Common Practices of Schools in Negros Oriental in Managing Biodegradable Waste in School

Common Practices of Schools in Negros Oriental in Managing Biodegradable Waste in School

Regidor T. Carale, Quennie C. Gayo, Ronel C. Besano, Shaira Mae D. Solo, Sarah Game A. Ontoy, Gladys Mae B. Villalon, Dinah Mae M. Alagao

College of Teacher Education, Negros Oriental State University, Dumaguete City, Negros Oriental, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000330

Received: 08 June 2025; Accepted: 15 June 2025; Published: 15 July 2025

ABSTRACT

Effective classroom waste management is a cornerstone for fostering a clean, healthy, and sustainable school environment. This study emphasizes the importance of using designated and clearly labeled bins (98.00%) to ensure proper waste segregation, recycling, and disposal. By strategically placing bins in key areas, schools can significantly reduce landfill waste and promote composting efforts. The clear labeling system simplifies the process of waste sorting, making it easier for both students and staff to dispose of waste correctly. This approach is vital for building an organized, efficient, and environmentally conscious school community. The research advocates for a comprehensive strategy that combines waste segregation education (95.00%), community involvement, and infrastructure support such as composting and Material Recovery Facilities (MRF) with ninety two percent (92.00%) affirmative. Educational programs play a pivotal role in instilling sustainable waste management practices, while community involvement, including partnerships with local organizations and parents, enhances participation and effectiveness. These partnerships help schools leverage external expertise and resources, thus improving the overall impact of waste management efforts. The study highlights that schools engaging the local community and families achieve more successful outcomes in reducing waste and promoting recycling. Incorporating student monitoring programs and leadership roles, such as “Waste Management Ambassadors,” further strengthens the waste management system by fostering accountability and encouraging responsible behavior. These student-led initiatives can create a culture of sustainability within the school, where waste reduction becomes part of everyday practices. The study also reveals that effective waste management is supported by three key elements: a clear waste segregation policy, hands-on practices, and awareness programs. A clear policy outlines the proper methods for segregating different types of waste, ensuring that all students and staff understand their roles in maintaining a sustainable environment. Despite, the successes outlined in the study, several barriers to effective waste management exist, including knowledge gaps, weak enforcement, and behavioral challenges. To address these obstacles, the study recommends a multifaceted approach: schools must implement structured educational programs, enforce clear waste segregation policies, and provide continuous support and supervision. By focusing on behavioral change and ensuring consistent enforcement, schools can overcome these challenges and create a long-lasting, sustainable waste management system. The study concludes that the integration of policy, education, infrastructure, and community involvement is crucial for achieving long-term success in school waste management.

Keywords: Waste segregation education, Community involvement, and Infrastructure support, Material Recovery Facilities

INTRODUCTION

Waste management is a global issue, with waste generation projected to hit 3.40 billion tons by 2050. Among the various waste types, biodegradable waste poses both challenges and opportunities; when managed properly, it can be converted into compost, reducing environmental impact. Schools are key in shaping students’ environmental values, promoting practices like recycling and composting that align with circular economy principles. UNESCO and the Philippines’ Ecological Solid Waste Management Act of 2000 (RA 9003) emphasize the role of schools in waste segregation and composting to minimize environmental harm [21].In Negros Oriental, a province known for its biodiversity and environmental initiatives, schools have implemented various biodegradable waste management strategies such as compost pits, vermiculture, biogas digesters, and school gardens. Collaborations with local government units and NGOs have further supported these efforts. However, challenges like resource shortages, poor segregation practices, and limited awareness remain barriers to success.This study seeks to identify and analyze the common biodegradable waste management practices in Negros Oriental schools, examine the challenges they face, and recommend strategies for improvement. By documenting these practices, the research aims to provide insights that can guide schools, policymakers, and environmental advocates toward more effective and replicable waste management systems, contributing to long-term environmental sustainability and responsibility within educational institutions.

