Some aspects of disaster risks are understood by the respondents, and most of them are ready, adapted

and aware on the hazards that natural disasters can cause. However, students have very low disaster risk
perception. Based on these findings, the core subject Earth and Life Science somehow elevated the
knowledge of the students on natural hazards. Learning competencies include the hazards, hazard maps
in identifying, and practical ways of coping geologic, hydrometeorological, and coastal processes.
Geologic processes include earthquakes, volcanic eruptions, and landslides. Hydrometeorological
processes include tropical cyclones, monsoons, floods, and tornadoes. Coastal processes include erosion,
submersion, and saltwater intrusion. These competencies possibly improve the understanding of the
students on the basic concepts of natural hazards, and the measures of mitigation and adaptation.
Disaster risk perception must be improved among students to have a correct judgement toward the
imminent dangers of natural hazards. Risk perception among students shall be developed to ensure an
effective and protective public response and action.[18]

The success implementation of the school and community-based DRRM relies on public awareness and
public education.[19] Disaster education aims to increase the resiliency of students on disaster risks by
solidifying knowledge about disasters, developing skills that can be used to prepare, adapt, mitigate, and
respond to the damaging effects of disasters, and elevating awareness that widens the scope of
understanding on DRR.[20] With these objectives, DRR is advocated by promoting a culture of safety and
resiliency in the community, most especially at the school level.[21]

Aside from the centralized competency-based approach adopted by the Philippines' DepEd,
communication and promotion of DRR can materialize through strategic planning, development, and
improvement of educational materials according to the United Nations Children Fund and United
Nations Educational, Scientific and Cultural Organization,[22] schools all over the country should
integrate DRRM through textbook-driven approach, wherein students have reliable sources on the
different concepts and issues about natural hazards. Other approaches include interactive and action
learning for the students and professional development of teachers on DRR education