Schools as Evacuation Centers: Psychological Well-Being, Learning Environment, Experiences, and Performance of Learners

This study determined the psychological well-being, learning environment, experiences, and academic performance of learners in schools utilized as evacuation centers following disaster-related disruptions, and examined the relationships among these variables. Using a descriptive-correlational research design, the study involved 205 Grade 6 learners in a local public elementary school in Negros Occidental during the School Year 2025–2026. Data were collected using a researcher-modified, validated, and reliable questionnaire. The findings revealed that learners demonstrated good psychological well-being, a highly supportive learning environment, positive adaptive experiences, and outstanding academic performance despite studying in schools used as evacuation centers. Furthermore, psychological well-being was significantly associated with the learning environment and academic performance, while the learning environment was likewise significantly related to academic performance. The findings underscore the importance of maintaining supportive learning environments and accessible psychosocial support for learners during and after disaster-related disruptions, while recognizing that the correlational design does not establish causal relationships among the variables.

Psychological Well-Being; Learning Environment; Adaptive Experiences

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