DepEd National Health Education Week 2026: Head Lice Prevention and Healthy Sleep Habits in Schools

National Health Education Week 2026 highlights the importance of promoting healthy habits among learners, particularly through head lice prevention and proper sleep management. For teachers and school personnel, this observance provides an opportunity to strengthen health education, encourage personal hygiene, and support learners’ overall well-being.

According to the Department of Education (DepEd), National Health Education Week is observed during the second week of October. For 2026, the campaign focuses on two important health concerns: preventing head lice infestation and developing healthy sleeping habits.

These topics are particularly relevant in schools, where learners interact closely with one another and need sufficient rest to participate effectively in classroom activities.

Understanding National Health Education Week 2026

National Health Education Week aims to promote health literacy, strengthen health education, and empower communities with knowledge about disease prevention.

DepEd encourages teaching and nonteaching personnel to integrate health-related activities into regular teaching and learning processes. The observance may also be included in after-class activities, end-of-term activities, flag ceremonies, and the distribution of printed information, education, and communication (IEC) materials.

For teachers, this observance is an opportunity to connect health education with everyday classroom experiences. Rather than treating health awareness as a separate activity, educators can incorporate meaningful discussions and practical exercises into their lessons.

Head Lice Prevention: Promoting Hygiene and Awareness

Head lice infestation remains a health concern in schools. According to the DepEd advisory, 54.7% of public schools in the Philippines reported experiencing head lice infestation among their learners.

Understanding how head lice spread and how to prevent infestation can help teachers promote healthier learning environments.

What Are Head Lice?

Head lice are small parasitic insects that live on the scalp and feed on human blood. Their presence may cause discomfort and irritation, particularly when infestation is left untreated.

Common signs and symptoms include:

• Persistent itching of the scalp

• Irritated scalp or small red bumps

• A crawling or moving sensation in the hair

• Small lice eggs, called nits, attached to hair strands

Teachers should avoid diagnosing learners. Instead, they can encourage students experiencing these symptoms to inform a parent, guardian, or school health personnel.

How Do Head Lice Spread?

Head lice primarily spread through direct head-to-head contact with an infested person. Sharing personal items such as combs, brushes, clothing, hats, towels, and hair accessories may also contribute to transmission.

Learners should understand that head lice infestation is a health concern, not a reason to embarrass or discriminate against someone.

Teachers can reinforce this message by promoting respect, empathy, and responsible hygiene practices.

Practical Head Lice Prevention Strategies for Teachers

Educators can help prevent the spread of head lice by incorporating simple reminders into classroom routines.

1. Encourage learners to avoid sharing personal items. Remind students to use their own combs, brushes, towels, and hair accessories.

2. Promote appropriate personal hygiene. Encourage learners to maintain clean hair and regularly check their scalp for unusual itching or discomfort.

3. Minimize unnecessary head-to-head contact. During classroom activities and play, remind learners to avoid close hair-to-hair contact.

4. Encourage early reporting. Teach learners to inform a trusted adult or school health personnel when they experience persistent scalp irritation.

5. Protect learners from stigma. Discuss head lice objectively and respectfully. Emphasize that infestation can happen to anyone and that learners deserve understanding and appropriate assistance.

Sleep Management: Helping Learners Develop Healthy Habits

Sleep is essential for learners’ physical health, emotional well-being, concentration, and memory.

The DepEd advisory cites the 2024 Global School-based School Health Survey, which reported that 72.5% of learners in Grades 7–10 had less than eight hours of sleep per night.

Insufficient sleep can affect classroom participation, attention, and daily functioning. Teachers can help learners recognize the importance of sleep and develop habits that support better rest.

Why Is Quality Sleep Important?

Adequate sleep helps learners concentrate, think clearly, and process information. It also supports memory, emotional regulation, and readiness for learning.

When learners consistently lack sleep, they may experience daytime drowsiness, forgetfulness, difficulty concentrating, and reduced participation in classroom activities.

The amount of sleep needed varies by age. School-age children generally need more sleep than adolescents, so teachers should encourage age-appropriate sleep recommendations rather than applying one fixed target to everyone.

Practical Sleep Management Tips

1. Maintain a consistent sleep schedule.

Encourage learners to sleep and wake up at approximately the same time every day, including weekends. A regular schedule helps establish the body’s natural sleep-wake rhythm.

2. Reduce cellphone use before bedtime.

Using mobile phones late at night can interfere with relaxation and sleep. Encourage learners to stop using electronic devices at least 30 minutes before bedtime.

