DepEd Order 14, s. 2026: Guidelines on Learning Continuity in Emergencies

The Philippines is naturally prone to extreme weather, geologic events, and human-induced incidents. Because of these unique challenges, the Department of Education (DepEd) issued DepEd Order No. 014, s. 2026, officially known as the Guidelines on Learning Continuity in Emergencies.

The core philosophy of this order is straightforward: a learner's well-being is critical to their capacity to learn. Through the Education in Emergencies (EiE) initiative, DepEd aims to balance the need for safety and protection with the vital goal of preventing learning loss.

Here is a breakdown of how schools are expected to adapt during emergencies, ensuring that no learner is left behind when disaster strikes.

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The 4 Levels of Learning Continuity

To institutionalize decision-making during crises, DepEd introduced a four-tiered Learning Continuity Framework. These levels are based on the degree of safety and disruption experienced by the school community.

Level	Circumstance	Learning Priority
Hayo (Continue)	Learners and teachers are physically safe, emotionally regulated, and cognitively ready.	Schools continue regular in-person teaching and learning activities.
Hinay (Ease-in)	Minor to moderate disruptions where learners experience mild stress or uncertainty.	Learning continues but is intentionally slowed down to lessen pressure on teachers and learners.
Hinga (Check-in)	Heightened stress due to emergencies, with ongoing community recovery.	Academic demands are heavily reduced, and instructional activities focus on well-being checks.
Hinto (Stop)	Extremely unsafe conditions where learners' safety and basic needs are at risk.	Academic learning is halted completely to focus on protection, emergency response, and basic needs.

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Preparation is Key: The LSCP

A crucial component of this framework is the Learning and Service Continuity Plan (LSCP). Advanced planning is vital to protect the school community.

• Every school must establish a documented action plan emphasizing safety and learning continuity.
• The LSCP is developed annually before the beginning of the school year.
• The plan must be updated every term within the school year.
• Schools must conduct "capability mapping" to understand the capacities of both teachers and learners to engage in different learning experiences.
• The LSCP includes an emergency call tree that must be automatically followed during an emergency.

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Prioritizing Mental Health and Psychosocial Support

A standout feature of these guidelines is the explicit integration of Mental Health and Psychosocial Support (MHPSS). The policy acknowledges that trauma impacts learning, and addresses this directly:

• During the Hinga (Check-in) level, teachers prioritize physical, psychological, and social-emotional well-being checks.
• These well-being check-ins are officially considered part of a teacher's teaching load.
• All teachers must be equipped with trauma-informed teaching approaches and psychological first aid competencies.
• Schools and SDOs are encouraged to capacitate parents and guardians with basic MHPSS methods when remote learning is activated.

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Bouncing Back to "Hayo"

The primary goal of any learning continuity decision is to safely transition back to the Hayo (normalcy) level. Decisions to move between these levels are grounded in evidence of community conditions and guided by the principles of safety and learner well-being. By providing standard learning resources, emergency learning kits, and structured transition plans, DepEd's guidelines offer a compassionate, realistic, and highly structured roadmap for weathering any storm.

Official Document Download

Click the button below to download the full copy of DepEd Order No. 014, s. 2026 for your reference.

📥 Download DepEd Order 14, s. 2026 (PDF)