ABSTRACT
The purpose of the study was to ascertain the experiences of teachers and learners on National Simultaneous Earthquake Drill (NSED) in school as bases for contextualized implementing guidelines for disaster preparedness in the Schools District of Santa Barbara during the School Year 2025-2026. Employing qualitative research design, the participants of the study were purposively selected five (5) teachers and ten (10) learners. The results revealed teachers’ experiences such as following safety protocols and strengthening disaster preparedness. Meanwhile, the challenges encountered by them were the need for additional training and familiarization of the program. To address the challenges, teachers employed capacity building and proper orientation of the program. Based on the results of the study, the experiences of learners included the proper execution of duck, cover, and hold, and maintenance of calmness. The challenges encountered were continuous training and consistent adherence to instructions. To cope with the challenges, they implement information and dissemination campaign and maintain calmness and carefulness.
Keywords: Teachers, Learners, Experiences, National Simultaneous Earthquake Drill (NSED)
INTRODUCTION
Background of the Study
A National Simultaneous Earthquake Drill (NSED) in school prepares teachers and learners by practicing responses such as evacuation, lockdown, shelter-in-place and refine response plans for the whole school community.
Learning and education are widely regarded as key foundations of a growing economy; however, the education system still needs substantial technological improvements and major reforms (Sadiq & Zamir, 2024).
According to CFE-DHMA (2021), the Philippines lies within the Pacific Ring of Fire and the Pacific typhoon belt, which makes it highly susceptible to various natural hazards such as landslides, fires, typhoons, earthquakes, floods, and volcanic eruptions. Despite considerable efforts and investments in raising public awareness about hazards, there remains a need to enhance disaster preparedness. As noted by Collin (2020), disasters may arise from both natural and human-induced causes, and education and health initiatives should work hand in hand.
Meanwhile, Kirschenbaum (2022) found that individuals’ perceptions and responses to multi-hazard preparedness are shaped by several complex factors, including demographic characteristics, family dependents, prior disaster experiences, and trust in government programs.
The Department of Education has established guiding principles for disaster risk reduction and management. These are supported by Republic Act No. 10121 of 2010, which promotes comprehensive, integrated, proactive, and holistic approaches to decision-making, education, and the implementation of policies and programs aimed at minimizing the socio-economic and environmental impacts of disasters.
In recent years, the National Disaster Risk Reduction and Management Framework has also integrated disaster risk management with climate change adaptation (Disaster Handbook, 2021).
Furthermore, the National Simultaneous Earthquake Drill (NSED) conducted in schools serves as a simulation of how institutions respond to multiple hazards. As an elementary school teacher, the researcher believes that implementing the school’s disaster risk reduction plan is the most effective way to ensure the safety of teachers, learners, and parents, as it helps address potential risks through multi-hazard drills.
Moreover, the findings of this study are expected to motivate the researcher to develop contextualized guidelines for disaster preparedness that align with school operations and strengthen support for the school community.
There were studies conducted regarding NSED but they are conducted in a different setting. Thus, this study specifically explored the experiences of teachers and learners in NSED in the Schools District of Sta. Barbara during the School Year 2025-2026.
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