The Department of Education (DepEd) has rolled out new operational guidelines to guarantee uninterrupted learning during disasters, prioritizing the safety of students and school personnel ahead of the opening of School Year 2026–2027.
Under DepEd Order No. 14, series of 2026, the “Guidelines on Learning Continuity in Emergencies” establishes a structured decision-making protocol for school administrators, Alternative Learning System coordinators, and division superintendents when crises like typhoons, earthquakes, extreme heat, or armed conflicts disrupt education.
Education Secretary Sonny Angara emphasized that safety must eclipse academic requirements during times of crisis, stating that expectations must adjust during emergencies.
“Hindi pwedeng pareho ang hinihingi natin sa kanila kapag normal ang sitwasyon at kapag may pinagdadaanan silang panganib, takot, o pagkawala,” Angara said.
He noted that true educational continuity requires flexibility and empathy.
“Ang tunay na learning continuity ay may malasakit—alam kung kailan magpapatuloy, kailan babagal, kailan magche-check in, at kailan kailangang huminto muna para unahin ang kaligtasan.”
The policy centers around a four-level Learning Continuity Framework to dictate school responses: Hayo (Continue) for standard face-to-face classes; Hinay (Ease-in) for flexible, slower-paced instruction; Hinga (Check-in) to scale back academic loads and focus on mental well-being; and Hinto (Stop) for a total suspension of activities due to safety hazards.
Instead of sweeping regional cancellations, the guidelines empower school heads to coordinate with local government units for localized class suspensions tailored to specific community conditions.
To keep education moving, DepEd will deploy printed and digital modules, home kits, and its “EduKahon” initiative—a pre-positioned recovery package containing critical learning resources for situations where classrooms are damaged.
Additionally, schools must update their continuity plans annually, establish emergency communication channels, and train educators in trauma-informed teaching and psychological first aid.
Regional offices have also been instructed to bolster mental health support systems for teachers, especially those stationed in high-risk zones.