Disaster Risk Reduction Management (DRRM) Program Implementation and Students' Preparedness Knowledge and Readiness Among Public Secondary Schools in SOCCSKSARGEN Region

Educational institutions play a crucial role in equipping students with the knowledge and skills to respond effectively to disasters. This study investigates the relationship between the Disaster Risk Reduction and Management (DRRM) Program Implementation and Disaster Preparedness Knowledge and Readiness of High School Students in the SOCCSKSARGEN Region. Grounded in the Social-Ecological Systems Framework and Rogers’ Diffusion of Innovations Theory, the research employs a descriptive-correlational design, collecting data from school administrators, teachers, DRRM coordinators, and students. Results indicate that the implementation of the Disaster Risk Reduction and Management (DRRM) program in the SOCCSKSARGEN region, highlighting its effectiveness in fostering risk-informed strategies, is rated as "Very High." While students demonstrated an "Average" level of preparedness knowledge, they excelled in practical application, resulting in a "Very Satisfactory" disaster readiness rating. However, there were notable weaknesses in first aid skills and risk assessment, alongside weak correlations between DRRM implementation and preparedness knowledge, and a slight positive link with disaster readiness, indicating practical benefits from the program, though not statistically significant. While the DRRM program in SOCCSKSARGEN is robust, student disaster preparedness knowledge is only average, with notable effectiveness in practical readiness. The correlation between DRRM implementation and disaster knowledge is weak but present for readiness. In enhancing and strengthening disaster risk reduction management (DRRM) in schools, it is recommended to adopt research-driven approaches that include hands-on learning and case studies. Collaboration with health institutions for first aid and CPR training and engaging families and communities in preparedness training are essential. Ongoing feedback mechanisms should assess DRRM effectiveness, and additional support should be provided to schools with lower preparedness ratings to ensure equity. Future research should examine qualitative factors like student engagement and infrastructure to deepen understanding of DRRM effectiveness.