Preventing School Hazards: Teachers' Journey on Ensuring a Safe Learning Environment

This phenomenological study explored the discourse of ensuring a safe learning environment for learners by combatting school hazards; specifically, the study aimed to draw significant information from the participants in terms of the personal experiences of their intervention practices in implementing the DRRM practices to determine educational management insights as drawn from the findings of the study that were conducted in Pedro Masanguid Elementary School, Manay South District, Division of Davao Oriental—the experiences of teaching personnel on conducting psychosocial support activities at the start of the new school year. From the participant's responses, the two themes that emerged were the positive experiences that involve developing resilience among learners and opportunities for psychosocial support during the pandemic. The negative experiences involve the changes in skills and resources and post-conflict facilitation readiness on the challenges encountered by the teaching personnel conducting psychosocial support activities at the start of the new school year. Two themes that emerged from the participants' responses were psychosocial intervention resources and the lack of personnel training. The insights gained by the teacher ensured a safe learning environment for the learners. Two themes that emerged from the participant's responses were enhancing DRRM practices and capacitating teachers to facilitate psychosocial support activities, which were beneficial for the learners for the entire school year.