Rationale

This study investigates the common practices employed by schools in Negros Oriental in managing biodegradable waste. Given the increasing environmental concerns and the necessity of sustainable waste management, this research focuses on how schools handle biodegradable waste through various strategies such as composting, vermiculture, and waste segregation. The participants of this study include school administrators, teachers, and students, as they play a vital role in implementing and sustaining these waste management practices. By conducting this study in Negros Oriental, an area known for its environmental initiatives, the research aims to document effective approaches, identify challenges, and propose recommendations for improving biodegradable waste management in educational institutions. This study is essential in fostering a culture of environmental responsibility among students and ensuring that schools contribute to the broader efforts of ecological sustainability.

Statement of the Problem

This study aims to explore the common practices of schools in Negros Oriental in managing biodegradable waste. Specifically, it seeks to answer the following research question:What concrete activities are observed in the classroom to strictly integrate or implement proper segregation of waste in school?

1. How does the school reinforce the proper segregation of waste to be observed in the whole institution?
2. What are the difficulties observed in the implementation of biodegradable waste management practices?

Philosophical Underpinnings

Adopting an environmental hermeneutics framework offers a strong philosophical basis for examining biodegradable waste management practices in schools in Negros Oriental. This approach emphasizes interpreting human-environment interactions, focusing on the meanings and values embedded in ecological behaviors [6]. In educational settings, it highlights how cultural values, local traditions, and institutional goals shape waste management practices [4]. By uncovering underlying motivations and beliefs, this framework enables a deeper understanding that supports more effective and context-sensitive environmental education. Rather than relying solely on quantitative measures, it encourages exploring the qualitative dimensions of practice, aligning educational programs with community values and promoting sustainable behaviors in schools.

Scopes and Limitations of the Study

This study investigates how schools in Negros Oriental manage biodegradable waste, highlighting strategies, policies, and activities that support sustainable disposal. It focuses on the roles of teachers, students, and administrators, the effectiveness of segregation and composting practices, and the impact of environmental education. Data will be collected through interviews in selected schools to provide an in-depth view of current practices. The study is limited to biodegradable waste, excludes non-biodegradable or hazardous materials, and reflects only the perspectives of selected respondents. It does not assess long-term environmental impacts but centers on implementation and perceived effectiveness.

Significance of the Study

This study is significant as it provides valuable insights into the common practices of schools in Negros Oriental in managing biodegradable waste. The findings of this research will benefit the following:

School Administrators– can use the study to evaluate and improve waste management policies for greater sustainability.

Teachers and Students – will gain insights into best practices, fostering environmental awareness and responsible habits within the school.

Policymakers– can leverage the findings to strengthen environmental policies aligned with sustainability goals.

Environmental Organizations – may use the data to design programs, encourage community involvement, and support schools in ecological efforts.

REVIEW OF RELATED LITERATURE

Effective management of biodegradable waste in schools is essential for promoting environmental sustainability and fostering responsible waste disposal habits among students. Recent studies have explored various practices and challenges associated with waste management in educational institutions, providing insights applicable to schools in Negros Oriental. A study in Davao City found junior high school students effective in waste segregation, reuse, composting, and recycling, generating funds from recyclables. It recommended ongoing education and hands-on activities to sustain these practices [12].A study in Dipolog City assessed waste management at Miputak East Central School, finding reduction and reuse practices highly effective, recycling moderately effective, and disposal methods needing improvement. It stressed the need for inclusive, comprehensive waste management programs [13].

Composting programs are key for reducing organic waste in schools, lowering landfill use while improving soil health and supporting sustainable agriculture. A handbook offers practical guidance on sorting organic waste and teaching composting to students aged 3 to 14, highlighting its educational benefits [5].

