DepEd Active Attack Safety Drill 2026: Official Google Drive Materials and Video Teachers Should Watch

The Department of Education (DepEd) is preparing schools nationwide for the National Simultaneous School Safety Drill for Active Attack Incidents on September 3, 2026, and teachers, school heads, and other school personnel are being encouraged to review the official preparation materials before the scheduled activity.

The nationwide drill was originally scheduled for August 25 but was postponed to September 3 because of prevailing weather conditions and the cancellation of face-to-face classes in several areas. DepEd has since confirmed that the nationwide activity will push through on Thursday, September 3, 2026, at 9:00 a.m.

As part of the preparation, schools have access to materials concerning the School Contingency Plan for Active Attack Incidents, as well as an online video resource that teachers and school personnel can review before the drill.

Two Important DepEd Resources for the September 3 Safety Drill

For schools preparing for the nationwide exercise, two online resources are particularly useful.

1. DepEd School Contingency Plan Resource Folder

The Google Drive folder provided for the School Contingency Plan for Active Attack Incidents can be accessed here:

Open the DepEd School Contingency Plan Google Drive Folder

The folder can serve as a reference for school heads, teachers, DRRM coordinators, and other personnel as they prepare and review their school's localized contingency arrangements.

Schools should use the applicable materials together with their own approved and contextualized School Contingency Plan.

2. DepEd Active Threat Video

The video resource provided for the preparation is available on YouTube:

Watch the DepEd Active Threat Video

Teachers and school personnel can access the video before conducting their orientations and preparations for the September 3 drill.

Because the actual implementation must be based on each school's localized contingency plan, watching the video should be considered part of a broader preparation process rather than a substitute for school-level planning.

Why Teachers Should Review These Resources Before the Drill

The September 3 activity is designed to prepare education stakeholders—including learners, teachers, non-teaching personnel, school administrators, and partner responders—for appropriate safety and coordination procedures during an active attack or active shooting incident.

A DepEd division memorandum describing the nationwide exercise says the activity is intended to immerse education stakeholders in safety and coordination protocols for active attack or active shooting situations in schools.

This means preparation should happen before the actual alarm or drill begins.

Teachers should understand their responsibilities, know their school's procedures, and be prepared to explain the activity to learners in a calm and age-appropriate manner.

The School Contingency Plan Is the Foundation of the Drill

The School Contingency Plan for Incidents Involving Active Shooters is intended to provide schools with a framework for responding to armed threats within school premises or nearby areas.

The plan covers more than classroom lockdown.

It addresses areas such as preparedness, activation of the school's Incident Management Team, lockout and lockdown procedures, emergency communication, coordination with law enforcement, evacuation, post-incident recovery, psychosocial support, family reunification, and learning continuity.

Schools are expected to contextualize the plan according to their own setting, resources, learner population, physical facilities, local risks, and existing coordination arrangements.

This is particularly important because schools differ significantly in their campus layouts and surrounding environments.

Teachers Should Know Their School's Localized Procedures

Watching the video and reviewing the available materials are only the beginning.

Teachers should also review their school's own localized procedures.

Before the drill, teachers should know:

• The school's designated emergency signal
• Classroom lockdown procedures
• Designated safe areas
• Primary and secondary evacuation routes
• Assembly areas
• Learner accounting procedures
• Emergency communication procedures
• Family reunification arrangements
• Their specific responsibilities during the drill
• Who to contact when an emergency occurs

The objective is to make sure teachers are not learning their responsibilities for the first time when the drill begins.

The Drill Is Not Supposed to Frighten Students

DepEd has emphasized that the safety drill must follow child-centered, age-appropriate, trauma-informed, and “Do No Harm” principles.

The department has specifically reminded schools to avoid hyper-realistic or graphic simulations that could cause unnecessary fear or distress.

Schools should therefore avoid turning the exercise into a dramatic reenactment of an actual attack.

The purpose is preparedness.

Learners should understand what they are expected to do without being made to believe that an actual attacker is present.

What Schools Should Not Use During the Drill

The safety drill guidelines prohibit fear-inducing elements.

Schools should not use:

• Active aggressor role-playing
• Imitation firearms
• Bladed or blunt weapons
• Simulated casualties
• Simulated gunfire
• Loud pyrotechnics
• Graphic or frightening scenarios

This is especially important because students have different developmental levels and personal experiences.

A drill that is intended to teach safety should not create unnecessary trauma.

Parents and Guardians Also Have a Role

Preparation should include parents and guardians.

DepEd's guidance calls for advance notice to learners, parents, guardians, and school personnel so that the activity does not become an unexpected or surprise event.

Parents should understand the purpose, nature, sequence, and safeguards of the drill.

They should also have an opportunity to inform the school about circumstances that could make participation distressing or require reasonable accommodation.

Learners who need additional safeguards should not simply be required to participate in the same activity as everyone else.

Schools should determine appropriate accommodations and provide safe alternative activities when necessary.

Classroom Orientation Should Come Before the Drill

Teachers can use the days leading up to September 3 to conduct simple classroom discussions.

The discussion should focus on practical questions.

For example:

What does our emergency signal mean?

Where should we go if we are told to evacuate?

Where is the safest area in our classroom?

What should we do if we are instructed to remain inside?

How will our teacher account for everyone?

Where will we go after the drill?

These questions can help learners understand the process without exposing them to frightening scenarios.

The Drill Tests the Whole School Safety System

It is important to understand that the September 3 exercise is not simply a classroom activity.

The nationwide drill is intended to test and strengthen the coordination of the entire school community.

That includes school administrators, teachers, learners, security personnel, emergency responders, local government units, health personnel, and other partners.

Schools should be able to determine whether their communication procedures work, whether personnel know their responsibilities, and whether learners can be accounted for.

Emergency Communication Must Be Reviewed

Communication is one of the most important elements of any emergency plan.

Schools should review their emergency contact numbers and communication procedures before the drill.