3. Avoid heavy meals close to bedtime.

Large meals immediately before sleeping may cause discomfort. Encourage learners to maintain balanced eating habits and avoid going to bed overly hungry or uncomfortable.

4. Create a comfortable sleeping environment.

A quiet, dark, and comfortable sleeping space can support better rest. Teachers may encourage learners to discuss simple ways to improve their sleeping environment at home.

5. Recognize the importance of sufficient sleep.

Remind learners that sleep is not wasted time. It is an essential part of maintaining health, supporting learning, and preparing for the next school day.

Classroom Activities for National Health Education Week

Teachers can integrate the observance into different learning areas through engaging and age-appropriate activities.

Activity 1: Health Awareness Poster

Ask learners to create posters promoting head lice prevention or healthy sleeping habits.

Students may include practical reminders, illustrations, and short health messages. Display their work in appropriate classroom areas to reinforce awareness.

Activity 2: Myth or Fact?

Prepare statements about head lice and sleep management. Let learners identify whether each statement is a myth or fact and explain their answers.

This activity develops critical thinking while correcting misconceptions.

Activity 3: Healthy Habits Reflection

Ask learners to identify one healthy habit they can practice at home or school.

Examples include avoiding shared hair accessories, reducing cellphone use before bedtime, and maintaining a consistent sleep schedule.

Encourage realistic goals that learners can maintain.

Activity 4: Integrate Health Education Across Subjects

Health education can be incorporated into English through informational writing, Science through discussions of health and hygiene, Mathematics through sleep-duration calculations, and Arts through health campaign posters.

These interdisciplinary activities make the observance more meaningful and manageable for teachers.

DepEd Resources and References

DepEd encourages teaching and nonteaching personnel to use the official National Health Education Week 2026 resources and references.

Access the official materials here:

https://tinyurl.com/NatHealthEdWeekMaterials

Schools may reproduce and disseminate IEC materials using Program Support Funds or local funds, subject to applicable accounting and auditing rules and regulations.

For clarification, refer to the original DepEd memorandum and advisory. The contact information provided in the memorandum includes Dr. Rogelio John D. Villamor Jr., Medical Officer IV, at rogelio.villamor@deped.gov.ph.

Conclusion

National Health Education Week 2026 reminds educators that promoting learner health is an essential part of creating supportive and effective learning environments.

Through head lice prevention, proper sleep management, and meaningful classroom activities, teachers can help learners develop habits that benefit them both inside and outside school.

Health education becomes more effective when learners understand the reasons behind healthy practices and are encouraged to apply them consistently.

Let us make health education a daily practice, not just a yearly observance. Teachers and school personnel are encouraged to access the official DepEd materials, integrate relevant activities into classroom instruction, and empower learners to make informed decisions about their health.

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Frequently Asked Questions (FAQs)

When is National Health Education Week 2026 observed?

National Health Education Week is observed during the second week of October, according to the DepEd advisory.

What is the focus of National Health Education Week 2026?

The 2026 observance emphasizes head lice prevention and sleep management to promote healthy habits and improve learners’ well-being.

How can teachers participate in the observance?

Teachers can integrate health education into regular lessons, conduct classroom activities, organize awareness campaigns, distribute IEC materials, and promote healthy habits among learners.

Where can teachers access the official DepEd materials?

The materials are available through the official resource link:

https://tinyurl.com/NatHealthEdWeekMaterials

Why is sleep management important for learners?

Adequate sleep supports concentration, memory, emotional well-being, and classroom participation. Developing healthy sleep habits can help learners function more effectively at school and at home.

DepEd 4H Scenario Continuum: Learning Continuity Guidelines During Extreme Heat and El Niño

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.

DepEd Announces Goethe-Institut’s 2026 Science Film Festival on Artificial Intelligence: Registration, Dates, and Guidelines

The Department of Education (DepEd) has announced the Goethe-Institut’s 2026 Science Film Festival, inviting eligible Philippine schools to participate in an educational film showcase focused on artificial intelligence (AI). Running from October 29 to December 1, 2026, the festival aims to help learners explore the possibilities, challenges, and responsible use of AI through science-related films.

According to a DepEd memorandum dated September 21, 2026, the activity will feature 25 science-related films organized for primary, secondary, and university or general public audiences. The initiative encourages students to examine how artificial intelligence can support innovation while considering sustainability, human values, and responsible technological development.

Schools interested in participating should review the official registration requirements, screening schedule, download deadline, and reporting guidelines before organizing their activities.

What Is the Goethe-Institut’s 2026 Science Film Festival?

The Goethe-Institut’s Science Film Festival is an educational initiative that uses films to introduce scientific concepts and encourage audiences to engage with important developments in science and technology.

