclusive education schools and suggests future research explore factors contributing to enhanced DRRM practices in these settings.
While there are established national policies, the degree to which DRRM measures are effectively put into practice at the school level is uncertain. This research explores the implementation and adherence to DRRM protocols in specific public schools located in the Schools Division of Iloilo. By evaluating current practices and identifying possible deficiencies, this study seeks to offer insights aimed at enhancing current initiatives and formulating tailored recommendations that could positively impact a broader spectrum of schools. This effort is crucial not only for ensuring the safety and well-being of students and staff but also for fostering a culture of resilience that extends beyond school walls into the broader community fabric.
While there are established national policies, the degree to which DRRM measures are effectively put into practice at the school level remains uncertain. This research explores the implementation and adherence to DRRM protocols in selected public schools within the Schools Division of Iloilo. By evaluating current practices and identifying possible gaps, this study aims to provide insights that can strengthen existing initiatives and inform the development of context-specific recommendations applicable to a wider range of schools. This endeavor is essential not only for safeguarding the lives and well-being of students and school personnel but also for cultivating a culture of preparedness and resilience within communities.
Furthermore, this study aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), which emphasizes the importance of safe, inclusive, and resilient learning environments, and SDG 13 (Climate Action), which calls for strengthened adaptive capacity and resilience to climate-related hazards and natural disasters. By enhancing DRRM practices in schools, this research contributes to ensuring uninterrupted learning amid emergencies while promoting proactive disaster preparedness and risk reduction. Ultimately, strengthening DRRM implementation in educational institutions supports the broader goal of building disaster-resilient communities and sustainable development in disaster-prone regions such as the Philippines.
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