ABSTRACT
This study explored the implementation and challenges of school-based solid waste management in two non-central public elementary schools in the District of Dueñas from November 11, 2025 to February 15, 2026. It aimed to answer the following questions: (1) What are the current implementation practices? (2) What challenges and strategies are encountered by school heads, teachers, and learners? and (3) How are these programs monitored and evaluated for effectiveness and sustainability? The study was grounded on constructivist epistemology which viewed knowledge as being shaped by participants' actual experiences. The study was guided by Waste Management Theory, along with the Waste Hierarchy, Circular Economy, and the Monitoring and Evaluation (M&E) Framework. A qualitative narrative inquiry approach was used. Purposive sampling was used to select six participants, including two school school heads, two teachers, and two students. With informed consent obtained, data were collected through in-depth, semi-structured interviews utilizing a researcher-made guide. Trustworthiness was ensured through expert validation, member checking, and systematic documentation. Eight themes emerged under three categories: (1) Implementation Practices of Solid Waste Management Programs (2) Challenges and Strategies in Solid Waste Management Implementation (3) Monitoring and Evaluation for Effectiveness and Sustainability. Findings revealed that despite schools have adequate facilities, waste management procedures, and student involvement, students' attitudes and behaviors have a direct influence on the effectiveness of these initiatives. There are still gaps in knowledge and practice, and problems like inconsistent waste collection show a dependence on external assistance. Monitoring, collaboration with stakeholders, and reinforcement help to increase sustainability.
Keywords: Circular Economy, Challenges, Constructivist Epistemology, Implementation, School-based, Solid Waste Management, Waste Hierarchy
INTRODUCTION
Waste is an environmental problem that affects communities, including homes and schools. People are usually careless about their trash that they just put everything in one bin. As the source of education begins at home, children should learn to distinguish between different types of waste: biodegradable, non-biodegradable, recyclable waste. This knowledge is the cornerstone for learning how to segregate waste. However, even with a proper understanding of this type of wastes, the absence of actual implementation can also remain a problem.
According to Republic Act 9003-Ecological Solid Waste Management Act of 2000, one of the solid wastes comes from all discarded institutional waste. A school produces numerous types of solid waste which include food, paper materials, plastic products, fallen leaves, and electronic equipment. Thus, school heads faced various challenges when managing solid waste disposals in their respective schools.
There are numerous problems in managing solid waste disposals at schools including lack of sufficient knowledge and training to school heads and teachers, teachers who do not properly and consistently teach disposal methods to learners, and a shortage of waste collection systems makes learners and stakeholders of the school dispose their trash at any available location rather than using appropriate resources and facilities (Waste Cost Solution, 2022). The situation is also compounded by other factors including shortage of funds, insufficient recycling facility and programs. This led to various problems in health, environment and socio-economic aspects (Molina, R. et al, 2021). Unmanaged waste disposal causes blocked drains and creates health risks from bacterial development that occurs due to food remnants scattered throughout the area (Waste Cost Solution, 2022). It serves as a breeding ground for disease vectors, contributes to global climate (World Bank, 2022).
The Seal of Good Local Governance (SGLG) encourages local governments to promote sustainability, which includes effective solid waste management. With this, local governments develop programs and local ordinances to promote proper waste segregation, recycling, and appropriate waste disposal. While the Seal of Good Local Government (SGLG) promoted environmental protection through solid waste management initiatives, this remains a significant problem in assessing its actual implementation in schools. This gap between policy and practice emphasizes the need to assess how SGLG-driven initiatives and local ordinances are translated into effective, school-based solid waste management programs.
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