Eastern Visayas continues to face recurring natural threats, typhoons, floods, earthquakes and landslides that disrupts schooling and place learners and educators at risk. Although the Department of Education has long introduced the School Disaster Risk Reduction and Management (DRRM) program to address these hazards, many schools still struggle with its day-to-day implementation. This study takes a closer look at how hazard-prone schools in Region VIII deal with these risks by exploring the challenges they encounter, the practices they have adopted, and the strategies that appear to work in their context. Using a multiple case study design, the research involved 12 schools across the region. Participants included school heads, DRRM coordinators and several teachers who were directly involved in or familiar with DRRM activities. Data were gathered through interviews, questionnaires, and a review of school documents to capture both policy and practice. The findings indicated that while schools are making efforts to prepare for and respond to disasters, several recurring concerns impede progress. Budget limitations, uneven access to training and minimal engagement from teachers are common issues. In some cases, students and community stakeholders are present but not consistently involved in planning or drills. Despite these challenges, many schools have begun to develop localized and creative approaches that show promise in building resilience. In response to the identified gaps, the study introduces the Localized Spiral DRRM model. This framework is grounded in the experiences of the participating schools and is intended to be practical rather than theoretical. It provides a step-by-step, community -informed approach to integrating DRRM into both elementary and secondary education. With proper adoption the model aims to strengthen preparedness and promote safer, more resilient learning environments in areas where hazards are part of daily reality.
Aborque et al. (Fri,) studied this question.