The H.E.R.O. Mission

When I became the Social Studies & Makabansa Area Coordinator of our department, one thing that I really wanted to do was to initiate a meaningful social involvement activity. In Sacred Heart School – Ateneo de Cebu (or in Ateneo schools), each subject area not only focuses on the attainment of learning competencies (academics), but also extends our giftedness to the greater community through psycho-social initiatives (formation). Rooted in the Jesuit value of cura personalis (care of the whole person), we aim to create experiences that nurture both the intellect and the heart. 

This led to the creation of the H.E.R.O. Mission, a social involvement initiative designed to help young learners understand that heroism is not limited to figures in history books — it can begin with them. It is anchored on the belief that we are all nation-builders; thus, we should take part in nation-building. Today’s youth face a rapidly changing world filled with social, cultural, and moral challenges. As Social Studies teachers, we have the responsibility to go beyond teaching facts and dates. We must also help form character: guiding learners to understand what it means to care for others, act responsibly, and contribute to the common good.

For this mission, we partnered with around thirty (30) Grades 4 and 5 pupils from Canduman Elementary School.

What is this "mission" all about?

The H.E.R.O. Mission serves a formative platform for pupils to discover, reflect on, and practice the very values that heroes of the past embody, which remain relevant for young Filipinos today. H.E.R.O. is used here as an acronym for four identified values: heroism, empathy, responsibility, and oneness. Rather than conducting a traditional lecture, the activity was organized into separate learning stations where participants followed a round-robin setup. Thus, the acronym became the foundation of the four learning stations.

For Station H, the activity conducted was Hero Story Quest. It aimed to help pupils appreciate the sacrifices of young heroes and connect their actions with today’s values. Station E featured a storytelling session called Heartfelt Tales, highlighting empathy and care for others. Meanwhile, in Station R, pupils made their Responsibili-Tree, where they reflected on their roles as responsible citizens. Lastly, Station O offered a fun team activity called the Web of Unity, where pupils held pieces of yarn forming a web and worked together to transfer cups from one place to another.

What the H?

When we talk about Filipino heroes in school, the same names often come up: Jose Rizal, Andres Bonifacio, Apolinario Mabini, and others. These figures are central to Philippine history, and their contributions deserve recognition. However, I wanted the participants to encounter heroism in a way that felt closer to their own lives.

Instead of focusing solely on historical figures, I decided to highlight younger heroes who are closer to the pupils’ age to increase relatability among the participants.

Since we distributed the teachers across different stations, two of us were assigned to prepare for and facilitate Station H. While preparing, I found myself remembering something from my own elementary years. Back then, our class would occasionally visit the library to watch episodes of Bayani, a Philippine educational series produced by ABS-CBN. The show followed young characters who traveled back in time to witness important moments in Philippine history. The dramatized storytelling introduced viewers to historical figures and key events, and for many students of my generation, Bayani made history feel alive.

Among all the stories featured in the show, one stayed with me the most.

The Story of a Young Hero

The story was about Sajid Bulig, a 13-year-old hero of the tragic Bocaue Pagoda Tragedy in Bulacan in 1993. During a crowded river festival, the structure of the pagoda carrying hundreds of passengers collapsed, causing chaos and panic in the water.

In the midst of the disaster, Sajid Bulig repeatedly dove into the river to rescue people who were struggling to survive. Despite his young age, he managed to save several lives. But the story also carries a heartbreaking ending, after rescuing others, Sajid himself did not survive.

Even as a child watching that story, I remember being struck by one thought: How could someone so young do something so brave? Sacrificing for the sake of others — that is heroism.

Heroism Begins with Small Choices

We also decided to feature two more young heroes: Rona Mahilum (a 10-year-old girl who saved her siblings during a residential fire in Brgy. Colonia Divina, Sagay, Negros Occidental in 1996) and Jayboy Magdadaro (a 15-year-old student who rescued over 50 people during the Typhoon Tino floods in 2025).

The common denominator of their experiences is that they were placed in extraordinary circumstances. However, not everyone will encounter such situations every day. Does that stop us from being heroes? Definitely not.

Heroism can also appear in simpler forms: helping a classmate who is struggling, standing up for someone being treated unfairly, taking responsibility for one’s actions, or choosing kindness even when it is difficult.

Heroism, in many ways, begins with small decisions that reflect courage and compassion.

As I reflected after the activity, I realized that teaching heroism is not about presenting perfect examples, but about helping pupils recognize that they already have opportunities to become one. The challenge is not whether they can be heroes, but whether they will choose to act when the moment calls for it.

For the participants, the H.E.R.O. Mission was only a short activity. Yet the hope behind it is much greater. If even one child leaves believing that they can make a difference, then the mission has already begun to succeed. 

Because the next generation of heroes may not only be found in history books; they may already be sitting in our classrooms.