By CESAR JOLITO III
Public schools in the Negros Island Region (NIR) lost a total of 19 school days due to class suspensions linked to climate-related events in a three-month period last year, data from the Department of Education during the Second Congressional Commission on Education (EDCOM 2) hearing revealed yesterday.
The EDCOM 2 report shows climate factors stood as the primary driver of class disruptions nationwide during the period, followed by armed conflicts and geological hazards.
Between September and November 2025, Central Visayas (Region 7) recorded a total of 47 suspension incidents: 21 due to climate, 15 from conflict, and 11 from geological events.
NIR closely followed with 43 total suspensions — 19 climate-related, nine geological and 15 caused by conflict.
These figures mark the highest counts among all administrative regions in the country.
During the period, schools in NIR — composed of Negros Occidental, Negros Oriental and Siquijor — were significantly impacted by major tropical cyclones, including Typhoon “Tino” in November, and the La Niña-enhanced southwest monsoon that caused devastating flooding in most localities.
Meanwhile, other regions with high climate-linked suspensions included Ilocos Region (1) with 18; Cagayan Valley (2) and Mimapora (Region 4-B) both with 16; as well as Calabarzon (Region 4-A) and Bicol Region (5) each with 14.
Armed conflict emerged as a major cause of disruptions in several areas outside Central Visayas and NIR.
Calabarzon, Northern Mindanao (Region 10) and Davao Region (Region 11) each reported 15 conflict-related suspensions, while Soccsksargen (Region 12) had 13, Caraga has eight, and the National Capital Region has one.
Geological hazards, meanwhile, affected classes most in Central Visayas with 11 suspended days, Western Visayas (Region 6) with eight, and NIR with nine, with smaller numbers recorded in other regions like the Cordillera Administrative Region and Central Luzon (Region 3) with two each.
The data excludes suspensions due to holidays or non-teaching activities, focusing only on disruptions caused by environmental or security threats.
EDCOM 2 noted that the findings highlight the urgent need for stronger disaster risk reduction and climate adaptation measures in schools, especially in regions most vulnerable to weather disturbances and extreme weather events.
These disruptions, the commission added, continue to pose significant challenges to learning continuity and academic progress, underscoring the importance of crafting a school calendar that balances instructional time with safety considerations.
As policymakers review the proposed three-term calendar, these numbers serve as a critical reference in designing more resilient education systems that can better withstand recurring climate and security challenges across the country./CJ, WDJ