The school should know who is responsible for activating the emergency signal, contacting authorities, communicating with school leadership, and coordinating with parents or guardians when appropriate.

Schools are also expected to coordinate with relevant agencies, including the Philippine National Police, local government units, disaster risk reduction offices, health offices, social welfare offices, and other appropriate partners.

Family Reunification Is Part of Preparedness

Schools should also review their procedures for safely reuniting learners with parents or authorized guardians.

A well-organized reunification procedure helps prevent confusion after an emergency.

The school should have a designated location and a system for accounting for learners and releasing them to authorized individuals.

Parents should understand that the reunification process may involve following instructions from school personnel and authorities rather than immediately entering the school campus.

What Happens After the Drill?

The preparation does not end once the exercise is completed.

Schools are expected to conduct an after-action review to determine what worked and what needs improvement.

School leaders and the Incident Management Team should examine questions such as:

• Did teachers understand their responsibilities?
• Did learners understand the instructions?
• Did emergency communication work?
• Were all learners accounted for?
• Were evacuation routes clear?
• Did the procedures work as intended?
• Did anything create unnecessary fear or confusion?
• Were learners requiring additional support properly accommodated?
• What should be changed in the localized contingency plan?

The answers should be used to strengthen the school's preparedness.

Watch and Review the Resources Before September 3

For teachers and school personnel preparing for the nationwide drill, the two online resources provide useful starting points for preparation.

Official Google Drive Resource Folder:
School Contingency Plan for Active Attack Incidents

YouTube Video:
Watch the DepEd Active Threat Video

Schools should review the available materials, coordinate with their Schools Division Office and local partners as appropriate, and make sure their localized School Contingency Plan reflects the actual conditions of their campus.

September 3, 2026: Preparedness Without Fear

The upcoming National Simultaneous School Safety Drill is an opportunity for schools to strengthen emergency preparedness and identify gaps in their existing safety systems.

But preparedness should never mean frightening learners.

DepEd's current guidance emphasizes that the exercise should remain child-centered, age-appropriate, trauma-informed, and consistent with the “Do No Harm” principle. Current reports also confirm that the September 3 nationwide drill will proceed as scheduled.

For teachers, preparation means knowing the school's procedures and responsibilities.

For students, it means understanding what to do and following instructions calmly.

For parents, it means knowing what the school is practicing and how learner safety and reunification will be handled.

And for school leaders, it means ensuring that the contingency plan is not merely a document but a practical system that can protect the school community when it matters most.

The September 3 drill is therefore not simply about conducting an exercise.

It is about building a school community that is prepared, coordinated, informed, and committed to protecting both the physical safety and emotional well-being of every learner.

Official Resources at a Glance

School Contingency Plan Google Drive Folder:
Access the DepEd resource folder

Active Threat Video:
Watch the YouTube video

National Simultaneous School Safety Drill:
September 3, 2026 — 9:00 A.M.

DepEd National Simultaneous School Safety Drill Set for September 3, 2026: What Schools Need to Know

The Department of Education (DepEd) is set to conduct the National Simultaneous School Safety Drill for Active Attack Incidents on September 3, 2026, following the postponement of the activity originally scheduled for August 25.

The nationwide exercise is designed to strengthen school preparedness and help learners, teachers, school personnel, and partner agencies understand appropriate protective actions during an active threat situation.

However, the updated implementation places strong emphasis on an important principle: school safety drills must build preparedness without creating unnecessary fear or psychological distress among learners.

As of September 1, 2026, DepEd has reiterated that schools must follow child-centered, age-appropriate, trauma-informed, and “Do No Harm” principles when preparing for the September 3 activity.

Why DepEd Is Conducting the September 3, 2026 School Safety Drill

The safety drill is connected to DepEd's School Contingency Plan for Incidents Involving Active Shooters, issued on August 5, 2026.

The contingency plan directs public and private educational institutions to establish localized procedures for responding to armed threats occurring within or near school premises. It forms part of a broader school disaster risk reduction and management approach.

The plan covers preparedness, activation of the school's Incident Management Team, lockdown and lockout procedures, emergency communication, coordination with law enforcement, evacuation, family reunification, psychosocial support, recovery, and learning continuity.

DepEd has emphasized that the primary priority during an armed threat is the safety and well-being of learners and school personnel. Other school concerns, including regular instruction and protection of property, become secondary until competent authorities determine that normal operations can safely resume.

September 3 Drill Must Be Child-Centered and Trauma-Informed

One of the most important updates surrounding the rescheduled drill is the stronger emphasis on learner protection.

DepEd's latest guidance prohibits schools from using hyper-realistic or fear-inducing elements during the exercise. This means the drill should not involve active aggressor role-playing, imitation firearms, bladed or blunt weapons, simulated casualties, graphic scenes, simulated gunfire, or pyrotechnics.

Instead, schools are expected to focus on calm instruction and practical protective-action walkthroughs.

This approach recognizes that learners have different ages, experiences, developmental needs, and levels of emotional readiness. The purpose of the activity is to develop calm operational confidence and appropriate safety habits—not fear.

DepEd has also worked with medical and mental health professionals to strengthen safeguards surrounding the activity.

What Schools Should Do Before the Safety Drill

Preparation begins before September 3.

Schools are expected to conduct a readiness and risk assessment that considers their physical environment, access controls, classroom security, evacuation routes, safe areas, communication systems, and local emergency arrangements.

School heads should also ensure that teachers and personnel understand their assigned responsibilities before learners participate.

Schools are expected to coordinate with appropriate partners, including the Philippine National Police (PNP), local government units, disaster risk reduction offices, health and social welfare offices, and other relevant stakeholders.

Emergency contact numbers, school maps, evacuation routes, lockdown areas, reunification locations, and parent or guardian release procedures should also be reviewed and updated.

Most importantly, schools should determine whether their current conditions make it appropriate to proceed with the drill.

