Solid waste management remains a challenge in schools despite various strategies being implemented. A study conducted at Mat-I National High School analyzed and quantified solid waste, revealing that recyclables accounted for the largest portion at 44.09%, followed by residuals with recycling potential at 35.04%, biodegradable waste at 20.20%, and residual waste for disposal at 0.67%. These findings served as the basis for developing information, education, and communication (IEC) materials within the school. Thus, survey questionnaires were administered, and focus group discussions were conducted to identify the most effective IEC materials for promoting solid waste management practices. The study assessed learning styles, literacy levels, and preferred communication channels among respondents. Results showed that Visual Learning Style ranked highest, with a weighted mean of 3.12, followed by Auditory (3.05), Kinesthetic (2.87), and Reading/Writing (2.72) learning styles. Additionally, the study ranked perceived literacy types as follows: Functional Literacy (3.26), Basic Literacy (3.16), Proficient Literacy (3.02), and Advanced Literacy (2.88). On the other hand, interpersonal communication proved to be the most effective approach for delivering recycling messages in schools, surpassing both print and electronic media in impact. However, the findings led to the selection of a poster as the preferred IEC material to visually complement face-to-face material, making waste management education more accessible and impactful within the school community