As a tropical country, the Philippines is no stranger to extreme heat, especially during the dry season. This year alone, the country experienced some of the record-breaking heat indices. The temperature in Metro Manila reached an alarming 38.8°C, producing an equally concerning heat index that felt like 45°C due to high humidity. The Philippine Atmospheric, Geophysical, and Astronomical Services Administration (PAGASA) likewise reported that high heat indices can potentially rise above 52°C in specific areas.

The extreme heat wave posed an imminent threat to public health. The Department of Health (DOH) quoted PAGASA’s classification on heat indices, with temperatures ranging from 33–41 °C as “extreme caution” levels, while 42–51 °C falls into the “danger” category. Temperatures of 52 °C and above fall under “extreme danger,” where heat stroke is imminent.

Many Southeast Asian countries experience a similar weather trend and agree on school closures as a typical response to heat waves. Yet physical closures during extreme and unpredictable weather conditions aren’t a sustainable solution to a potentially recurring concern.

Using A Critical Perspective on the Solution

A recent study by Dr. Manuel B. Garcia, a Licensed Professional Teacher (LPT) and a professor of Information Technology at the FEU Institute of Technology, titled “Physical school closures as a public health response to high heat index in the Philippines: a critical perspective,” discerned if physical school closures are a viable solution to safeguarding students and faculty against high heat indices.

Health risks associated with extreme heat conditions can significantly escalate the incidence of heat-related illnesses like heat exhaustion and heat stroke, resulting in dizziness, fainting, severe dehydration, and potentially life-threatening conditions. Moreover, energy insecurity complicates these challenges by limiting access to essential cooling systems during peak heat periods. Psychological effects of heat include increased incidents of anxiety and stress disorders, further straining mental health resources and compromising overall public health.

The absence of national guidelines prompted the Department of Education (DepEd) to empower school heads to suspend in-person classes and shift to alternative educational modes when necessary. Many local government units (LGUs) also established similar ordinances, like automatically suspending classes when temperatures reach 42°C and above.

Pros and Cons of Physical School Closures

Suspending in-person classes has immediate benefits, with a reduced risk of experiencing heat-related health problems and long-term physical harm. Yet this response also has some disadvantages.

One of its drawbacks is that it emphasizes existing inequalities in the Philippine educational system. Students from lower socioeconomic backgrounds might need more access to stable internet services, learning devices, or cooling systems, hindering their academic progress. It also applies to educators, as many assume that transitioning to remote learning means the faculty is equally prepared to deliver quality education online.

Adapting a More Sustainable Solution

Dr. Garcia’s research calls for a more strategic and long-term approach to sustain educational continuity while safeguarding public health against natural and environmental challenges. It advocates for a critical policy overhaul to address recurring school closures due to high heat indices. Proper implementation can lead to significant development in the Philippines’ educational system.

For instance, the government can allocate funds to upgrade school facilities, allowing them to withstand extreme weather conditions. Incorporating green materials and designs that naturally regulate temperature adds to a sustainability factor. Moreover, providing all students with a robust Internet infrastructure and affordable digital devices can bridge the digital divide.

Educators can benefit from a policy framework that includes digital literacy training and online pedagogy encompassing technical aspects of using digital tools and efficient strategies to engage students in a virtual environment.

The education section can foster a more resilient society by equipping communities with knowledge and strategies for adapting to and mitigating the effects of increasing temperatures.