If a school has experienced a recent traumatic event or has circumstances that could make the activity harmful to learners, additional safeguards and appropriate alternatives should be considered.

Parents Must Be Informed Before Learners Participate

Advance communication is another major requirement.

Schools should notify learners, parents, guardians, and personnel several days before the activity. The purpose is to prevent surprise and allow families to understand what the drill will involve.

Parents or guardians should be informed about the nature, sequence, and safeguards of the activity.

Schools are also expected to secure informed written parental or guardian consent and, when developmentally appropriate, learner assent.

Parents should have an opportunity to identify health, developmental, psychosocial, sensory, or other circumstances that could make participation distressing or require reasonable accommodation.

A specific medical diagnosis should not be required simply for a learner to receive appropriate safeguards.

Learners who require additional protection should not be forced to participate in the school-wide activity. Schools should provide safe alternative activities without penalty or stigmatization.

What Learners Will Practice During the Drill

The classroom preparation should focus on understanding protective actions in a calm and age-appropriate manner.

Teachers can walk learners through basic questions such as: Where would we go if evacuation is necessary? Where is the safest area inside the classroom? How do we secure the room? What does the school's emergency signal mean? When should we remain in place, and when should we evacuate?

The drill's operational sequence includes three major phases.

Phase 1: Drill Initiation and Alarm

The school will use its designated emergency signal for an active threat scenario. The signal should be clearly different from alarms used for other emergencies, such as fires or earthquakes.

The exercise can also test emergency communication and notification procedures with appropriate authorities without exposing learners to simulated threats.

Phase 2: Classroom Lockdown and Concealment

When the designated signal is activated, participating classrooms will practice their established lockdown procedures.

Depending on the school's localized plan, this may include securing classroom doors, turning off lights, covering windows, moving away from doors and windows, and maintaining silence.

The emphasis should remain on orderly practice rather than dramatic simulation.

Phase 3: Orderly Evacuation and Responder Compliance

Once the hypothetical threat has been declared resolved, the school will practice an orderly evacuation using designated safe routes.

Learners and personnel may also practice an appropriate compliance posture when encountering responding authorities, keeping their hands visible and empty and following instructions calmly.

What Happens After the Drill?

The exercise does not end when learners reach the assembly area.

Teachers should account for learners, while designated personnel assess whether everyone has been safely accounted for.

Schools should also provide psychological and emotional support to participants who experience distress.

Guidance personnel, school health personnel, and trained Psychological First Aid providers may assist learners and staff who need support. Schools should have referral arrangements with appropriate health, social welfare, and mental health service providers.

This recovery component is particularly important because an effective safety program protects both physical safety and emotional well-being.

Schools Must Conduct an After-Action Review

After the drill, school leaders and the Incident Management Team should conduct a hotwash or after-action review.

The review should determine whether participants understood their responsibilities, whether emergency communications worked, whether learners were properly accounted for, and whether evacuation and protective-action procedures were practical.

Schools should also ask whether the activity caused unnecessary fear, confusion, or distress.

Feedback from learners, teachers, parents, school personnel, and partner agencies can help identify gaps.

The results should then be used to improve the school's localized School Contingency Plan and other safety procedures.

What the September 3 Drill Means for Schools and Families

The September 3, 2026 National Simultaneous School Safety Drill is more than a demonstration of emergency procedures. It is intended to help schools identify weaknesses in their preparedness systems and strengthen coordination among educators, families, emergency responders, and local authorities.

For families, the most important message is that preparedness should not come at the expense of children's well-being.

For schools, the activity is an opportunity to review emergency plans, strengthen communication systems, clarify responsibilities, and make sure safety procedures are realistic for their particular campus and learner population.

As DepEd moves forward with the nationwide exercise, the goal is clear: schools should be prepared to respond to serious threats while remaining safe, supportive, and reassuring environments for children.

The September 3 drill therefore serves as a practical test of preparedness—but just as importantly, it is a test of whether schools can build safety awareness while protecting the dignity and peace of mind of every learner.

Finished Your Term Exams? Here is What DepEd Teachers Should Do

The exams are over, test papers are collected, and the big exam rush is done. But for DepEd teachers, finishing term exams does not mean the work stops—it just changes.

Under DepEd’s Three-Term School Calendar, the period right after exams is called the End-of-Term Block. Regular lessons pause so teachers can focus on grading, helping struggling students, and getting ready for the next term.

Here is a simple, stress-free guide on how to spend this post-exam period.

5 Things to Focus On

• Grade Exams and Update Your ECR Immediately

  Check test papers right away while answer keys are fresh. Input scores into your Electronic Class Record (ECR) to prepare initial grades for School Form 9 (SF9 / Report Cards). Doing this early helps you avoid system lag and late-night grading stress before report card distribution.

• Do an Item Analysis to See What Students Missed

  Don't just record the total score. Look closely at which questions or topics most of your class missed. This tells you exactly which lessons need to be retaught.

• Run Remediation and Enrichment Classes

  Use class time during this period to group your students. Give extra help and simple remedial lessons to students who had a hard time (ARAL Program). For high-scoring students, give fun extension activities or let them help tutor their classmates.

• Join LAC Sessions and Organize Your Files

  Since regular lessons are paused, use this time for teacher meetings and Learning Action Cell (LAC) sessions. Organize your lesson plans, sort out your IPCRF documents, and set up your files for the upcoming term.

• Check On Your Students and Clean Your Classroom

  Take time to talk to your students about how they felt during the exams. Clean up your classroom, organize teaching materials, and clear your digital files so you can start the next term fresh.

Simple Post-Exam Plan

Phase	Main Task	What to Do
Phase 1	Grading & Item Analysis	Check exam papers and list down topics students struggled with.
Phase 2	Remediation & Enrichment	Teach review lessons to struggling students; give advanced tasks to fast learners.
Phase 3	Grade Encoding	Input grades into the ECR and draft Report Cards (SF9).
Phase 4	Teacher Meetings & Files	Attend LAC sessions and organize your IPCRF files and lesson plans.
Phase 5	Student Check-in & Cleanup	Talk with students, clean the classroom, and rest.

