Implementation of Disaster Risk Reduction and Management in the Context of Inclusive Education

Natural disasters and emergencies impose significant challenges on schools’ capacity to maintain an inclusive educational environment, which contributes to inadequate protection of learners during and after disasters. The objective of this study was to determine the level of DRRM implementation and compliance in selected public schools in Tanay Sub-Office, Schools Division Office of Rizal. It further sought to determine the significant difference in the level of DRRM implementation and compliance between schools implementing inclusive education programs and regular high schools. The study utilized a descriptive-inferential methodology. The data were collected using a researcher-made survey questionnaire anchored on the DepEd School DRRM Manual. One hundred thirty-eight (138) public secondary school teachers from Tanay Sub-Office participated in conduct of the study. The findings revealed that DRRM measures have been widely implemented in all four DRRM areas: prevention and mitigation, preparedness, response, and post-disaster recovery and rehabilitation. Schools were also found to be compliant with the Comprehensive Schools Safety pillars. Furthermore, the study found no significant difference in the level of DRRM implementation when participants are classified in terms of their school type. However, in terms of level of DRRM compliance, the study revealed that schools offering inclusive education programs had a higher level of DRRM compliance compared to regular high schools, particularly in School Disaster Management and Risk Reduction and Resilience Education. The study recommends that the Department of Education update its Comprehensive DRRM policy and support framework, ensuring they align with global standards. Future research should consider investigating factors that contribute to higher DRRM implementation and compliance in schools offering inclusive education programs.