This phenomenological study explored the lived experiences of Disaster Risk Reduction and Management (DRRM) coordinators in navigating the demands of their roles within educational settings. Through in-depth interviews, the study captured their daily realities, emotional burdens, leadership responsibilities, and the institutional challenges they face. Participants revealed struggles with resource limitations, psychological stress, and bureaucratic constraints, often feeling overwhelmed by the dual pressure of disaster preparedness and administrative duties. Despite these challenges, DRRM coordinators employed various coping mechanisms, including teamwork, peer support, personal resilience, and community collaboration. Many relied on strong relationships with local government units and non-governmental organizations to fill institutional gaps, while others turn to advocacy and adaptive planning to push forward their initiatives. However, the lack of mental health support, clear policy guidelines, and professional development opportunities remained a pressing concern. From their insights, it was clear that effective disaster risk reduction in schools resumes more than technical preparedness—it demands strengthened policies, capacity-building programs, and holistic support systems. Participants emphasized the value of community engagement, stakeholder involvement, and digital tools in building school resilience.
Kianalyn Babatuan (Mon,) studied this question.