For 2026, the festival’s central theme is Artificial Intelligence. Through its film showcase, learners and other audiences will have opportunities to explore AI-related topics and reflect on the technology’s potential applications and implications.

The festival is organized by the Goethe-Institut, with the Goethe-Institut Philippinen serving as a partner of DepEd in implementing the Special Program in Foreign Language (SPFL)-German.

DepEd’s Bureau of Curriculum Development–Special Curricular Programs Division is responsible for disseminating the announcement to concerned education officials and schools.

2026 Science Film Festival Schedule and Important Dates

Schools planning to participate should take note of the following dates and requirements stated in the DepEd memorandum.

• September 21, 2026: Date of the DepEd memorandum announcing the festival.

• October 15, 2026: Deadline for downloading the film showcase files through the designated download link.

• October 29, 2026: Opening date of the festival and start of film access.

• December 1, 2026: Final day of the official festival period.

• December 7, 2026: Deadline for submitting regional viewer reports to DepEd.

The download deadline comes before the festival opens. Schools that intend to download the available files should therefore plan ahead and follow the conditions governing their use.

The memorandum states that the films will be accessible during the official festival period beginning October 29, 2026.

Who Can Participate in the Science Film Festival?

The memorandum invites learners from public and private secondary schools to participate. It particularly identifies the following schools and programs:

• Regional Science High Schools (RSHSs)

• Legislated Science High Schools (LSHSs)

• Schools implementing the Science, Technology, and Engineering (STE) program

• Special Science Elementary Schools (SSESs)

• Schools implementing the Special Program in Foreign Language (SPFL)-German

Other concerned schools and education stakeholders may refer to the official memorandum for applicable instructions.

The festival offers participating schools an opportunity to incorporate science-related films into appropriate learning activities while encouraging students to consider the role of artificial intelligence in society.

How to Register for the 2026 Science Film Festival

Schools planning to join the Goethe-Institut’s 2026 Science Film Festival must register through the official registration link provided in the DepEd memorandum.

Registration link: https://tinyurl.com/SFF2026Registration

School coordinators should complete the registration process and coordinate with the appropriate school officials before scheduling screenings.

The memorandum also provides a separate link for downloading the film showcase.

Film download link: https://tinyurl.com/SFF2026Downloads

The downloadable files are available only until October 15, 2026, according to the memorandum. As of October 28, 2026, that stated deadline has already passed. Schools that did not download the files before the deadline should contact the Goethe-Institut Philippinen or consult the appropriate education officials to clarify whether another authorized access option is available.

Filipino-Dubbed Films and Available Learning Resources

To make the films more accessible to Filipino learners, most of the showcase titles have been dubbed in Filipino. The memorandum particularly notes that Filipino dubbing is available for films dealing with more complex subject matter.

This accessibility measure can help students engage with scientific ideas more effectively and participate in discussions about artificial intelligence.

The memorandum also refers to an attachment containing the list of films and their synopses. Teachers and school coordinators should consult that attachment when selecting films appropriate for their learners' age groups and learning needs.

Because the actual film list is not reproduced in the memorandum text presented here, specific film titles and individual summaries should be verified using the official attachment.

Rules for Screening and Using the Festival Films

Participating schools must observe the film-use restrictions outlined in the DepEd memorandum.

The films are intended exclusively for free educational screenings during the official festival period, from October 29 to December 1, 2026.

Schools must not reproduce, copy, modify, upload, or distribute the films in any form. Participation does not grant permission to publish the films on social media, share unauthorized copies, or use them outside the permitted conditions.

School administrators and teachers should ensure that screenings comply with these restrictions and any additional instructions provided by the festival organizers.

Guidelines on Class Schedules and Student Contributions

The memorandum emphasizes that participation must follow the no-disruption-of-classes policy under DepEd Order No. 9, s. 2026, titled Guidelines on the Implementation of the Three-Term School Calendar.

Film screenings should take place during relevant subject periods or after class hours within school premises. Schools must organize their schedules to avoid unnecessary disruption of regular classes.

The activity is also subject to the no-collection policy cited in Section 3 of Republic Act No. 5546, which prohibits the sale of tickets and the collection of contributions from students and teachers for covered projects or purposes in public and private educational institutions.

Accordingly, schools should not impose screening fees or solicit prohibited contributions from students and teachers for participation in the festival.

Teacher and Learner Evaluation Forms

To gather feedback and assess the implementation of the festival, participating teachers and learners are requested to complete their respective evaluation forms.