A guide on initiating waste segregation initiatives in schools emphasizes the role of teachers in organizing engaging activities and campaigns. These initiatives empower students to make informed choices about waste management and inspire sustainable habits both at school and at home. The guide advocates for hands-on learning and community involvement as key components in promoting a zero-waste future [25]. A study by Araguas and Ilag assessed pupils’ awareness and practices toward waste management in San Roque Elementary School. The findings revealed that 82.27% of the respondents were aware of solid waste management, understanding the effects of improper waste disposal and the importance of segregating biodegradable and non-biodegradable waste. Additionally, 70.93% of the pupils practiced proper waste disposal, including recycling and using appropriate trash bins.

The study recommended conducting seminars to address the gaps in awareness and implementing income-generating projects to encourage active participation in waste management initiatives [2]. In Zambales, Abdon and Farin investigated the solid waste management practices of high school students in selected secondary schools. The research indicated that while teachers consistently practiced waste reduction, they only occasionally engaged in waste segregation, disposal, and recycling. Students, on the other hand, consistently practiced waste segregation but were less consistent in disposal, recycling, and reduction practices. The study highlighted the need for enhanced training and the development of eco-friendly school cultures to improve waste management practices [1]. The role of school leadership in sustaining zero-waste management projects was. The study emphasized that school principals play a vital role in formulating environmental policies, developing eco-friendly cultures, and ensuring program sustainability through stakeholder support. Effective leadership was linked to increased environmental awareness and the successful implementation of waste management programs [18].A case study by Variacion et al. (2025) explored e-waste management practices in selected public schools in the Philippines. The findings revealed that waste was often collected without proper sorting, and there was a limited understanding of government e-waste policies.

Challenges included weak program implementation and insufficient waste recovery facilities. The study recommended enhanced training, policy development, and improved infrastructure to achieve environmental justice and effective waste management [24]. These studies collectively underscore the importance of awareness, consistent practices, leadership, and infrastructure in managing biodegradable waste in schools. For schools in Negros Oriental, adopting comprehensive waste management programs that involve all stakeholders, continuous education, and strong leadership could lead to more effective management of biodegradable waste.

Definition of Terms

Biodegradable Waste – Organic materials like food scraps, paper, and garden waste that decompose naturally. In schools, these are managed through composting and similar methods.

Composting – The microbial process of converting organic waste into nutrient-rich soil. The study reviews its use in schools as a key waste strategy.

Ecological Solid Waste Management Act of 2000 (RA 9003) – Philippine law requiring proper waste segregation, recycling, and composting. It guides school waste practices in the study.

Environmental Awareness – Understanding environmental issues and the need for sustainability. The study looks at how schools promote this through waste programs.

Environmental Stewardship – Responsible resource management. The study highlights how schools instill this value through sustainable waste practices.

School-Based Waste Management Programs – Initiatives like composting, segregation, and partnerships that help schools reduce waste.

Segregation of Waste – Sorting waste into biodegradable and non-biodegradable types. The study assesses how schools implement this.

Sustainable Practices – Eco-friendly methods that meet present needs without harming the future. The study evaluates these in school waste management.

Waste Generation – The amount and type of waste produced. The study focuses on schools’ biodegradable waste and how they manage it.

Waste Management – The organized handling of waste from collection to disposal. The study centers on how schools manage biodegradable waste sustainably.

Zero-Waste Initiatives – Efforts to eliminate waste through recycling, composting, and responsible consumption. The study reviews how schools apply these to reduce biodegradable waste.

RESEARCH

This study employed a descriptive research design to identify and analyze the common practices of schools in Negros Oriental in managing biodegradable waste. The study focused on public and private elementary and secondary schools across selected municipalities and cities in the province. This study uses in-depth interviews, focus group discussions (FGDs), on-site observations, and document analysis to collect data. These qualitative methods provide rich, contextual insights into biodegradable waste management in schools. Interviews with principals, teachers, staff, and student leaders reveal personal experiences and motivations, while FGDs encourage group dialogue and shared perspectives. Observations capture real-time practices and verify reported data, and document analysis adds depth by reviewing school policies and program records. Together, these methods ensure data triangulation and a comprehensive, credible understanding of school-based waste management.

