The anticipated 2026–2027 Super El Niño presents significant challenges to Philippine schools, particularly in maintaining safe and effective learning environments during extreme heat, drought, and water shortages.
In response to these climate-related concerns, the Department of Education (DepEd) issued DepEd Memorandum No. 064, s. 2026, dated October 26, 2026, titled “Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño.”
The memorandum outlines protective measures and preparedness strategies intended to help schools respond to environmental disruptions while safeguarding learners, teachers, and other personnel.
Among its important provisions are the adoption of the 4H Scenario Continuum, flexible learning delivery arrangements, preparation of learning resources, equitable access to educational materials, and professional support for teachers.
These measures emphasize a practical principle: learning continuity must never come at the expense of the health and safety of learners and school personnel.
Understanding the 4H Scenario Continuum
Under Section 5.2.2 of the memorandum, schools and Community Learning Centers (CLCs) shall adopt the 4H Scenario Continuum to determine appropriate learning delivery arrangements during class suspensions arising from extreme heat, drought, water shortages, and other El Niño-related disruptions.
The framework consists of four categories: HAYO, HINAY, HINGA, and HINTO.
Each category corresponds to a specific heat-index range and recommends appropriate learning arrangements.
|
Scenario |
Heat Index |
Learning Delivery Arrangement |
|
HAYO – Manageable
Conditions |
Below 27°C |
Regular face-to-face
classes with heat-adapted measures. |
|
HINAY – Caution |
27°C–32°C |
Reduced face-to-face hours,
hybrid learning, or home-based learning. |
|
HINGA – Extreme
Caution |
33°C–41°C |
Suspension of
face-to-face classes and reduced academic demands. |
|
HINTO – Danger and
Extreme Danger |
42°C
and above |
Suspension of academic
activities, including face-to-face and home-based learning. |
The appropriate scenario should be determined according to actual circumstances rather than applied mechanically across all schools.
1. HAYO: Manageable Conditions
Under HAYO, regular face-to-face classes may continue when environmental conditions remain manageable.
Schools should implement protective measures to minimize heat exposure and ensure the safety of learners and personnel.
These may include:
Providing safe drinking water and hydration breaks
Ensuring adequate classroom ventilation
Scheduling outdoor activities during cooler periods
Monitoring classroom conditions and learner comfort
The objective is to maintain regular instruction while reducing unnecessary exposure to extreme heat.
2. HINAY: Caution
HINAY requires schools to modify their usual learning arrangements in response to increasing heat conditions.
Possible arrangements include reduced face-to-face hours, hybrid instruction, and structured home-based learning.
Schools may consider modified schedules, such as 6:00–10:00 a.m. or 2:00–6:00 p.m., depending on local conditions.
School heads may adopt other protective strategies based on available resources, the severity of the situation, and the needs of learners.
3. HINGA: Extreme Caution
Under HINGA, face-to-face classes are suspended, and academic demands are reduced.
Learning activities may include light learning tasks, printed Learning Activity Sheets (LAS), learning packets, and educational materials delivered through DepEd TV or radio.
Teachers should also conduct appropriate well-being check-ins to monitor learners' circumstances and provide support.
The emphasis is on maintaining reasonable educational engagement without creating excessive academic pressure during extreme heat.
4. HINTO: Danger and Extreme Danger
HINTO applies when the heat index reaches 42°C and above.
Under this scenario, academic activities, including face-to-face and home-based learning, are suspended.
Schools should prioritize safety measures, maintain communication with learners and families, conduct appropriate safety checks, and facilitate referrals for support when necessary.
The suspension of academic activities recognizes that learners and teachers need protection from dangerous environmental conditions.
Localized Decisions and School-Level Suspension
Section 5.2.2 emphasizes the importance of localized decision-making.
School heads, division ALS focal persons, and Schools Division Superintendents (SDSs) are responsible for determining the appropriate learning continuity level based on the actual circumstances of learners, teachers, and schools.
Decisions should consider:
DOST-PAGASA heat-index forecasts
Classroom ventilation and water availability
Exposure to heat
Learners' circumstances at home
Availability of learning resources
Readiness of learners and teachers to participate in instruction
Importantly, the memorandum recognizes that classes may be suspended even when the heat index has not reached the danger threshold.
When prevailing local conditions make the heat unbearable, school authorities may suspend classes and coordinate with the SDS regarding appropriate distance learning arrangements.
This provision highlights the importance of professional judgment and community-specific circumstances.
Learning Resources Readiness and Accessibility
Section 5.2.3 addresses the preparation and accessibility of learning resources during climate-related disruptions.
Schools and CLCs are expected to maintain a comprehensive inventory of available educational materials and continuously prepare, print, and stock Learning Activity Sheets and learning packets.
These preparations should continue throughout extreme heat conditions and climate disruptions, subject to available funds and existing procurement regulations.
Digital Learning Resources
Schools should maximize the use of authorized DepEd digital learning resources through designated Learning Management Systems (LMS), Learning Resource Portals, and other official platforms.
Where authorized, digital textbooks, teachers' manuals, and other quality-assured learning materials may be made accessible through appropriate platforms, subject to copyright and licensing requirements.
Multi-Modal Accessibility
Digital learning should not be the only delivery option.
Schools should provide accessible alternatives for learners with limited or intermittent internet connectivity.
These may include:
Printed learning packets and activity sheets
Offline or downloadable learning materials
DepEd TV and radio broadcasts
USB-based educational resources
Low- or no-connectivity learning arrangements
The goal is to ensure that environmental disruptions do not prevent learners from accessing educational opportunities.
No Additional Financial Burden on Families
A significant provision of the memorandum is the protection of learners and families from additional expenses.
Schools are prohibited from requiring families to purchase devices, internet connectivity, printed materials, drinking water, cooling equipment, or special attire as conditions for instruction or assessment.
Schools must provide feasible no-cost alternatives whenever necessary.
This provision reinforces the principle that learning continuity must remain equitable and accessible, regardless of a family's financial circumstances.
Teacher Support and Preparation
Section 5.2.4 highlights the importance of teacher preparation and professional development.
Schools Division Offices, through the Curriculum Implementation Division (CID) and School Governance and Operations Division (SGOD), are expected to provide operational guidance, practical facilitation tools, and targeted capacity-building programs.
School heads should also activate Learning Action Cells (LACs) and professional learning networks to help teachers prepare for flexible learning arrangements.
These initiatives should focus on:
Scenario-based learning management
Flexible instructional delivery
Quick learning checks and rapid formative assessment
Teacher mental health and psychosocial well-being
Through professional collaboration, teachers can develop practical strategies for managing instruction during climate-related disruptions.
Conclusion
DepEd Memorandum No. 064, s. 2026 provides important guidance for anticipatory action, preparedness, and protective measures during the anticipated 2026–2027 Super El Niño.
The 4H Scenario Continuum—HAYO, HINAY, HINGA, and HINTO—offers schools a structured approach to determining appropriate learning arrangements based on environmental conditions and educational needs.
Beyond learning delivery, the memorandum emphasizes resource readiness, accessible educational materials, protection from additional family expenses, and sustained teacher support.
Ultimately, effective learning continuity means ensuring that education remains responsive, inclusive, and safe even when climate conditions disrupt traditional classroom instruction.
Reference: DepEd Memorandum No. 064, s. 2026, Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño, dated October 26, 2026. This article summarizes the policy excerpts provided and should not replace the complete official memorandum.