Don't Forget to Take a Break

Teaching takes a lot of energy. Once your grades are submitted and your classroom is organized, give yourself time to rest. Closing one term cleanly is the best way to feel ready for the next one!

DepEd Seeks Dedicated 2027 Budget Line for School Safety

The Department of Education (DepEd) is pushing for a permanent and dedicated line-item allocation for school safety in the Philippines’ Fiscal Year 2027 national budget, as the agency seeks to strengthen security, emergency preparedness, mental health support, and learner protection in public schools.

The proposal comes as the government moves forward with the FY 2027 national spending program. The proposed national budget is set at PHP7.2 trillion, with DepEd receiving the largest allocation among government departments at PHP976 billion.

Education Secretary Sonny Angara said the department is coordinating with lawmakers to establish a separate budget line that would specifically fund school security and learner protection. The goal is to make safety spending more predictable and ensure that schools have resources for measures that directly protect students and personnel.

For families, educators, and communities, the proposed change could be significant because school safety is not limited to security guards or physical barriers. It also involves emergency preparedness, crisis response, mental health services, counseling, anti-bullying programs, and systems that allow schools to identify potential problems before they become serious incidents.

Why DepEd Wants a Dedicated School Safety Budget

DepEd currently relies heavily on existing school operating funds to address many day-to-day needs. However, these funds must cover a wide range of expenses, including utilities, instructional materials, maintenance, and administrative requirements.

This can leave schools with limited flexibility to spend on additional security personnel, surveillance equipment, emergency systems, and other safety measures.

A dedicated line item would separate school safety from ordinary operating expenses. Under the proposed approach, funding could be directed toward specific safety requirements identified through assessments of schools across the country.

Angara has argued that the present reliance on Maintenance and Other Operating Expenses, or MOOE, can result in unequal security capacity because schools receive different amounts depending on their size and other factors.

The department's proposed approach is therefore intended to create a more systematic way of addressing safety needs, particularly in schools where existing resources are insufficient.

What Could Be Funded Under the Proposed Allocation?

The proposed school safety funding could support several types of security infrastructure and personnel.

Among the measures identified by DepEd are additional security guards, closed-circuit television or CCTV systems, school perimeter fencing, walk-through metal detectors, handheld metal detectors, and other security-related equipment.

These measures are designed to strengthen access control and improve schools' ability to monitor and respond to potential threats.

School facilities are also an important part of the government's broader safety strategy. The FY 2026 national budget, for example, already included substantial funding for basic education facilities, including school construction, rehabilitation, repairs, drainage, fences, gates, and other site improvements.

The proposed 2027 funding would build on this broader effort by giving greater emphasis to security and learner protection.

Mental Health Is Becoming a Major Part of School Safety

One of the most important aspects of the proposed plan is the emphasis on mental health and psychosocial support.

DepEd has been moving to expand its school counseling workforce following the implementation of Republic Act No. 12080, or the Basic Education Mental Health and Well-Being Promotion Act.

In July 2026, the Philippine Information Agency reported that the Civil Service Commission had approved the qualification standards for School Counselor Associate positions. This allowed the Department of Budget and Management to proceed with the creation of 10,000 School Counselor Associate I positions for deployment to public schools beginning School Year 2026–2027.

The positions are intended to help expand counseling and psychosocial support in schools, particularly because the country faces a shortage of professional guidance counselors.

More recently, Angara said DepEd ultimately needs a much larger number of counselor associates to reach schools nationwide. Reports in August indicated that the department is seeking additional funding to expand the workforce over the coming years.

This means that school safety is increasingly being viewed as both a physical and psychological concern.

Early Intervention Could Help Prevent Serious Incidents

The proposed School Counselor Associate workforce is expected to play a role in early intervention.

Instead of waiting for a serious incident before responding, school personnel could help identify warning signs involving bullying, behavioral concerns, emotional difficulties, or other issues affecting learners.

This approach could give students more opportunities to seek help from trained adults before problems escalate.

It also recognizes that students may sometimes be more comfortable talking to someone close to their age or someone specifically assigned to provide counseling and support.

Angara has emphasized that prevention and recovery require trusted adults and appropriate support systems inside schools.

DepEd Also Wants LGUs to Help

The department is also encouraging local government units to contribute to school safety through the Special Education Fund, or SEF.

The proposed national line item would therefore not necessarily mean that national government funds would carry the entire burden.

Instead, DepEd is promoting a shared-responsibility model involving national agencies, LGUs, law enforcement agencies, schools, parents, communities, and civil society organizations.

This approach could be especially important for urgent needs that cannot wait for a future national budget cycle.

School Safety Efforts Are Already Expanding

The proposed 2027 budget request comes as DepEd continues to strengthen school safety measures across the country.

Recent DepEd regional and division issuances have included measures focused on school safety monitoring, emergency response drills, school-PNP coordination, and physical security.

DepEd's current safety efforts also include preparedness assessments covering classrooms, electrical systems, roofs, drainage, water and sanitation facilities, perimeter fences, and other areas that could affect the safety and continuity of school operations.

The department's direction suggests that school safety is becoming an increasingly integrated part of basic education planning rather than a separate concern addressed only after an emergency occurs.

What the PHP976 Billion 2027 DepEd Budget Means

The proposed PHP976 billion allocation makes education one of the central priorities of the government's 2027 spending plan.

According to the Philippine News Agency, the proposed DepEd budget represents 13.55 percent of the government's PHP7.2 trillion proposed national spending program. Of the DepEd allocation, PHP973.4 billion is proposed for the Office of the Secretary, while more than PHP2.5 billion would go to attached agencies. The proposal also includes PHP31.74 billion for new school personnel positions and PHP30.55 billion for the Basic Education Facilities Fund.