Research Paradigm

This study follows a qualitative research paradigm to explore how schools manage biodegradable waste, focusing on their experiences, practices, and the effectiveness of their strategies. Guided by phenomenology, it seeks to understand the perceptions, values, and actions of school personnel and students. Rather than simply documenting practices, the study interprets the deeper meanings behind them, aiming to provide rich, context-based insights into sustainable waste management in schools in Negros Oriental.

Research Approach

This study uses a qualitative approach to explore the practices, behaviors, and perceptions of school stakeholders in managing biodegradable waste. Through methods like interviews, observations, and document analysis, it aims to gain in-depth insights into how waste management is implemented and sustained. Anchored in the interpretivist paradigm, the study emphasizes understanding experiences from the participants’ perspectives, shaped by their context, beliefs, and resources. This approach is well-suited for educational settings, revealing not just what is done, but why certain strategies are used and how they are perceived, offering valuable guidance for context-specific, sustainable practices.

Research Design

This study uses a descriptive multiple-case study design to examine and compare biodegradable waste management practices in various schools in Negros Oriental. This approach captures real-life contexts where environmental, administrative, and cultural factors shape practices. Guided by Yin’s Case Study Approach, it strengthens findings through cross-case analysis and replication. Each school is treated as a distinct case, allowing for both detailed individual insights and broader thematic comparisons. The design complements the qualitative, phenomenological approach by enabling rich, context-sensitive exploration without manipulating variables, and helps identify effective strategies and potential models for other schools.

Research Locale

The study takes place in purposively selected elementary and secondary schools in Negros Oriental, Philippines, chosen for their active involvement in ecological or waste management programs. This location is ideal due to ongoing environmental initiatives and DepEd’s push for sustainable school practices. Including both school levels and diverse settings (urban/rural, large/small) allows for comparative insights across contexts. Selecting schools with existing programs ensures observable practices, aligning with the study’s multiple-case design and qualitative focus on depth and relevance over random sampling.

Participants of the Study

Participants include school principals, science or environment teachers, maintenance staff, and student leaders, all actively engaged in environmental programs. This diverse group provides a well-rounded view of biodegradable waste management. Principals offer strategic and policy insights, teachers integrate environmental education, maintenance staff share operational experiences, and student leaders reflect youth involvement. This purposeful selection supports data triangulation in qualitative case studies, enhancing the credibility and depth of findings by capturing varied roles, challenges, and effective strategies within school-based waste management.

Sampling Technique

Purposive sampling is used to select schools and participants actively engaged in waste management and eco-friendly programs, ensuring they can provide rich, relevant insights. This method suits qualitative research, focusing on information-rich cases rather than generalization. By selecting willing participants, principals, teachers, and students involved in environmental efforts, the study gathers practical, reflective data on real-world practices. This approach also supports ethical research by ensuring voluntary participation and strengthens the study’s goal of understanding waste management in context.

Research Instruments

The study uses three main instruments: a semi-structured interview guide, an observation checklist, and a document analysis form. These tools align with the qualitative approach and were validated by experts in environmental education and research to ensure content validity and relevance. The interview guide allows for in-depth yet consistent exploration of participants’ experiences. The observation checklist ensures systematic documentation of on-site practices, while the document analysis form provides a structured review of school policies and records. Expert validation ensures these tools are appropriate, reliable, and contextually suited for schools in Negros Oriental.

Ethical Considerations

Informed Consent – Participants are fully informed of the study’s purpose, their roles, and their right to withdraw at any time. Written consent is obtained before data collection.

Confidentiality and Anonymity – All data is kept confidential, and pseudonyms are used to protect the identities of participants and schools.

Respect for Participants’ Rights – Participants are treated with respect and dignity, ensuring voluntary participation without any coercion or pressure. Their opinions and contributions are valued.

