gives children a sense of normalcy especially when they see their former classmates, and meet new friends in school. Exploring new things and doing home works keep their minds off from the negative things that are currently happening within their surroundings. Unfortunately, only a small percentage of the displaced children who were interview managed to continue their studies. From the interviews and activities conducted, the group was able to identify several obstacles to education faced by internally displaced children. a) Material Requirements In Saguiaran, where families stay in the gymnasium, the school is but a few meters away but almost all children who were interviewed have decided to stop attending classes. The lack of school supplies and uniforms was the main reason cited why children drop out from their classes. Some children, especially those in the middle school, are not comfortable attending classes wearing worn-out clothes and bringing nothing but a few leaves of paper and a piece of pen. They feel that they do not belong especially when they are combined with the regular students. “Maraming bata ang hindi nakakapag-aral, walang bag, walang notebook. Nahihiya sila kasi wala silang gamit, ‘nde maganda ang suot nila so parang na-iinsecure sila kasi lagi silang pinagtitinginan”, says an evacuee who previously worked as a teacher in Mindanao State University – Marawi. It was confirmed by the group from the children and some parents that school supplies were actually distributed in the evacuation centers before the start of the school year. However, not all children in the evacuation centers received one. According to one parent in Saguiaran, the schools kits that were distributed were intended for grade school students who are in the “list”. It was mentioned that the group leaders provide the “list” to the camp managers. Only those who are included in the list receive the goods. Another parent also claimed that two of her children who are in elementary did not receive school kits because they are not included in the “list”. She wonders why not all children are given the same goods when every family are required to register once they enter the evacuations centers. “Kawawa naman yung ibang bata na ‘nde nabibigyan. Sana yung masterlist nalang ang basehan nila ‘pag nagbibigay (ng donasyon) kasi alam naman nila kung ilan lahat ang mga bata dito dahil naglista (register) naman kami pag dating dito sa Evacuation Center,” recommends that mother to the group. Conversely, no bags or school supplies were provided to high school or college students in all evacuation centers. One high-school student who attends school in Buruun shared that she sold relief (canned) goods for P10.00/pc to outsiders to raise money to buy a bag and other materials needed in school. “Hindi ko sinasabi kay mama na kukumuha ako ng sardinas kasi baka magalit siya; hindi rin naman niya napapansin kasi marami namang sardinas ang binibigay sa amin,” disclosed the young girl to the group. b) Discrimination Experiences of IDP children being discriminated in schools have also surfaced during activities and interviews. These experiences further discourage children from going back to school for they feel that they are not accepted in their new environment. A number of children in Saguiaran disclosed that they have been mocked in class because of the clothes they wear and the different dialect they speak. “Ung iba d’yan inaasar kami, bakwit daw kami. Madudumi, walang panggastos, walang pangkain. Bakit nila kami tatawaging bakwit?”, asked a Grade 4 student in Saguiaran. An older boy shared that he was called “Maute” by some boys in his class. He admits that he was initially offended but he has somehow gotten used to it. The result of KIIs in Maria Cristina is more encouraging as three out of six children interviewed are studying. Children who enrolled in a nearby school shared that they appreciate how accommodating their teachers and schoolmates are. c) Language Barrier Another obstacle identified is the language barrier between the teachers and the learners. Children do not know the local language in the areas to which they are displaced. This is especially true in Saguiaran and Maria Cristina where the displaced children are enrolled in classes handled by Filipino and Bisaya-speaking teachers. The children from Marawi speak Maranaoan; they also speak and understand English better than Filipino since the medium of instruction used in Marawi is either English or 66