TEACHERS AND LEARNERS EXPERIENCING CLASS SUSPENSIONS DUE TO A PARADE OF TYPHOONS: A DESCRIPTIVE PHENOMENOLOGY

The growing frequency and severity of typhoons worldwide, fueled by climate change, have significantly disrupted education in vulnerable regions such as Southeast Asia, the Caribbean, and the Pacific Islands, causing school closures, infrastructure damage, interrupted learning, and increased risks of learning loss, disengagement, and dropout rates. This study explored the experiences of teachers and learners who faced class suspensions caused by consecutive typhoons, focusing on the disruptions and adjustments within the educational context. The purpose was to gain a deeper understanding of how these stakeholders adapted to repeated interruptions and how the phenomenon impacted their teaching, learning, and well-being. Using a descriptive phenomenology approach, the research captured insights through in-depth interviews with both teachers and students from affected regions. Six primary themes emerged: "Adaptation to Disruptions," "Emotional and Psychological Impact," "Academic Setbacks and Pressure," "Community and Peer Support," "Technology and Communication Challenges," and "Resilience and Coping Strategies." The findings highlighted the resilience of both teachers and learners, who developed coping mechanisms despite the continuous challenges. Discussion centered on the need for strategic intervention, emphasizing support systems and technological infrastructure improvements to mitigate the impact of natural disasters on education. Recommendations included implementing contingency plans, enhancing mental health support, and investing in digital resources to support learning continuity during suspensions. These findings contribute to understanding the lived experiences of educational stakeholders facing frequent natural disasters, offering insights for policy adjustments to support affected communities.