Narrative Reflection

In many schools across Negros Oriental, managing biodegradable waste has become an integral part of their environmental awareness campaigns and sustainability efforts. These institutions have adopted various practices such as composting, segregating waste at source, and establishing organic gardens. Students are often involved in these activities, learning to separate biodegradable materials like food scraps, leaves, and paper waste from non-biodegradable ones. Compost bins and pits are strategically placed within school premises, making it easier for everyone to participate in waste segregation and decomposition processes.

One of the most inspiring aspects of these efforts is how schools turn waste into a valuable resource. Many use the compost produced from biodegradable waste to enrich the soil in school gardens, where they grow vegetables, herbs, or ornamental plants. This not only supports sustainable food practices but also serves as a hands-on educational tool for students. They gain a deeper understanding of environmental conservation, agriculture, and the value of reducing waste through firsthand experience.

Reflecting on these practices, it’s clear that schools in Negros Oriental are not just managing waste, they are shaping responsible future citizens. These initiatives foster a culture of discipline, responsibility, and care for the environment among students and staff alike. While there may still be challenges in consistency and resources, the visible impact on both the environment and the students’ mindset is a strong indicator of success. By embedding these practices into daily school life, these institutions are setting a meaningful example for communities to follow.

RESULTS AND DISCUSSIONS

Question 1: What are the concrete activities you have observed in the classroom to strictly integrate or implement proper segregation of waste in school?

Emergent Themes:

1. Labeled bins (98.00%)
2. Waste segregation education (95.00%)
3. Integration of Material Recovery Facility (MRF) (92.00%)

Figure 2: Emergent Framework 1

Effective classroom waste management is crucial for creating a clean, healthy, and sustainable learning environment. Ninety eight percent (98.00%) of the participants are positive in observing designated and labeled bins play a significant role in facilitating proper waste segregation, recycling, and disposal. This aims to provide a comprehensive approach to classroom waste management, considering various factors such as education, infrastructure, behavior change, and community involvement. These statements are related to the following themes combined by the participants:

P1:“Effective classroom waste management through designated and labeled Bins”. (P1, 2025)A related statement is also noticed from the combined themes made by the participants, which stated:

P2: “Promoting responsible waste management disposal in schools through waste segregation education, community involvement, labeled bins, composting facilities, and student monitoring for a cleaner school environment”. (P2, 2025)

The statements are related to the combined themes presented by the participants:

P3:“Installed numerous labeled trash bins and integration of Material Recovery Facility (MRF) into the curriculum”. (P3, 2025)

Designated and labeled bins are essential for effective classroom waste management, aiding in separation, reducing landfill waste, and improving recycling. The UN Environment Program supports this, emphasizing that clear labeling reduces contamination and enhances proper waste segregation in schools [22]. The use of labeled, color-coded bins correlates with reduced landfill waste [20]. Studies show that schools using these bins experience improved segregation and outcomes [9]. Strategic placement in classrooms and common areas increases participation and ensures consistent sorting [22]. Effective waste disposal in schools needs more than bins, it requires education, curriculum integration, and community involvement.  Ninety five percent (95.00%) of the participants believed in the integration of effective waste management through curriculum integration. The UN notes that engaging parents and local organizations strengthens programs. Community support can also fund infrastructure like compost stations, enhancing effectiveness [22][23]. Student monitoring programs foster accountability and peer influence. Assigning roles like “Waste Management Ambassadors” encourages proper habits and peer modeling [15]. Student-led campaigns and competitions further promote sustainable behavior [22]. Widespread bin installation improves convenience. Participants (92.00%) shared on establishing Material Recovery Facilities (MRFs) in school was very potent in waste management in school.  Including Material Recovery Facilities (MRFs) in the curriculum offers hands-on recycling education. Composting facilities can reduce landfill waste by up to 40% and provide practical lessons on organic material cycles [14]. Composting in the curriculum enhances student engagement. Schools with active composting programs report not only reduced waste but also environmentally aware students who carry these habits home [9]. Infrastructure is critical to success. Schools need clear systems with well-placed bins and regular waste collection. Without these, educational efforts may fall short. Regular waste audits identify areas for improvement [3][8]. MRF education deepens recycling understanding. Activities like visits or classroom lessons increase awareness and student participation in recycling efforts [11]. Resource recovery lessons equip students with skills and knowledge that extend beyond waste management. Direct involvement fosters environmental responsibility [27]. A comprehensive school strategy, combining education, community involvement, composting, and infrastructure—promotes lasting sustainability. Waste education fosters habits that extend from school to home [9][22]. Hands-on environmental education boosts student behavior change. Activities like sorting and recycling drives increase engagement. Students who understand the environmental impact of waste become strong sustainability advocates [20]. Research shows that education and awareness are key to promoting sustainable behaviors in schools. U.S. findings confirm that integrating education, infrastructure, and community engagement significantly reduces waste and increases recycling rates [9][20]. Effective classroom waste management involves not just bins, but also education, behavior change, and community support. Schools that adopt this approach help foster sustainable practices. In conclusion, managing school waste effectively requires more than bins. Schools must use a holistic strategy involving labeled bins, education, community involvement, composting, student monitoring, and recycling education. This multifaceted approach fosters a culture of sustainability that positively impacts the entire community.

