Twenty-nine (29) Junior High School Science Master Teachers gathered at De La Salle University–Dasmariñas on May 4 to 8, 2026, for the third year of the Mentoring Future Leaders for Nation-Building Program for Science Teachers of Security Bank Foundation, Inc. (SBFI), where they learned that transforming communities starts with understanding the people within and surrounding their schools.
The training opened with updates on the progress from the second year phase. Pre- and post-test assessments conducted by De La Salle University–Dasmariñas showed measurable improvements in students’ learning outcomes, while participating schools had successfully established functional and upgraded science laboratories aligned with Department of Education standards. Science teachers have also started mentoring high potential junior teachers from their schools. These milestones demonstrated how investing in teachers translates into better learning environments for students.
Building on these gains, the next three days focused on community-based science research and stakeholder engagement. Teachers developed research projects that address challenges in their own communities, reinforcing the idea that science is not confined to the classroom but can be applied to solve real-world problems and improve people’s lives.
Ms. Regine Llagas of Ilocos Sur National High School explored the use of discarded rosangis clam shells as reinforcement material for hollow blocks, transforming a common waste product into an affordable resource for community construction. Meanwhile, Mr. James Sumile of Panabo National High School proposed engaging students in producing banana chips from post-harvest bananas that would otherwise go to waste, demonstrating how agricultural surplus can be converted into value-added products.
Similarly, Ms. Janet Eslao of Benguet National High School highlighted the potential of surplus celery, a nutritious local crop often left unsold or discarded. Her proposed project would equip students with food preservation techniques such as drying, salting, pickling, and purée-making, while developing practical skills in packaging, branding, marketing, nutrition, sustainability, and entrepreneurship.
Beyond environmental and livelihood initiatives, science-based research also focused on promoting health and well-being. Ms. Charlyn V. Diones of Andres Bonifacio Integrated School in Iloilo proposed involving students in health education activities that would deepen their understanding of adolescent health issues and empower them to educate their peers on HIV, teenage pregnancy, smoking and vaping, mental health, and other emerging concerns.
Building support for such initiatives, however, requires collaboration. Participants learned stakeholder mapping and engagement strategies, including how to speak the language of different partners: emphasizing student welfare and learning outcomes with parents, presenting projects as a lasting community legacy to local government leaders, and highlighting high-impact, low-cost, and sustainable opportunities to NGOs, sponsors, and funding partners. Resource speaker Ms. Josephine Cruz stressed the importance of understanding what partners value and showing how a proposed initiative supports their priorities.
The training concluded with an inspiring message from Security Bank Foundation Chairman Rafael F. Simpao, Jr., who challenged participants to look beyond the classroom and into the hearts of the people they serve. “What do they dream about? To understand their hearts, look at what they dream of becoming. What do they cry about? When you understand people’s pain, it will greatly help you understand their hearts. What do they sing about? What brings people joy is often a source of their strength. What are their values? When people give you access to their values, know that you have entered the most sacred chambers of their hearts. Learn that, and you often discover the way to their hearts,” said Mr. Simpao.
The teachers returned to their schools with practical tools, stronger mindsets for partnerships, and a renewed commitment to use science not only to improve learning, but also to help communities solve real-life challenges. Teachers are expected to implement their community-based research, together with the students, within the year while undergoing nine (9) online training sessions. The three-year program will culminate in 2027 with participants presenting how their various projects from Year 1 to 3 have addressed school learning gaps, improved the capacity of other teachers, and provided solutions to community needs.
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