This study aimed to determine school management strategies in crisis response to mitigate class suspension effects. Anchored on Crisis Management, Social Cognitive, and Equity theories, this quantitative descriptive-correlational research utilized total enumeration, gathering data from 20 school heads and 301 teachers in Labo East District via a validated researcher-made questionnaire. Data were analyzed using weighted mean, Pearson’s r, and Spearman’s ρ at a 0.05 level of significance to formulate a data-driven intervention. Findings revealed that strategies were Always Implemented, led by Communication and Stakeholder Coordination (WM=4.59), though Planning scored lowest (WM=4.40). Suspensions exerted a High Effect on student learning, particularly on learners falling behind (WM=4.21) and requiring extensive recovery time (WM=4.00). Pearson’s r confirmed significant positive relationships (p<.01) between implementation and learning effects, specifically in Learning Continuity (r=.276). Strategies were perceived as Very Effective, notably in Communication (WM=4.31), while Spearman’s ρ established strong correlations between strategies and effectiveness (ρ=.693). The study concludes that while schools excel in immediate safety, gaps exist in pedagogical continuity and plan revision. Consequently, the study proposed The LABO Handbook, a localized manual featuring a Multi-Hazard Connectivity Census, decentralized logistics, and Day 1 Recovery Protocol. Recommendations include that SDRRM officers may institutionalize systematic plan reviews, teachers may prioritize remediation bridge programs for at-risk learners, and stakeholders may fully adopt the proposed handbook to transition school management from a reactive to a proactive system of resilience. This ensures that instructional delivery remains consistent, equitable, and resilient despite experiencing any natural, health, security, or environmental hazard in district schools.