Typhoon Maymay and the enhanced Southwest Monsoon (Habagat) haven’t just exposed localized vulnerabilities in the Cordillera Administrative Region (CAR), they have highlighted a chronic, nationwide crisis. Year after year, the cycle of typhoons wiping out educational infrastructure and forcing schools to double as evacuation centers paralyzes the Philippine education system.

Nationwide, the latest storm system affected over 6.5 million learners, with more than 5,500 classrooms reporting damage ranging from minor leaks to complete destruction. Whenever a disaster hits, education is always the first casualty.

The damage across CAR illustrates the severe localized toll these storms take on learning communities. According to Department of Education assessments as of August 10, 2026, nearly 700 classrooms across CAR sustained damage, disrupting the start of the academic calendar.

Abra sustained the heaviest hit, reporting 415 minor, 68 major, and 3 totally damaged classrooms, alongside over 5,100 destroyed learning materials. Mountain Province, including Sagada, recorded 68 damaged classrooms (50 minor, 16 major, and 2 totally destroyed), 100 ruined learning materials, 20 damaged chairs, and 7 ruined IT units. Meanwhile, the provinces of Benguet, Baguio City, Apayao, and Kalinga collectively reported over 130 damaged classrooms. In total, CAR lost more than 5,200 learning materials, 600 chairs, and 120 pieces of IT equipment.

One of the greatest systemic hindrance in disaster recovery is the continuous reliance on public schools as temporary shelters. As of mid-August 2026, over 130 schools nationwide were once again converted into evacuation centers for thousands of displaced families.

When this occurs, students face a dual penalty because not only are their learning facilities and materials damaged by the storm, but their remaining safe classrooms are occupied by evacuees. This drastically prolongs class suspensions, as learning cannot resume until families can safely return home. While the community spirit of Brigada Eskwela volunteers clearing mud and fixing roofs is inspiring, local resilience should not serve as the country’s primary safety net.

In the Cordilleras, this crisis is compounded by distinct geographic and logistical vulnerabilities that lowland regions rarely encounter. Unlike lowland areas that mainly fight floodwaters, schools in CAR are built near steep slopes and mountainous terrain where heavy rains trigger landslides, mudslides, and slope collapses that physically tear down classroom walls and retaining ripraps.

Furthermore, over 80% of CAR’s public schools are classified as small, remote “Last Mile” schools reached only by unpaved roads and footbridges that soil erosion easily cuts off.

These physical hazards hit a region already struggling with a chronic shortage of 2,000 to 3,400 classrooms, where over 1,400 schools lack basic health clinics or libraries and more than 1,600 lack adequate computer and internet infrastructure.

Without storm-resilient school architecture and the urgent construction of permanent, separate evacuation centers in every municipality, children’s education will continue to be delayed with every passing typhoon.