Question 2: How do the school reinforce the proper segregation of waste to be observed in the whole institution?

Emergent Themes:

1. A well-defined waste segregation policy (100.00%)
2. Practical demonstrations, workshops, and activities (95.00%)
3. Curriculum integration on proper waste disposal (95.00%)

Figure 3:  Emergent Framework 2

The emergent framework for school waste management integrates three key aspects: policy and accountability, hands-on practice and accessibility, and awareness and auditing. A clear waste segregation policy serves as the foundation, providing guidelines for separating recyclables, organic waste, and general waste. To reinforce this, hands-on activities such as demonstrations and workshops help students and staff apply the policy in practice. Additionally, awareness programs, through campaigns, posters, and announcements, educate the school community on the importance of proper waste disposal and the benefits of recycling and composting. These combined themes reflect the participants’ shared understanding of effective school waste management.

P1: “For effective school waste management, a clear segregation policy needs hands-on reinforcement, strict accountability and consistent cleanliness”. (P1, 2025)

P2: “Promoting proper waste segregation demands accessible management, comprehensive systems, and an enhanced, accountable school waste policy”. (P2, 2025)

P3: “A school waste disposal awareness program should incorporate a waste management audit”. (P3, 20, &25)

The findings show that a clear policy guides proper waste segregation by defining waste types and disposal methods, preventing confusion among school members. A hands-on approach, like waste sorting activities, reinforces this understanding through practical learning. An awareness program is essential to educate the school community on proper waste disposal, highlighting environmental impacts, the benefits of recycling and composting, and the school’s waste management goals.

Policies that set specific waste reduction and recycling targets, and that clearly define the roles and responsibilities of stakeholders, are more likely to be successful [15].

Accessibility of waste management facilities is crucial. Studies show that clearly labeled bins placed in visible, convenient locations significantly improve proper waste segregation in public buildings [9].

The emergent framework for school waste management offers a comprehensive solution by combining policy, accountability, hands-on practice, accessibility, awareness, and auditing. This approach not only supports environmental sustainability but also educates students on responsible waste disposal. By implementing this framework, schools can lead efforts in promoting sustainability and shaping a greener future.

Question 3: What are the difficulties you have observed in the implementation?

Emergent Themes:

1. Knowledge gap (93.00%)
2. Lack of supervision (93.00%)
3. Weak enforcement of waste management (92.00%)
4. Behavioral challenges (90.00%)

Figure 3: Emergent Framework 3

Knowledge gaps, weak enforcement, and behavioral issues hinder effective school waste management. Comprehensive education, clear policies, and active involvement of all school members are needed to promote compliance and sustainable practices, key themes identified by the participants.

