Specifically on what to do before, during, and after emergencies while prioritizing the safety and well-being of learners, teachers, and school personnel.
Through Department of Education (DePed Order No. 14 s. 2026, also known as the Guidelines on Learning Continuity in Emergencies, Education Secretary Sonny Angara has released guidelines to school heads, Division Alternative Learning System Focals, and Schools Division Superintendents on what to do during emergency situations.
The said order aims to give a clearer framework for making quick and informed decisions when classes are affected by typhoons, floods, earthquakes, extreme heat, health crises, violence, armed conflict, and other emergencies.
“When there is a calamity or crisis, the first question we should ask is: are children and teachers safe, and are they able to learn and teach?” said Angara in Filipino.
“We cannot expect the same from them when the situation is normal and when they are experiencing danger, fear, or loss.”
The said policy is based on the principle that well-being is essential to the ability to learn and teach, with levels-based Learning Continuity Framework to guide schools in choosing the appropriate learning response based on the safety, readiness, and condition of learners and teachers.
The framework has four levels, with the first being Hayo or Continue, where regular in-person learning continues when stakeholders are safe.
In Hinay or Ease-in, learning continues in a slower and more flexible manner when there is mild disruption.
Hisa or Check-in, where academic demands are reduced and well-being checks are prioritized.
Lastly, Hinto or Stop, where academic learning is temporarily halted because safety and basic needs are at risk.
Under this new framework, School Heads are empowered to coordinate with Schools Division Superintendents and Local Government Units (LGUs) to implement more specific or granular class suspensions based on the actual situation in their community.
According to the DepEd, this is to ensure that the decision is directed only at the affected classrooms or levels, rather than the usual general or generic class cancellation for everyone in the entire division.
The guidelines also set standards for emergency learning resources and learning experiences, including learning packets, print or digital modules, broadcast materials, family kits, check-in guides, home learning support, and emergency learning kits.
All these are going to be used with the aim of continuing learning without increasing pressure on learners and teachers.
This new policy is supported by EduKahon, the DepEd’s standardized recovery kit for the resumption of classes during disasters, which are specialized kits pre-distributed to schools.
Each kit containa basic teaching and learning materials to ensure the continuity of education, even if classrooms are unusable or damaged.
Schools are also required to update their Learning and Service Continuity Plans annually before the opening of classes and each term, conduct capability mapping for learners and teachers, have emergency call trees, and orient parents and guardians on learning continuity in the Opening Block of the school year under the three-term school calendar.
For teachers, the policy states capacity building in trauma-informed teaching, psychological first aid, and learning delivery at various emergency levels.
As for Regional Offices and Schools Division Offices, they are also required to support teacher mental health and emergency assistance, especially in high-risk or under-resourced areas.
The issuance is in line with DepEd Order No. 022, s. 2024, or Revised Guidelines on Class and Work Suspension in Schools During Disasters and Emergencies.
While it does not automatically suspend classes or replace regular learning when learners and teachers are safe and prepared, it serves as a guide on how to continue learning in the event of disruption.
According to the DepEd, the implementation of the policy will be supported through coordination with the relevant Central Office units, Regional Offices, Schools Division Offices, and schools, with reporting and monitoring through the Education in Emergencies Learning Continuity dashboard.
Moreover, these new guidelines will be implemented in all elementary and secondary schools, as well as DepEd-operated Community Learning Centers (CLCs) and recognized Alternative Learning System (ALS) providers nationwide.
Meanwhile, these can also be used or adopted by private schools, private ALS providers, and basic education units of State and Local Universities and Colleges (SUCs and LUCs).
“True learning continuity is about caring — knowing when to continue, when to slow down, when to check in, and when to stop first to prioritize safety,” Angara said in Filipino.