Teacher evaluation form: https://tinyurl.com/SFF2026EvaluationforTeachers

Learner evaluation form: https://tinyurl.com/SFF2026EvaluationforLearners

Teachers and school coordinators should remind participants to accomplish the appropriate forms and follow any additional instructions issued by the organizers.

These evaluations will help gather feedback about the activity and its implementation in participating schools.

Regional Reporting Requirements and Submission Deadline

Each region, through its Education Program Supervisors or Regional Focal Persons in charge of Science/STEM and SPFL, is requested to submit a written report indicating the total number of viewers throughout the festival.

The report should follow the format provided in Appendix A of the memorandum.

Submission email: bcd.od@deped.gov.ph

Deadline: December 7, 2026

Regional coordinators should coordinate with participating schools to consolidate viewer counts and prepare the required report before the deadline. Schools should maintain accurate attendance records during their screenings to support regional reporting.

Where to Get More Information

For questions or clarification regarding the Goethe-Institut’s 2026 Science Film Festival, concerned parties may contact Ms. Grace T. Panganiban of the Goethe-Institut Philippinen.

Telephone: (02) 840-5723 to 24

Schools may also consult their respective division and regional education offices for guidance on participation, scheduling, reporting, and compliance with the memorandum.

Final Reminder for Participating Schools

The Goethe-Institut’s 2026 Science Film Festival provides an opportunity for eligible Philippine schools to introduce learners to artificial intelligence through educational films and guided classroom activities.

Before participating, schools should review the official memorandum, register through the designated channel, observe the authorized screening period, follow all film-use restrictions, complete the required evaluation forms, and coordinate with the appropriate regional personnel.

With proper planning and compliance, schools can make the festival a meaningful learning opportunity while respecting class schedules, student welfare, and copyright requirements.

DepEd Balik Sigla, Bigay Saya 2026: Learner Selection, Focal Persons, Requirements, and Important Dates

The Department of Education (DepEd), in coordination with the Office of the President and the Department of Social Welfare and Development (DSWD), is preparing for the 2026 edition of Balik Sigla, Bigay Saya: A Nationwide Gift-Giving Day, a holiday initiative designed to bring joy and meaningful experiences to Filipino learners.

According to the memorandum dated October 15, 2026, the nationwide event is scheduled for December 5, 2026, with the main celebration at the Kalayaan Grounds in Malacañang, Manila. Participating schools and designated education officials have been given instructions concerning learner selection, focal-person designation, online coordination, and technical preparations.

For teachers, school administrators, education personnel, and families following the program, here are the key details available from the memorandum.

What Is Balik Sigla, Bigay Saya 2026?

Balik Sigla, Bigay Saya is a nationwide gift-giving initiative intended to spread Christmas cheer among children and learners, particularly those who may benefit from additional community support during the holiday season.

The program brings together government agencies, schools, and participating communities to help make the Christmas season more meaningful for Filipino children. Previous editions have included gift distribution and festive activities for learners. In December 2024, for example, the Quezon City government reported that approximately 1,500 pupils from two elementary schools received gifts during the initiative.

The 2026 edition continues this tradition through coordinated participation involving DepEd, DSWD, and the Office of the President.

Beyond the distribution of gifts, the initiative highlights the importance of compassion, inclusion, and collective responsibility for children's well-being.

When Is the 2026 Nationwide Gift-Giving Day?

Based on the October 15, 2026 memorandum, the main event is scheduled as follows:

• Event: Balik Sigla, Bigay Saya 2026: A Nationwide Gift-Giving Day

• Date: December 5, 2026

• Main venue: Kalayaan Grounds, Malacañang, Manila

• Participating agencies: Office of the President, Department of Education, and Department of Social Welfare and Development

• Participation: Selected learners and designated participating schools and satellite locations nationwide

The memorandum also indicates that gift-giving activities will be conducted simultaneously in selected schools and areas.

Participating schools should follow subsequent official communications for any additional arrangements, changes, or instructions concerning the event.

How Many Learners Will Participate in the Program?

The memorandum provides a nationwide participation allocation involving 17,095 learners.

The identified allocation consists of:

• 15,295 learners from selected Schools Division Offices and schools nationwide.

• 1,800 learners who will attend the main event at Malacañang.

The document directs the 16 DepEd Regional Offices to identify 900 learners each from selected Schools Division Offices and schools within their respective regions for satellite activities.

It also specifies that the DepEd National Capital Region should identify 895 learners for satellite activities and an additional 1,800 learners for the main event in Malacañang.

These figures are intended to guide coordination and participant identification. Schools and division offices should refer to the official selection instructions and approved participant lists when determining who will participate.

Who Will Be Prioritized for Learner Selection?