However, the PHP976 billion figure should not be interpreted as a PHP976-billion school safety budget. It is the department's overall proposed allocation, covering numerous education programs and operating requirements.

The dedicated school safety line item being sought by DepEd would instead be a specific component within the broader budget.

What Happens Next?

The proposed FY 2027 budget will still undergo congressional deliberations before the final General Appropriations Act is enacted.

This means the requested dedicated school safety allocation could still change during the budget process.

For DepEd, however, the objective is clear: school safety should receive predictable funding that allows schools to plan ahead rather than rely primarily on limited operating funds or temporary assistance.

The proposed line item could ultimately help schools invest in security personnel, safety infrastructure, emergency preparedness, counseling services, and other preventive measures.

For parents and students, the broader message is that a safe learning environment requires more than a secure gate. It requires trained personnel, functioning facilities, emergency plans, mental health support, and a system capable of responding quickly when students need help.

As Congress reviews the proposed 2027 national budget, the question will be whether the government can turn these priorities into sustained funding that reaches schools where it is needed most.

Latest update as of August 24, 2026: The FY 2027 National Expenditure Program proposes PHP976 billion for DepEd, while the department is seeking stronger and more dedicated funding for school safety, security personnel, infrastructure, emergency preparedness, and school counseling services. The proposed budget remains subject to congressional deliberation and final approval.

Frequently Asked Questions

Is the PHP976 billion already approved?

No. The PHP976 billion figure is part of the proposed FY 2027 National Expenditure Program. Congress still has to deliberate on the proposed budget before the final appropriations law is enacted.

Is the entire PHP976 billion for school safety?

No. PHP976 billion is the proposed overall DepEd allocation for 2027. School safety would be only one component of the department's overall spending plan.

What safety measures is DepEd seeking to fund?

The proposed measures include security guards, CCTV systems, school fencing, metal detectors, emergency preparedness, crisis response, training, and learner support.

Why are School Counselor Associates important?

School Counselor Associates are intended to expand mental health and psychosocial support in public schools. The initial 10,000 positions are part of the government's implementation of the Basic Education Mental Health and Well-Being Promotion Act.

Will the proposed school safety funding definitely be approved?

Not yet. The proposal remains part of the ongoing FY 2027 budget process and may still be changed during congressional deliberations.

September 2026 Health Awareness Calendar: Important Dates and Observances

September is more than the month when the seasons begin to change and families start preparing for the final stretch of the year. It is also a month filled with important health awareness campaigns that encourage individuals, families, schools, and communities to pay closer attention to physical health, mental well-being, nutrition, environmental conditions, and disease prevention.

For 2026, several important health observances are scheduled throughout September. These include Childhood Cancer Awareness Month, Obesity Prevention Awareness Week, World Suicide Prevention Day, World Environmental Health Day, World Rabies Day, and Kainang Pamilya Mahalaga Day.

These observances provide useful opportunities to start conversations, share reliable health information, and encourage practical actions that can make a difference in everyday life.

September 2026 Health Awareness Observances at a Glance

The major September health observances highlighted in the Philippine health calendar include:

• September – Childhood Cancer Awareness Month
• September 1–7 – Obesity Prevention Awareness Week
• September 10 – World Suicide Prevention Day
• September 26 – World Environmental Health Day
• September 28 – World Rabies Day
• September 28 – Kainang Pamilya Mahalaga Day

The first week of September is also associated with several other health awareness campaigns, making the month particularly important for schools, health organizations, local communities, and families. The Department of Health has included these observances among its September health-related campaigns.

Childhood Cancer Awareness Month

Throughout September, communities recognize Childhood Cancer Awareness Month, which focuses attention on children and families affected by cancer.

Childhood cancer can have a profound effect not only on young patients but also on parents, siblings, caregivers, teachers, and communities. Awareness campaigns help promote understanding of childhood cancers, encourage support for affected families, and highlight the importance of research, treatment, and early medical attention.

The Philippine National Nutrition Council notes that childhood cancer awareness activities aim to increase understanding and support for children with cancer and their families. Common childhood cancers include leukemia, lymphoma, brain tumors, bone tumors, and abdominal tumors.

For families, one meaningful way to observe this month is to learn about childhood cancer from reliable medical sources rather than relying on social media claims. Schools and communities can also use the month to promote compassion and discourage stigma toward children undergoing treatment.

Obesity Prevention Awareness Week: September 1–7, 2026

The first week of September is Obesity Prevention Awareness Week, an opportunity to focus on healthy eating, physical activity, and sustainable lifestyle habits.

According to the Department of Health, obesity has multiple contributing factors, including genetics, hormones, social conditions, and environmental influences. Prevention therefore involves more than simply telling someone to eat less or exercise more.

Families can observe the week by making realistic changes such as adding more fruits and vegetables to meals, choosing nutritious foods more often, reducing excessive consumption of highly processed foods, drinking water regularly, and encouraging children to participate in age-appropriate physical activities.

The goal should not be appearance or unrealistic weight standards. Instead, the focus should be on building healthy habits that support overall well-being.

World Suicide Prevention Day – September 10, 2026

World Suicide Prevention Day is observed every September 10. The World Health Organization lists September 10 among its global health days and campaigns.

The observance encourages communities to talk more openly about suicide prevention and mental health. The current World Suicide Prevention Day theme for the 2024–2026 period is “Changing the Narrative on Suicide,” which emphasizes the importance of changing harmful conversations and encouraging openness around suicide and suicidal behavior.

For families and schools, this can be an opportunity to promote kindness, listening, and emotional support. A person who appears fine on the outside may still be experiencing serious difficulties.

If someone expresses thoughts of suicide or appears to be in immediate danger, the situation should be taken seriously and professional or emergency assistance should be sought immediately.

World Environmental Health Day – September 26, 2026

World Environmental Health Day falls on September 26. It highlights the connection between the environment and human health.

