ABSTRACT
The study determined the experiences of teachers and learners in the implementation of Solid Waste Management in St. Bertille Integrated School during the School Year 2025-2026. The study revealed that teachers experienced limited awareness and understanding, inadequate resources and facilities, and inconsistent implementation and practices in the implementaion of Solid Waste Management. On the other hand, learners’ experiences included developing awareness and understanding of waste management, ensuring active participation in school activities, and maintaining proper disposal of waste. Teachers highlighted several key challenges, including insufficient time in the school schedule, persistent lack of discipline, and inadequate supervision and monitoring. Learners’ challenges were insufficient infrastructure and resources, inadequate knowledge and expertise, and persistent social and institutional barriers. To address challenges, teachers employed integrating waste management into classroom instruction, conducting practical demonstrations and hands-on activities and implementing a structured reward systems.
Keywords: Teachers, Learners, Experiences, Implementation, Solid Waste Management, School, Sustainable Plan
INTRODUCTION
Waste management in schools plays a significant role in promoting sustainable development and inculcating habits in society.
Solid waste management has become a critical environmental concern worldwide due to rapid population growth, increased consumption, and improper waste disposal practices. Schools, as focal point of learning and social development, create significant amounts of solid waste daily, such paper, plastic, food waste, and other non-biodegradable materials. Solid waste management becomes effective if the cleanliness is maintained in schools and also imparting environmental responsibility among learners (Haniva et al., 2024).
Solid waste management in schools is necessary due to the large volumes of waste generated daily, such as paper, plastics, food scraps, and other non-biodegradable materials, which if unmanaged can lead to environmental degradation and health hazards. Proper waste management helps maintain a clean and sanitary school environment by reducing litter, controlling pests, and preventing disease transmission. Moreover, integrating solid waste management into the school setting promotes environmental stewardship by teaching students about responsible consumption, waste segregation, recycling, composting, and sustainable practices. These experiences not only improve school sanitation but also shape learners’ attitudes and behaviors toward environmental conservation and sustainability beyond the school grounds. Effective school waste management aligns with broader environmental protection goals and equips young people with the knowledge and habits needed for sustainable living (Mpuangnan et al., 2023).
The effective execution of solid waste management protocols within educational institutions relies heavily on the active participation of both faculty and the student body. Teachers serve as facilitators and role models, while learners are primary participants in waste segregation, recycling, and waste reduction activities. However, despite the presence of policies and programs promoting proper waste management, challenges persist in actual implementation (Margate & Padilla, 2025).
Understanding the lived experiences of teachers and learners regarding solid waste management in schools is crucial for several reasons. First, exploring their real-world experiences reveals how school policies, infrastructure, and daily practices influence waste management behaviors, helping educators and administrators identify practical barriers and enablers that are often overlooked by top-down directives. Teachers’ narratives can uncover strengths and challenges in implementing waste programs, showing how their instructional strategies and role modeling affect student engagement and motivation. Likewise, learners’ perspectives provide insight into how waste education translates into everyday habits, attitudes, and peer interactions, highlighting areas where education is effective or where additional support is needed. By centering the voices of those directly involved, programs can be tailored to fit the school’s context, making waste management education more relevant, effective, and sustainable.
This approach also fosters a sense of ownership and empowerment among participants, reinforcing environmental responsibility as a lived value, not just an academic concept. Qualitative research that captures lived experiences thus deepens understanding of how environmental practices are enacted on the ground and informs the design of interventions that are both meaningful and actionable within school communities (Villas, 2024).
The lived experiences of teachers and learners in implementing solid waste management in school can provide valuable insights into existing practices, difficulties, and opportunities for improvement. These experiences can serve as a foundation for developing a sustainable and context-appropriate solid waste management plan for schools.
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