H EALTHCARE Internally displaced persons must have access to effective, safe, and quality health services172. Concerned government agencies, particularly the DOH, must be able to provide health services at the appropriate level of health system, and ensure that displaced persons have access to these services. Due to the high stress and traumatic experiences that the displaced persons may have had from the crisis, psychosocial support must be included in the health services provided by the government and non-government agencies, with varying degrees of support provided depending on the capacity of health facilities or practitioners in the area. Coordination and referral pathways must be activated to enable management of psychosocial health cases173. R ELIGIOUS AND CULTURAL PRACTICE Religious and cultural practices of displaced persons must be respected. Muslims who are fasting for the month of Ramadan shall be allowed to observe their practice, including the observance of their daily prayers, as well as other activities such as preparation of suhoor (pre-dawn meal) and iftar (sunset meal). Handling the remains of the dead must be done in a dignified manner, culturally and religiously appropriate, and based on good public health practice174. The family members and/or relatives must be able to identify the deceased, even in cases of high mortality. The living family members or relatives should be allowed to perform burial rituals and/or traditional religious and cultural practices175. Forensic matters should also be considered in cases when victims have died from violence176. C ONTINUING EDUCATION Even during emergency situations, children’s right to education prevails, and it is the responsibility of the state to promote children’s access to quality education even in such situations 177. DepEd must set-up learning arrangements for school children so that their education is continued. In the event that nearest public schools cannot accommodate the IDP students or there are no schools in the area of settlement, temporary learning spaces can be set up in coordination with camp management 172 Ibid., p.296. 173 IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings, 2008. P.11. 174 The Sphere Project: Humanitarian Charter and Minimum Standards in Humanitarian Response, 2011, p.297. 175 Ibid. 176 Ibid. 177 Sinclair, Margaret. Education in Emergencies, 2007, p.53. 34