According to the memorandum, learners from Grades 2, 3, and 4 shall be prioritized during participant selection.

Regional Offices are expected to coordinate with the appropriate Schools Division Offices and selected schools to identify participating learners.

School personnel should ensure that the information submitted is accurate and complete. They should also follow the official selection process rather than assume that every learner within the specified grade levels will automatically qualify.

Parents and guardians who want to know whether their children are included should coordinate with their respective schools for verified information about the selection and participation arrangements.

Designation of Regional Focal Persons

The memorandum requests all DepEd Regional Offices to designate a focal person at the regional level at the earliest possible time.

The designated Regional Office focal person will help coordinate the identification and submission of information concerning participating focal persons and learners from selected Schools Division Offices and schools.

The regional focal person is also expected to provide the required information through the online Excel sheet referenced in the memorandum.

This coordination is important because the event involves numerous participating locations, each of which must receive the necessary instructions and communicate its requirements through the appropriate channels.

Regional and division personnel should use the official memorandum and subsequent issuances as their primary references.

Important Deadline for the Final List of Learners

The memorandum sets October 20, 2026, as the deadline for finalizing the list of participating learners from selected Schools Division Offices and schools.

As of October 26, 2026, this deadline has already passed.

The designated Regional Office focal person was instructed to ensure that the participant list was finalized on or before the stated date using the prescribed template.

Schools or offices that have questions about submission status, corrections, or further instructions should contact their appropriate DepEd division or regional office. They should not assume that late submissions or changes will automatically be accepted.

For the original forms and instructions, consult the links reproduced in the memorandum:

• Field focal-person information: https://bit.ly/BSBS2026-FieldFocalPersons

• Template for the participant list: https://bit.ly/BSBS2026-TemplateForListOfParticipants

Because these are shortened links, users should verify that they lead to the intended official forms before submitting information.

Technical Requirements for Participating Satellite Locations

The memorandum lists technical requirements to help participating satellite locations prepare for the December 5 event.

The instructions include the following:

1. Prepare a suitable device. A laptop with an external webcam or a mobile phone with the Zoom application installed may be used.
2. Provide a mobile phone tripod. This is required when a mobile phone will serve as the meeting device.
3. Ensure a stable internet connection. Reliable connectivity is necessary for participation in the online meeting.
4. Prepare an electrical power source. The venue should have access to power to support the devices used during the program.
5. Join the Zoom meeting on time. The memorandum indicates a 7:00 a.m. start on December 5, 2026. The meeting link will be provided after the coordination meeting.
6. Select a well-lit venue. Adequate lighting will help ensure that participants can be seen clearly during the online program.
7. Position mobile phones horizontally. Devices should be placed in landscape orientation before joining the meeting.
8. Follow the prescribed naming format. The format REGION_SCHOOL should be used to facilitate identification of participating locations.
9. Keep microphones muted. Participants should keep microphones muted throughout the program to minimize unnecessary background noise.
10. Observe child-sensitive arrangements. For centers catering to children, particularly those dealing with sensitive circumstances, the use of face masks by participating children is encouraged.

Schools and participating centers should review these instructions ahead of the event and coordinate any additional requirements with their designated focal persons.

How Schools and Education Personnel Can Prepare

With the event scheduled for December 5, participating offices can use the remaining preparation period to review their responsibilities and confirm arrangements.

Regional and division personnel should verify the status of their participant lists, confirm communication channels, and check whether any additional instructions have been issued.

School administrators can coordinate with the designated focal persons to clarify participation arrangements and prepare the necessary devices, internet connection, and venue.

Personnel handling learner information should also ensure that information is submitted through the prescribed channels and handled responsibly.

Families should rely on their children's schools and authorized DepEd offices for announcements about selection, participation, and event logistics.

These steps can help reduce confusion and support smoother coordination among participating locations.

Where to Get Official Updates About Balik Sigla, Bigay Saya 2026

The October 15, 2026 memorandum states that further details and arrangements will be announced through subsequent issuances and communications.

For the latest verified information, consult the official Department of Education website at https://www.deped.gov.ph/ and the relevant DepEd Regional Office or Schools Division Office.

The original memorandum should remain the primary reference for the stated deadlines, participant allocations, and technical requirements. Any later official issuance should be checked for amendments, additional instructions, or changes to the schedule.

Readers should avoid relying solely on reposted social media announcements when confirming learner eligibility, submission requirements, or event arrangements.

Final Thoughts

Balik Sigla, Bigay Saya 2026 is scheduled to bring a nationwide Christmas gift-giving celebration to selected Filipino learners on December 5, 2026.