P1:“Behavioral challenges such as improper waste disposal by students along broader waste management challenges, pose significant obstacles to achieving clarity and ensuring long-term success in waste segregation efforts”.  (P1, 2025)

P2:“Weak enforcement and behavioral resistance, along with student’s lack of self-discipline, undermine consistency in waste management”. (P2, 2025)

P3:“Knowledge gaps, lack of supervision, and poor infrastructure stop students from following waste management rules”. (P3, 2025)

Findings show students often mismanage waste due to poor self-discipline, habits, or lack of understanding, with weak rule enforcement worsening compliance [19]. Global literature highlights the need for awareness, innovation, and education to boost recycling and segregation [17]. Key strategies include labeled bins, community involvement, and integrating MRFs into lessons. A strong framework combines policies, facilities, student engagement, and accountability. Campaigns, composting, and monitoring sustain practices. Despite behavioral and knowledge barriers, effective supervision and structured policies lead to less waste and more recycling [10][16], promoting lifelong sustainable habits.

SUMMARY OF FINDINGS

The study highlights that effective classroom waste management is vital for a clean, healthy, and sustainable school environment. Using designated, clearly labeled bins strategically placed in key areas improves segregation, recycling, and composting, reducing landfill waste. A comprehensive approach combining waste segregation education, community involvement, and infrastructure like composting facilities and Material Recovery Facilities (MRF) fosters sustainable practices and boosts participation. Student monitoring programs and leadership roles, such as “Waste Management Ambassadors,” enhance accountability and responsible disposal habits.

Effective waste management relies on three key components: clear policies guiding segregation of recyclables, organics, and general waste; hands-on activities like workshops to reinforce learning; and awareness programs including campaigns and audits to promote environmental responsibility. International literature supports these elements as essential for success, forming an emergent framework for sustainable school waste management.

Barriers include knowledge gaps, weak supervision and enforcement, and behavioral challenges such as resistance and lack of discipline. Addressing these requires education, clear policies, assigned monitoring roles, and behavioral change strategies involving the whole school community. Overall, the study emphasizes a multi-faceted approach integrating policy, education, infrastructure, and enforcement to overcome obstacles and achieve long-term sustainability in school waste management.

CONCLUSIONS

The study highlights the vital role of effective classroom waste management in creating a clean, healthy, and sustainable school environment. Designated, clearly labeled bins and their strategic placement improve waste segregation, recycling, and composting, reducing landfill waste. Success requires a comprehensive approach combining education, community involvement, and infrastructure like composting facilities and Material Recovery Facilities (MRF). Student monitoring and leadership roles, such as “Waste Management Ambassadors,” enhance accountability and responsible disposal habits. Barriers like knowledge gaps, weak supervision, enforcement issues, and behavioral challenges must be addressed through clear policies, education, and consistent enforcement involving the whole school community. Ultimately, a multi-faceted strategy integrating policy, hands-on practice, awareness, infrastructure, and participation is essential for sustainable school waste management.

RECOMMENDATIONS  

Based on the above findings, the following are strongly recommended.

(1) Develop a Clear Waste Segregation Policy

A clear waste segregation policy guides effective management by standardizing how biodegradable, recyclable, and non-recyclable waste is separated school-wide.

• Significance: Without a clear policy, improper waste disposal is likely to occur, resulting in contamination and ineffective waste management.
• Supporting Evidence: Schools with clear policies outlining roles, responsibilities, and waste types are more successful in waste reduction and recycling. This clarity helps reduce confusion and improve segregation efficiency [16].

(2) Designating and Labeling Bins for Waste Segregation

Clearly labeled bins are crucial for waste segregation. The visual cues help students and staff quickly identify where to dispose of each type of waste, minimizing mistakes and encouraging proper waste disposal.

• Significance: Accessible and well-marked bins can significantly reduce contamination and enhance recycling rates by making segregation easier and more intuitive for everyone in the school.
• Supporting Evidence: Strategically placed, clearly labeled bins increase the correct use of waste bins and promote higher segregation rates in schools [9].