Clean air, safe water, proper sanitation, healthy food systems, waste management, and safe surroundings all contribute to healthier communities. Environmental problems can affect people in many ways, which is why protecting the environment is also an important part of protecting public health.

Families can participate by reducing unnecessary waste, keeping surroundings clean, disposing of garbage properly, conserving water, and avoiding practices that contribute to pollution.

Environmental health is not only a government responsibility. Small actions performed consistently by households, schools, businesses, and communities can contribute to healthier surroundings.

World Rabies Day – September 28, 2026

World Rabies Day is observed every September 28 to raise awareness about rabies prevention.

Rabies is a deadly but preventable viral disease. The World Health Organization emphasizes vaccination, dog-bite prevention, responsible animal care, and access to appropriate post-exposure treatment as important components of rabies prevention.

Pet owners can help by keeping dogs and other susceptible animals properly vaccinated and by teaching children how to behave safely around animals.

Anyone who has been bitten or scratched by an animal that could potentially carry rabies should seek medical advice promptly rather than waiting for symptoms to appear.

Kainang Pamilya Mahalaga Day – September 28, 2026

The fourth Monday of September is recognized in the Philippines as Kainang Pamilya Mahalaga Day, highlighting the importance of families sharing meals together.

In 2026, the fourth Monday of September falls on September 28.

The observance is associated with Proclamation No. 326, which recognizes the importance of family meals in strengthening family relationships.

A shared meal does not have to be expensive or elaborate. What matters is creating an opportunity for family members to sit together, talk, listen, and reconnect.

In a world where work, school, social media, and digital entertainment can easily compete for everyone's attention, even one device-free family meal can become a meaningful tradition.

Why September Health Awareness Matters

Health awareness days and months are more than dates on a calendar. They are reminders to pause and consider what individuals and communities can do to improve health and prevent avoidable problems.

September 2026 brings together several important messages: support children facing cancer, encourage healthy habits, talk openly about mental health, protect the environment, prevent rabies, and make time for family.

These themes may appear different, but they share a common purpose: creating healthier and more supportive communities.

Whether you are a parent, teacher, student, health worker, community leader, or simply someone who wants to live a healthier life, September provides many opportunities to learn and take action.

The best way to observe these health awareness dates is not simply to post about them online. It is to turn awareness into practical action—one healthy meal, one meaningful conversation, one responsible decision, and one act of kindness at a time.

As September 2026 approaches, keep these dates on your calendar and use them as reminders to care for yourself, your family, and your community.

DepEd Clarifies Wellness Leave for Teachers During Class Days: What Teachers Need to Know

The Department of Education (DepEd) has issued a clarification on the availment of Wellness Leave (WL) by teachers during class days, addressing an important concern for public school educators who may need to take approved wellness leave while classes are in session.

The clarification, dated August 10, 2026, reinforces that the fact that a teacher is scheduled to teach on a particular day does not, by itself, prevent the teacher from using approved Wellness Leave.

This development is particularly important because teachers may sometimes hesitate to file or use wellness leave on class days because of concerns about who will handle their classes. Under the clarification, arrangements for class continuity are the responsibility of school management and should not become a reason to deny, delay, or unnecessarily restrict an approved wellness leave.

DepEd Wellness Leave Policy for Teachers

The clarification is anchored on DepEd Order No. 002, s. 2026, titled Guidelines on the Grant of Wellness Leave for the Department of Education Personnel. DepEd officially issued the order on February 13, 2026.

The policy recognizes the importance of the holistic well-being of DepEd personnel. It is also aligned with Civil Service Commission Memorandum Circular No. 01, s. 2026, which provides for a Wellness Leave policy for government officials and employees.

Under the policy cited in the August 10 clarification, government personnel may be granted up to five days of Wellness Leave for purposes that may include mental health care, physical wellness activities, or simply taking a needed break from work.

For teachers, this means wellness is being treated as a legitimate component of employee welfare rather than something that should automatically be set aside whenever classes are scheduled.

Can Teachers Use Wellness Leave During Class Days?

Yes. Teachers may avail themselves of approved Wellness Leave even during class days, subject to the applicable rules and requirements governing the grant of leave.

The key point in the August 10, 2026 clarification is that having classes scheduled on a particular day does not, by itself, prevent a teacher from using approved Wellness Leave.

This distinction matters.

A teacher may have a full teaching schedule on a particular day, but that does not automatically eliminate the teacher's right to avail of an approved leave benefit. Instead, the school should make appropriate arrangements to ensure that affected classes continue to receive instruction.

In other words, the presence of classes creates a scheduling responsibility for the school—it does not automatically cancel an approved Wellness Leave.

School Heads Are Expected to Arrange Class Relievers

One of the most significant provisions concerns the designation of qualified teachers as relievers.

When a teacher's approved Wellness Leave affects scheduled classes, the school head is expected to designate qualified teachers to handle the affected classes. In making these arrangements, school heads should consider several factors, including the reliever's qualifications, existing teaching load, availability, and welfare.

This is intended to protect two important interests at the same time: the teacher's well-being and the continuity of teaching and learning.

The clarification therefore places emphasis on proper planning rather than requiring teachers to give up their approved wellness leave simply because a substitute must be arranged.

Relievers May Be Entitled to Overload Pay

Another important point for teachers concerns compensation.

Teachers who are assigned to undertake additional teaching or relieving duties may be eligible for teaching overload pay, provided that the assignment meets the applicable requirements.

This is linked to DepEd Order No. 005, s. 2024, which covers the rationalization of teachers' workload in public schools and the payment of teaching overload. DepEd has explained that teachers generally should not be required to render more than six hours of actual classroom teaching per day, while teaching beyond that limit under qualifying circumstances may be compensated as teaching overload.

The existing implementation guidelines also provide a mechanism for computing teaching overload pay based on total qualifying overload hours and the applicable Prime Hourly Teaching Rate.

