The Department of Education (DepEd) has issued new learning continuity guidelines to help schools during emergencies.
Under the Department of Education Order No. 14 series of 2026, the guideline seeks to ensure continuity of learning before, during, and even after emergencies, without compromising the welfare and safety of learners, teachers, and other DepEd personnel.
“Kapag may kalamidad o krisis, unang tanong dapat natin: ligtas ba ang mga bata at guro, at kaya na ba nilang matuto at magturo (When there’s calamity or crisis, the first thing to ask should be whether learners and teachers are safe, and are they able to learn and teach)?” DepEd Secretary Sonny Angara said in a statement on Friday.
“Hindi puwedeng pareho ang hinihingi natin sa kanila kapag normal ang sitwasyon at kapag may pinagdadaanan silang panganib, takot, o pagkawala (We can’t have the same demands from them for both normal situations and trying times when they are in danger, fear, or loss).”
The policy introduces a levels-based Learning Continuity Framework to guide schools in selecting appropriate learning responses based on the safety, readiness, and condition of learners and teachers.
The four levels are Hayo or Continue, Hinay or Ease-in, Hinga or Check-in, and Hinto or Stop.
Under Hayo, regular in-person learning proceeds when stakeholders are safe, whereas under Hinay, learning continues at a slower, more flexible pace during mild disruptions.
For Hinga, academic demands are reduced, and well-being checks are prioritized, while Hinto calls for a temporary halt in academic learning due to safety and basic needs risks.
Angara said these learning responses will help uphold both learning and the well-being of learners and teachers.
“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 true learning continuity has compassion, it knows when to continue, when to slow down, when to check-in, and when to stop to prioritize safety),” he said.
Under the guidelines, school heads are also empowered to coordinate closely with Schools Division Superintendents and Local Government Units to implement granular, highly localized class suspensions based on actual community conditions.
Decisions are tailored to affected classrooms or specific grade levels, eliminating the usual generic, division-wide “no classes for all” cancellations.
In addition to these, the framework sets standards for emergency learning resources and learning experiences.
These include learning packets, print or digital modules, broadcast materials, family kits, check-in guides, home learning support, and emergency learning kits.
These resources should help sustain learning without placing unnecessary pressure on learners and teachers.
Public schools, meanwhile, are directed to update their Learning and Service Continuity Plans annually before the school year and every term.
Schools must also conduct capability mapping of learners and teachers, establish emergency call trees, and orient parents and guardians on learning continuity.
For teachers, the policy provides for capacity building on trauma-informed teaching, psychological first aid, and learning delivery across different emergency levels.
Regional Offices and Schools Division Offices must also support teachers regarding mental health and emergency assistance, especially in high-risk or under-resourced areas. (PNA)