The October 15 memorandum outlines the participant allocation, prioritization of Grades 2 to 4 learners, designation of regional focal persons, and technical preparations for satellite locations. It also establishes October 20, 2026, as the deadline for finalizing the participant list—a date that has already passed.

As preparations continue, coordination among DepEd regional and division offices, participating schools, and authorized personnel will be important to ensure that the event proceeds according to official instructions.

For schools and families, the best approach is to monitor verified announcements and coordinate directly with the appropriate education offices for any questions about participation.

Editorial note: This article is based on the memorandum dated October 15, 2026, provided for reference. It is an informational summary, not a replacement for official DepEd instructions. No later amendment to the memorandum has been independently confirmed for this article.

This Is the Link for DepEd Language Identification Tool (LIT) Dashboard Submission 2026: Deadline, Portal, and Guidelines

Schools and education personnel are reminded to complete the submission and uploading of data for the Department of Education’s (DepEd) Language Identification Tool (LIT) Dashboard. According to the DepEd advisory dated October 13, 2026, the deadline for submitting the required data is October 30, 2026, at 5:00 PM.

For schools looking for the official submission portal, the designated link is provided below. Read this guide for the submission link, deadline, important reminders, and steps to help ensure that school data are properly reviewed and submitted.

Official DepEd Language Identification Tool (LIT) Dashboard Submission Link

Schools can access the designated DepEd Language Identification Tool submission portal through the following link:

LIT Dashboard and Language Mapping Portal:
https://bit.ly/DepEdLanguageMapping

The Department of Education's LIT Results Submission Form is also available through the official LiNK Portal:

Direct LIT Results Submission Form:
https://bld.deped.gov.ph/lit-submission

The direct submission form allows schools to enter their school profile, upload the school summary file, review results, and confirm their submission. The form includes fields for region, division, district, school ID, and school name.

Before proceeding, school personnel should verify that they are using the correct portal and that the information they submit corresponds to their school's official records. The official submission form is available online and is currently accepting LIT results.

DepEd LIT Dashboard Submission Deadline: October 30, 2026

Based on the October 13, 2026, advisory shown in the announcement, all concerned offices, school heads, and personnel are reminded to complete the submission and uploading of the required data.

The stated deadline is October 30, 2026, at 5:00 PM.

Schools are encouraged to prepare their files and review their data before the deadline instead of waiting until the final day. Early submission gives personnel more time to identify errors, correct incomplete information, and address technical concerns.

As of October 26, 2026, the advisory provided here remains the basis for the stated deadline. Schools should check subsequent official DepEd announcements or instructions from their Schools Division Office for any updates or changes.

What Is the Language Identification Tool (LIT)?

The Language Identification Tool is part of DepEd's language mapping initiative for Key Stage 1 learners. It supports the collection and consolidation of information about the languages used and identified among learners.

Language information is important in understanding the linguistic backgrounds of children in the early grades. Such information can help education officials and schools better understand learners' language profiles and support the implementation of appropriate language-related educational policies.

The initiative is connected to DepEd Order No. 35, s. 2025, which covers the Guidelines on the Language Mapping Process for Key Stage 1. The results submission process helps consolidate information for Kindergarten and Grades 1, 2, and 3.

For this reason, the accuracy and completeness of the submitted information are important. Schools should follow the applicable instructions and ensure that their reports reflect the actual records gathered through the prescribed process.

How to Submit LIT Results Through the DepEd Portal

School personnel can use the following general checklist when preparing their LIT submission.

Step 1: Open the Official Portal

Visit the designated Language Mapping Portal at https://bit.ly/DepEdLanguageMapping or access the direct LIT Results Submission Form at https://bld.deped.gov.ph/lit-submission.

Use the appropriate official access route provided by DepEd or your Schools Division Office.

Step 2: Complete the School Profile

The submission form includes fields for the following school information:

• Region

• Schools Division

• District

• School ID

• Official school name

Check the entries carefully before continuing. Ensure that the school name is written correctly and that the school ID corresponds to the institution submitting the results.

Step 3: Review the Scoresheet and Class Results

Before uploading, review the LIT scoresheet and class results data for possible errors. The portal specifically advises users to check remarks highlighted in red.

Address any errors or inconsistencies using the applicable official instructions. If a concern cannot be resolved, coordinate with the designated school or division personnel.

Step 4: Upload the School Summary File

Use the portal's Upload School Summary section to select the appropriate school summary file.

Make sure the selected file belongs to the correct school and that the results have been reviewed before uploading. Avoid submitting an incorrect, incomplete, or outdated file.

