Abstract : This study examined the status of Disaster Risk Reduction and Management (DRRM) and explored school heads’ leadership experiences in selected public schools to craft a contextualized handbook for strengthening school-based DRRM practices. This utilized the explanatory sequential mixed methods design. The quantitative data assessed the DRRM implementation across enabling environment domain and three pillars, whereas the qualitative data explored school heads’ implementation challenges. The results showed that schools displayed strong performance in safe learning facilities, however, presented gaps in enabling environment, such as stakeholders’ collaboration, preparedness systems, and instructional integration. Qualitative findings emphasized that effective DRRM extends beyond compliance, and requires leadership, decision-making, and proactive planning. Based on the integrated findings, a handbook was developed to provide practical tools, strategies, and best practices to address the identified gaps. Strengthening leadership capacity and institutional systems are salient in promoting safe, resilient, and disaster-ready schools while safeguarding learning continuity during emergencies.
D. et al. (Mon,) studied this question.