(3) Implement Hands-On Practice for Waste Segregation

Incorporating hands-on activities, such as sorting exercises and workshops, allows students and staff to practice waste segregation in real-life situations. This approach enhances understanding and ensures that everyone knows how to segregate waste properly.

• Significance: Hands-on activities make the concept of waste segregation more tangible, ensuring that it is learned through practice, which reinforces theoretical knowledge.
• Supporting Evidence: Practical exercises such as waste sorting significantly improve the accuracy and consistency of waste segregation practices, leading to higher compliance and better outcomes [10].

(4) Launch a Waste Management Awareness Program

Awareness programs help educate students, staff, and the wider school community about the importance of proper waste segregation, recycling, and the environmental impact of waste. These programs promote an environmentally responsible culture and align everyone with the school’s waste management objectives.

• Significance: Awareness fosters behavioral changes and creates a shared understanding of the importance of waste management, leading to greater participation in waste segregation and recycling.
• Supporting Evidence: Waste management awareness programs are essential in fostering an environmentally conscious school culture, leading to improved waste disposal practices [16].

(5) Establish Strict Accountability Measures

Implementing accountability measures, such as regular audits and designated staff to monitor waste segregation, ensures that all members of the school community adhere to the waste segregation policy. It is crucial for maintaining consistency in the segregation process and addressing non-compliance effectively.

• Significance: Accountability ensures that everyone, from students to staff, takes responsibility for their actions, leading to more consistent and efficient waste management.
• Supporting Evidence: Schools that enforce accountability measures have been shown to have more successful waste management programs. Clear tracking and monitoring systems help ensure that waste policies are followed and improve overall compliance [16].

(6) Conduct Regular Waste Management Audits

Regular waste audits help assess the effectiveness of the waste management system. Audits can identify areas for improvement, track the volume of waste generated, and measure the success of waste segregation efforts.

• Significance: Audits provide a clear picture of the waste management system’s performance, enabling schools to make data-driven decisions for continuous improvement.
• Supporting Evidence: Waste audits are an essential part of any waste management program, as they provide valuable feedback on what is working and where improvements are needed [16].

(7) Encourage Student Involvement in Waste Management

Assigning students leadership roles in waste management empowers them to take ownership, with initiatives like recycling drives or audits promoting responsibility and peer involvement.

• Significance: Student involvement is critical to building a culture of sustainability. Students are more likely to engage in and promote waste management practices if they are part of the decision-making process.
• Supporting Evidence: Student leadership in waste management initiatives leads to higher participation rates and more sustainable waste management practices within the school [16].

(8) Foster Collaboration with Local Organizations

Partnering with local environmental groups and waste management services offers schools valuable resources, expertise, and support for effective waste strategies. These collaborations also assist with disposal logistics, recycling programs, and access to composting facilities.

• Significance: Collaboration with external stakeholders can enhance the effectiveness of school waste management programs and provide access to additional resources and expertise that the school may lack.
• Supporting Evidence: Partnerships with local organizations can significantly improve waste management efforts by offering resources and community support [23].

(9) Implement Comprehensive Education and Awareness Programs

To bridge knowledge gaps, schools should introduce structured educational campaigns that provide detailed information on waste segregation, recycling, composting, and the environmental impact of improper waste disposal. These programs should target students, teachers, and staff to ensure a consistent understanding of waste management practices, fostering an informed school community [19].

(10) Establish Clear Waste Management Policies and Enforcement

Schools need to establish and enforce clear waste segregation policies that are communicated effectively across the entire school community. Assigning dedicated personnel or teams responsible for monitoring compliance will help strengthen enforcement, ensuring that waste management rules are consistently followed [17].

(11)  Adopt a Behavioral Change Approach

To address behavioral challenges such as resistance to change and lack of self-discipline, schools should implement programs that actively engage students and staff in waste management practices. This can include hands-on activities, waste audits, and creating leadership roles for students to champion sustainability efforts. Providing incentives and regular feedback on waste management performance can further encourage positive behavior change [10].

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