Step 5: Verify the Results Displayed on the Portal

The submission form displays results by grade level, including Kindergarten and Grades 1 to 3. It also provides fields associated with the strongest language results from the Lexical Test and Busy Picture Test, learner totals, and other relevant information.

Review the information displayed after uploading the summary file. Compare it with your school's reviewed records and correct any discrepancies before proceeding.

Step 6: Confirm the Submission

The portal provides a confirmation step asking users to verify that the information is accurate before submitting. Read the confirmation carefully and proceed only after checking the required details.

If the portal indicates that an existing submission may be replaced, review the message and follow the applicable instructions. Avoid replacing a previous submission unless the correction or replacement is necessary and authorized.

Finally, retain any available confirmation or documentation according to your school's established procedures.

Important Reminders for School Heads and LIT Coordinators

To help prevent delays, school heads and assigned personnel should observe the following reminders:

• Observe the deadline. Complete the required submission by October 30, 2026, at 5:00 PM, unless an official update states otherwise.

• Check all school information. Confirm the region, division, district, school ID, and official school name.

• Review data before uploading. Check the scoresheet, class results, and remarks highlighted in red.

• Verify the uploaded file. Ensure that the school summary file is correct and that the displayed results match the reviewed records.

• Follow official instructions. Consult your Schools Division Office when clarification is needed.

• Avoid waiting until the last minute. Allow time to address file errors, connectivity problems, or other submission concerns.

These practical checks can help schools complete the reporting process in an organized and timely manner.

Where to Ask for Clarification

For inquiries about the deadline and submission process, the October 13, 2026, advisory identifies Mr. Gaudencio Luis N. Serrano, Supervising Education Program Specialist from the Bureau of Learning Delivery–Teaching and Learning Division, as the contact person.

The contact numbers listed in the advisory are:

• (02) 638-47-99

• (02) 687-29-48

Personnel may also coordinate with their Schools Division Office for guidance on school-specific concerns and instructions.

Frequently Asked Questions About the DepEd LIT Dashboard

What is the deadline for LIT Dashboard submission in 2026?

The October 13, 2026, DepEd advisory states that the deadline is October 30, 2026, at 5:00 PM.

Where can schools access the LIT submission portal?

The designated portal is https://bit.ly/DepEdLanguageMapping. The direct LIT Results Submission Form is available at https://bld.deped.gov.ph/lit-submission.

Which grade levels are included in the LIT results form?

The form includes Kindergarten and Grades 1, 2, and 3.

What should schools check before submitting?

Schools should verify their school profile, review their scoresheets and class results, check remarks highlighted in red, upload the correct school summary file, and confirm the displayed results before submitting.

Has the deadline been extended?

The advisory provided here states October 30, 2026, at 5:00 PM. No extension is confirmed in this announcement. Check official DepEd channels and your Schools Division Office for any subsequent update.

Final Reminder: Complete Your LIT Submission Before the Deadline

The DepEd Language Identification Tool submission process is an important part of consolidating language-related information for Key Stage 1. School heads and assigned personnel should review their data, prepare the required files, and complete the online submission within the prescribed period.

Access the portal here: https://bit.ly/DepEdLanguageMapping

Direct submission form: https://bld.deped.gov.ph/lit-submission

Schools should follow the latest official instructions and coordinate with the appropriate DepEd office whenever clarification is necessary.

Source: DepEd advisory dated October 13, 2026, on the deadline for submission and uploading of Language Identification Tool data, together with the official LiNK Portal LIT Results Submission Form.

School Safety Drill Institutionalized in 2026: What Schools Need to Know

School safety remains one of the most important priorities in education, and the latest memorandum on the institutionalization of school safety drills reinforces that commitment. As schools continue to face a wide range of emergency risks, from natural hazards to security-related incidents, regular preparedness exercises are becoming an essential part of campus operations. This latest directive highlights not only the importance of conducting drills, but also the need to make them more realistic, more consistent, and more aligned with actual school conditions.

A school safety drill is more than just a routine activity. It is a structured practice that helps students, teachers, and school personnel understand what to do during an emergency. When done properly, it can reduce confusion, improve response time, and strengthen coordination among school leaders and emergency responders. The newest guidance emphasizes that drills should be age-appropriate, trauma-informed, and based on the specific risks identified in each school community. That means schools are expected to move beyond generic exercises and focus on practical readiness.

According to the memorandum, schools are encouraged to conduct their safety drills on the same date as the National Safety Drill, using the experience to identify gaps and weaknesses in their current preparedness plans. The goal is not simply compliance, but continuous improvement. Schools are expected to review observations, document findings, and use those results to improve evacuation procedures, communication systems, learner accountability, and coordination with emergency responders. In other words, every drill should lead to better planning and stronger protection for the school community.

