Strengthening School Resilience: Basis for Disaster Preparedness and Recovery Framework

This study is anchored in the increasing global challenge of climate change, which has intensified the frequency and severity of natural hazards, significantly affecting human safety, infrastructure, and the education sector, in line with Sustainable Development Goal (SDG) 13: Climate Action. Masbate is highly vulnerable to typhoons, flooding, and other climate-related hazards due to its geographic location, and schools are frequently disrupted by disasters, highlighting the urgent need to strengthen Disaster Risk Reduction and Management (DRRM) systems and psychological support mechanisms. This study assessed the level of School Disaster Risk Reduction and Management (SDRRM) practices and the capability of schools in providing Psychological First Aid (PFA) in the coastal schools of the Masbate City Division and developed a framework to enhance school resilience and post-disaster recovery. The study employed a descriptive research design using a structured survey questionnaire administered to 22 respondents, consisting of 11 school administrators and SDRRM Coordinators and 11 Guidance Counselor Designates from the eleven selected coastal elementary schools in the Masbate City Division. Data were analyzed using appropriate descriptive statistical tools. Findings revealed that SDRRM practices are generally highly implemented across the dimensions of enabling environment, safe learning facilities, disaster risk management, and disaster risk reduction in education, indicating the strong institutionalization of DRRM policies and preparedness systems. However, gaps were identified in data management systems, corrective actions for unsafe facilities, and community and family participation. In terms of PFA, school personnel demonstrated capable to highly capable levels in knowledge, communication skills, readiness, and training exposure, particularly in psychosocial support and crisis communication. Nevertheless, limitations were observed in procedural knowledge of school-based PFA protocols, confidence in independent delivery, and coordination with external referral systems. Based on these findings, an integrated SDRRM–PFA framework was developed, emphasizing strengthened coordination systems, data-driven decision-making, improved infrastructure response, and enhanced psychological support mechanisms in schools. The study concludes that while schools demonstrate strong foundational capacities in disaster preparedness and psychosocial support, further integration and system strengthening are necessary to achieve a fully resilient, responsive, and learner-centered disaster risk reduction system.