Explainer: Do classes go on amid emergency? Here’s a new DepEd guide
CEBU CITY, Philippines — The Department of Education (DepEd) has introduced a new system that guides schools on whether classes should continue, slow down, shift formats, or stop completely during emergencies.
Under Department Order No. 14, series of 2026, Education Secretary Sonny Angara approved the “Guidelines on Learning Continuity in Emergencies” to help schools respond to disasters, crises, and disruptions without overlooking the safety and well-being of learners and teachers.
The policy covers public elementary and secondary schools, DepEd-operated Community Learning Centers, and recognized Alternative Learning System (ALS) providers, while private schools and universities may also adopt the guidelines.
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Why DepEd created the policy
DepEd said the Philippines regularly experiences typhoons, floods, earthquakes, volcanic activity, extreme heat, health emergencies, violence, and armed conflict that interrupt schooling and place communities at risk.
The agency said previous efforts mainly focused on class suspensions and recovery measures, but schools still needed clearer standards on how learning should continue during emergencies.
In a statement on Friday, Angara said schools should first consider the safety and condition of learners and teachers before deciding how classes will proceed during disasters or crises.
He stressed that schools cannot expect the same academic performance from learners and teachers facing fear, displacement, danger, or loss during emergencies.
The four learning continuity levels
The policy introduces a four-level Learning Continuity Framework that schools will use to determine the appropriate learning setup during disruptions.
The framework ranges from normal classroom learning to the temporary suspension of all academic activities depending on the situation of learners, teachers, and communities.
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DepEd said schools may shift between levels depending on the severity of disruptions, the condition of communities, and the readiness to continue classes.
School heads are tasked to assess local conditions and coordinate with Schools Division Offices and local government units before escalating or lowering the learning continuity level.
Hayo: Classes continue normally
The first level is Hayo or “Continue,” which applies when learners and teachers remain physically safe, emotionally stable, and ready for regular classroom learning.
Under this level, schools continue full in-person classes, follow the standard curriculum, and conduct regular teaching, assessments, and remediation programs.
DepEd described Hayo as the ideal learning condition where families and communities continue functioning normally despite possible nearby disruptions.
Hinay: Learning slows down during disruptions
The second level is Hinay or “Ease-in,” which applies during minor to moderate disruptions such as heavy rain, transportation problems, power interruptions, or mild community stress.
Under this setup, learning continues at a slower and more flexible pace to reduce pressure on learners, teachers, and families affected by the disruption.
Teachers may use online synchronous classes, printed modules, digital modules, broadcast materials, or learning packets depending on the situation and available resources.
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Schools are also directed to shorten learning activities, reduce the number of daily subjects, and focus assessments only on essential competencies.
Parents and guardians may receive family support materials to help learners continue studying at home during disruptions.
The guidelines state that if Hinay conditions continue for several consecutive class days, schools may gradually narrow lessons to essential competencies and strengthen home-school communication.
Hinga: Well-being comes first
The third level is Hinga or “Check-in,” which applies when emergencies cause heightened stress and communities are still recovering from disasters or crises.
At this stage, schools significantly reduce academic demands and prioritize physical, emotional, psychological, and social well-being over lesson completion.
Teachers are expected to conduct safety and well-being check-ins using simplified and trauma-informed materials instead of regular academic requirements.
Learning resources during Hinga may include learning packets, broadcast materials, check-in guides, and home learning support activities that require minimal supervision.
DepEd said lessons during this stage should focus mainly on reviewing previous concepts instead of introducing heavy new academic work.
Offline learning materials are prioritized during Hinga because internet access and digital devices may not always be available after disasters.
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The order states that if disruptions remain prolonged under Hinga, schools may shift to more flexible learning arrangements as an alternative normal.
Hinto: Academic learning temporarily stops
The fourth level is Hinto or “Stop,” which applies when learners’ safety and basic needs are already at risk due to severe emergencies or unsafe conditions.
Under this level, academic learning is temporarily suspended while schools focus on protection, emergency response, relief efforts, and psychosocial support.
DepEd said Hinto may apply during armed conflict, major flooding, destructive earthquakes, severe infrastructure damage, or prolonged displacement of families.
Teachers may still conduct basic well-being check-ins or mental health support activities when possible, but academic instruction will no longer continue.
School heads are also directed to coordinate closely with local government units and disaster response agencies during this stage.
The guidelines state that schools should resume in-person classes only after facilities are declared safe and communities are ready to return to regular learning.
Emergencies covered by the framework
The guidelines identify different hazards that may trigger changes in learning continuity levels, including typhoons, floods, earthquakes, landslides, power outages, extreme heat, and poor air quality.
Human-induced incidents such as bomb threats, violence, civil unrest, armed conflict, and transportation strikes are also included under the framework.
DepEd added that schools may activate the policy during disease outbreaks, pandemics, droughts, food emergencies, or other declared national emergencies.
More flexible and localized suspensions
The policy also allows school heads to coordinate with local government units and Schools Division Offices when implementing targeted class suspensions.
Instead of automatically canceling classes division-wide, schools may suspend only affected classrooms, grade levels, or campuses depending on actual conditions on the ground.
DepEd said this approach allows schools to make faster and more context-based decisions during localized emergencies.
The order also recognizes that Indigenous communities and culturally distinct groups may respond differently to emergencies based on local practices and experiences.
Monitoring, returning to normal
DepEd said schools must report their learning continuity level and emergency conditions through the Education in Emergencies Learning Continuity Dashboard within 12 hours after disruptions occur.
The agency said schools should gradually return to normal classroom learning only after learners and teachers are physically safe and emotionally ready.
Schools are also expected to provide remediation and recovery programs for learners after prolonged disruptions to prevent learning loss.
DepEd said schools should avoid rushing learners back into full academic workloads immediately after emergencies to protect both learning and well-being.
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