What the New School Safety Drill Policy Means

The new policy gives school safety drills a more formal and regular place in the academic calendar. Instead of treating drills as occasional requirements, schools are now expected to make them part of a continuing safety culture. This is a significant step because emergency preparedness works best when it is practiced consistently. Students and staff who regularly take part in drills are more likely to respond calmly and effectively when a real emergency happens.

One of the strongest points in the directive is the emphasis on school-level risk assessment. Schools are asked to design drill scenarios based on the actual threats they are most likely to face. This could include fire, earthquakes, severe weather, lockdown situations, or other emergencies relevant to the area. By tailoring drills to local conditions, schools can make training more meaningful and practical.

Another important element is the requirement for schools to maintain records of their safety drill activities. Documentation helps ensure that lessons learned are not forgotten. It also allows school leaders to track progress over time, identify recurring problems, and make informed decisions about safety improvements. In a broader sense, proper recordkeeping supports accountability and helps schools demonstrate that they are actively working to protect learners and staff.

How Schools Are Expected to Conduct the Drills

The memorandum makes it clear that school safety drills should follow a cycle of continuous improvement. This cycle includes four key steps: assess, drill, evaluate, and improve. First, schools review their existing risks and previous drill results. Next, they conduct the actual drill using a selected emergency scenario. After that, they evaluate what happened, noting any gaps, confusion, or delays. Finally, they implement corrective actions before the next drill.

This approach is effective because it treats safety as an ongoing process rather than a one-time event. Schools that repeat this cycle regularly are more likely to develop strong emergency habits and uncover weaknesses before an actual crisis occurs. For example, a drill may reveal that evacuation routes are not clearly marked, that communication devices are not working properly, or that students need more guidance on orderly movement. Once those issues are identified, they can be addressed before they become real problems.

The directive also encourages schools to avoid unnecessary disruption to classes and essential activities. That means drills should be carefully planned and coordinated so that they remain effective without creating avoidable inconvenience. This balance is important because schools must protect learning time while still ensuring that safety training is taken seriously.

Role of School Leaders and Education Officials

The memo places responsibility not only on schools, but also on regional directors and schools division superintendents. These officials are expected to provide technical assistance and guidance in the conduct of monthly safety drills. Their support may include helping schools assess preparedness, review documentation, and identify corrective measures. This top-down support structure is important because many schools may need additional expertise or resources to carry out drills effectively.

At the school level, administrators, teachers, and staff all play a crucial role. School leaders must ensure that drills are planned well, communicated clearly, and evaluated honestly. Teachers need to guide learners through the process and make sure students understand what is expected. Support staff may also need specific responsibilities, such as monitoring exits, guiding movement, or checking attendance after evacuation. When everyone understands their role, the drill becomes far more useful.

The overall message is clear: school safety is a shared responsibility. It cannot depend on one person or one office alone. Instead, it requires cooperation among school officials, teachers, students, parents, and emergency responders. The more aligned these groups are, the stronger the school’s preparedness will be.

Why Regular Drills Matter for Students and Communities

Regular school safety drills do more than prepare a campus for emergencies. They also build confidence among students and parents. When learners know what to do in a crisis, they are less likely to panic. When parents see that a school takes preparedness seriously, they are more likely to trust that their children are in a safe environment.

Drills also help schools develop a stronger safety mindset. Over time, repeated practice can normalize preparedness and encourage a culture where safety is part of everyday school life. This can have long-term benefits beyond emergency response, including better communication, stronger discipline during transitions, and more organized school operations.

For communities, the impact can be even broader. Schools often serve as major gathering places, and their preparedness can influence surrounding neighborhoods. A school that is ready for emergencies can also become a model for other institutions and local organizations. In this sense, institutionalizing school safety drills is not just an administrative move; it is a practical investment in community resilience.

Final Thoughts

The institutionalization of school safety drills reflects a growing recognition that preparedness must be systematic, regular, and continuously improved. By requiring monthly drills, encouraging risk-based scenarios, and emphasizing documentation and evaluation, the latest guidance strengthens the foundation for safer schools. It reminds every school community that emergency readiness is not optional. It is a core part of providing a secure environment where teaching and learning can thrive.

As schools implement these measures, the focus should remain on realism, consistency, and improvement. A well-conducted drill can save lives, reduce confusion, and strengthen confidence across the entire school community. In the end, safety is not just about responding to emergencies. It is about building a culture that is ready before the emergency ever happens.