2025 IJRSE – Volume 14 Issue 12
Available Online: 10 July 2025
Author/s:
Landicho, Christoper Jan B.
Xavier School Nuvali, Philippines (cjblandicho@gmail.com)
Abstract:
The enactment of Republic Act 10121, or the Philippine Disaster Risk Reduction and Management (DRRM) Act of 2010, instituted a more proactive approach in reducing and managing disaster risks in the country. Civil society organizations, including student-led and other youth-oriented groups, are now recognized as key collaborators in its DRRM framework. Young people, in particular, can significantly contribute to strengthening disaster preparedness and response. Given the need to engage all sectors of society in disaster risk governance, this study specifically sought to examine the experiences of a university-based student organization in volunteering for disaster response efforts. The said student organization consists of members whose place of origin is known to be highly susceptible to natural hazards, such as typhoons, earthquakes, and volcanic eruptions. Data gathering was conducted through an online survey. Results suggest that members’ involvement in disaster response reinforces their understanding of the importance of disaster preparedness. They expressed willingness to participate in DRRM activities but are often hindered by academic workload as well as financial and logistical constraints. Based on the findings of this study, practical implications on youth participation in DRRM were identified. These include partnerships with the school administration, local government units, other student organizations, and the private sector; training and capacity-building among its members; and fostering a deeper sense of commitment and service.
Keywords: DRRM, Philippines, student organization, volunteerism, youth
DOI: https://doi.org/10.5861/ijrse.2025.25199
Cite this article:
Landicho, C. J. B. (2025). Youth engagement in disaster response: Lessons from the volunteer work of a university-based student organization. International Journal of Research Studies in Education, 14(12), 211-219. https://doi.org/10.5861/ijrse.2025.25199