Therefore, when a teacher is asked to provide additional classroom coverage because another teacher is on approved Wellness Leave, the school should properly document the additional teaching duties and determine whether the assignment qualifies for compensation under existing rules.

Approved Wellness Leave Should Not Be Denied Because of Reliever Concerns

Perhaps the most important clarification for teachers is that the need to find a reliever should not be used as a reason to deny, delay, or unduly restrict approved Wellness Leave.

The August 10 issuance specifically directs school heads to make appropriate arrangements for affected classes while facilitating the proper availment of Wellness Leave in accordance with existing policies.

This means that the administrative challenge of finding someone to cover a class should not simply be transferred to the teacher who is taking approved leave.

The underlying principle is straightforward: schools should plan for continuity while respecting the employee's approved leave entitlement.

What Teachers Should Remember Before Filing Wellness Leave

Teachers who intend to use Wellness Leave should still follow the applicable leave application and approval procedures.

An approved Wellness Leave is different from simply being absent without authorization. Teachers should therefore make sure that their application is properly processed and approved in accordance with existing DepEd and civil service rules.

Once the leave is properly approved, class arrangements should be coordinated by the school.

Teachers should also keep copies or records of relevant leave documents when appropriate, particularly if questions arise regarding the approval, schedule, or documentation of the leave.

The clarification does not mean that teachers can simply leave their classes without following established procedures. Rather, it clarifies that an approved Wellness Leave remains allowable even when the teacher is scheduled to teach on that day.

Why This Clarification Matters for Public School Teachers

The clarification comes at an important time when employee well-being has become an increasingly significant workplace concern.

Teaching is not limited to classroom instruction. Public school teachers also deal with lesson preparation, assessment, classroom management, coordination, documentation, school activities, and other responsibilities.

DepEd's workload policies have likewise sought to clarify teachers' official working arrangements and compensation for qualifying additional teaching duties. In 2024, DepEd highlighted the goal of creating a more balanced and sustainable environment for educators through workload rationalization and teaching overload compensation.

Wellness Leave adds another component to that broader employee-welfare framework.

For teachers, the practical message is that taking care of one's well-being does not automatically become inappropriate simply because classes are ongoing.

What School Heads and Administrators Need to Do

School heads have an important role in implementing the clarification consistently.

They are expected to ensure that Wellness Leave applications are processed according to existing policies. When an approved leave affects classes, appropriate relievers should be designated based on qualifications, workload, availability, and welfare.

Additional teaching or relieving duties should also be properly documented.

At the division and regional levels, responsible officials are expected to help ensure that the clarification is disseminated and consistently implemented within their jurisdictions.

This is important because consistent implementation can help prevent different interpretations of the policy from creating confusion among teachers and school administrators.

Bottom Line: Teachers Can Use Approved Wellness Leave on Class Days

The latest clarification provides a clear answer to a question many teachers may have:

A teacher's scheduled class on a particular day does not, by itself, prevent the teacher from availing of approved Wellness Leave.

Schools should make arrangements for affected classes, including the designation of qualified relievers when necessary. Teachers assigned additional teaching or relieving duties may qualify for overload pay when the assignment meets the requirements of applicable rules.

Most importantly, the need to arrange a substitute should not be used as a basis for denying, delaying, or unnecessarily restricting an approved Wellness Leave.

For teachers, the message is simple: wellness matters, and approved leave should be handled according to policy while schools make the necessary arrangements to keep classes running.

Teachers and school heads should continue to refer to the full text of DepEd Order No. 002, s. 2026, the applicable CSC Wellness Leave policy, DepEd Order No. 005, s. 2024, and subsequent official issuances for the complete requirements and procedures. DepEd's official website lists DO 002, s. 2026 among its 2026 issuances.

Important: This article is an informational summary of the August 10, 2026 clarification provided in the source material and should not be treated as a substitute for the complete official issuance. Teachers and school administrators should follow the latest official DepEd, CSC, and applicable government rules.

Official References

• DepEd Order No. 002, s. 2026 — Guidelines on the Grant of Wellness Leave for the Department of Education Personnel.
• DepEd Order No. 005, s. 2024 — Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload.
• DepEd Memorandum No. 053, s. 2024 — implementation guidelines related to teacher workload and teaching overload pay.

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DepEd Reiterates Ban on Using ATM Payroll Cards as Loan Collateral: What Teachers Need to Know in 2026

The Department of Education (DepEd) has issued a renewed reminder to its personnel not to use or surrender their ATM payroll cards as collateral for loans, highlighting the financial and security risks associated with the practice commonly known as “Sangla-ATM.”

The reminder was issued through DepEd Memorandum No. 049, s. 2026, dated August 12, 2026, and comes as a reiteration of the Department’s earlier policy against using payroll ATM cards to secure loans. The latest memorandum directs DepEd personnel to exercise caution when entering into loan agreements and to avoid informal or unauthorized lending arrangements.

For teachers, school heads, non-teaching personnel, and other DepEd employees who may be looking for additional financial assistance, the memorandum is an important reminder: having a legitimate loan is different from surrendering control of the bank account where a salary is deposited.

What Is DepEd Memorandum No. 049, s. 2026?

DepEd Memorandum No. 049, s. 2026 is titled “Reiteration of the Reminder to Refrain from Using ATM Payroll Cards as Loan Collateral.”

The memorandum reiterates an earlier Office Memorandum, OM-OSEC-2020-006, dated April 18, 2020, which reminded DepEd personnel not to use their ATM payroll cards as collateral for loans or participate in ATM “Sangla” arrangements.

The latest issuance also references the Bangko Sentral ng Pilipinas (BSP) advisory on the Sangla-ATM scheme issued in May 2023. DepEd describes the practice as a high-risk and potentially abusive lending arrangement because of the risks involving unauthorized withdrawals, financial exploitation, excessive indebtedness, and misuse of personal and sensitive information.

The Department has therefore made clear that the latest memorandum is a reiteration of an existing reminder, rather than an entirely new prohibition introduced for the first time in 2026.

What Is a Sangla-ATM Loan?

“Sangla-ATM” generally refers to a lending arrangement in which a borrower gives a lender possession or control of an ATM card as security for a loan.

In some arrangements, the borrower may also be asked to provide the card’s personal identification number, or PIN. This can give the lender access to the account where the borrower’s salary or other funds are deposited.

The BSP previously warned that such arrangements can make it difficult for cardholders to monitor withdrawals. The central bank also cautioned that creditors could potentially withdraw amounts exceeding what the borrower owes.

For a DepEd employee, the risks can be particularly serious when the account connected to the ATM card is also the account used to receive regular payroll.

Why Is DepEd Warning Teachers and Employees About Sangla-ATM?

DepEd's latest memorandum identifies several concerns associated with the practice.

First is the possibility of uncontrolled withdrawals. If another person has possession of an ATM card and the information needed to access the account, the employee may have less control over funds deposited into that account.

Second is the risk of financial exploitation. Informal lending arrangements may involve high interest rates, unfavorable terms, or other conditions that can make repayment increasingly difficult.

Third is excessive indebtedness. A quick loan may appear attractive when an employee needs money immediately, but expensive repayment conditions can create additional financial pressure.

Finally, DepEd emphasized the importance of protecting personal and sensitive information. Giving another party access to banking credentials can create security and privacy risks.

These concerns are consistent with the BSP's earlier warning that borrowers who surrender ATM cards and PINs can have difficulty monitoring transactions and may become vulnerable to unauthorized withdrawals.

Does the DepEd Memo Mean Teachers Cannot Take Loans?

No.

This is an important distinction.

DepEd's memorandum does not prohibit its personnel from obtaining legitimate loans. Instead, it reiterates the warning against using or surrendering ATM payroll cards as loan collateral.

DepEd personnel may still use legitimate loan programs and authorized lending facilities, provided they meet the applicable requirements and conditions.

The latest memorandum specifically encourages personnel to use accredited, authorized, and regulated lending facilities. These include government loan programs offered by the Government Service Insurance System (GSIS), DepEd Provident Fund, Land Bank of the Philippines, and Pag-IBIG Fund, as well as SEC-registered and duly licensed lending companies and other DepEd-accredited private lending institutions.

This means employees should not interpret the latest reminder as a ban on borrowing money. Rather, it is a warning to choose safer and properly regulated lending arrangements.

What Should DepEd Personnel Check Before Getting a Loan?

Teachers and other DepEd employees should carefully review any loan offer before signing an agreement.

One of the first warning signs is a requirement to surrender an ATM payroll card to the lender.

Employees should also be cautious if a lender asks for their ATM PIN or other banking credentials.

Before accepting a loan, borrowers should check the lender's identity, registration or accreditation, interest rate, repayment schedule, penalties, fees, and other conditions.

A loan advertised as being specifically for “teachers,” “government employees,” or “DepEd personnel” should not automatically be assumed to be an official DepEd loan.

Employees should verify information through appropriate official channels instead of relying solely on social media advertisements, agents, personal referrals, or informal lenders.

What Does the Earlier 2020 DepEd Policy Say?

The latest memorandum builds on DepEd's 2020 reminder.

In OM-OSEC-2020-006, DepEd reminded employees to refrain from using ATM payroll cards as collateral for loans or engaging in ATM Sangla arrangements. The earlier guidance also noted concerns regarding identity theft, unauthorized use of personal information, and over-indebtedness.

The 2020 memorandum further stated that surrendering ATM cards as collateral for loans was prohibited under the terms and conditions for entities accredited under DepEd's Automatic Payroll Deduction System.

The 2026 memorandum therefore reinforces a policy that has been in place for several years.

What Does the 2026 Reminder Mean for Teachers?

For teachers and other DepEd personnel, the practical message is straightforward:

Do not surrender your payroll ATM card to a lender as collateral for a loan.

If financial assistance is needed, employees should explore legitimate and regulated options instead.

The safest approach is to understand the complete loan agreement before signing it, verify the lender, compare repayment terms, and protect the banking credentials connected to the account where salary payments are received.

Employees should also remember that a loan with an easy application process is not necessarily the safest loan.

Does the Memorandum Apply to All Government Employees?

DepEd Memorandum No. 049, s. 2026 specifically addresses DepEd personnel.

The broader Sangla-ATM practice, however, is not limited to teachers. Similar arrangements can affect other government employees and private-sector workers.

The BSP has previously advised the general public to avoid Sangla-ATM arrangements because of the risks associated with surrendering ATM cards and PINs. The central bank has also encouraged borrowers to understand their loan agreements and inquire directly with banks and other supervised financial institutions about available loan facilities.

Therefore, employees outside DepEd should check the rules and policies applicable to their own employer, agency, bank, or financial regulator.

Bottom Line: DepEd's ATM Payroll Card Warning in 2026

As of August 13, 2026, DepEd's position is clear: its personnel are being reminded not to use or surrender their ATM payroll cards as collateral for loans.

The latest reminder comes through DepEd Memorandum No. 049, s. 2026, issued on August 12, 2026. The Department considers Sangla-ATM a high-risk lending practice that can expose personnel to unauthorized withdrawals, financial exploitation, excessive debt, and misuse of sensitive personal information.

The memorandum does not mean that teachers and other DepEd employees are prohibited from borrowing money. Legitimate and regulated loan facilities remain available.

The key difference is how the loan is obtained and what the lender requires from the borrower.

For DepEd personnel, protecting the payroll account should be a priority. Before accepting any loan, employees should verify the lender, carefully read the terms, understand the total cost of borrowing, and avoid arrangements that require them to surrender their ATM card or banking credentials.

When a financial emergency arises, a fast loan may seem like the easiest solution. But protecting long-term financial security is just as important as getting immediate access to cash.