Many situations are in question while dealing with a national initiative following the execution of DepEd Memorandum No. 062, series of 2022 or Brigada Pagbasa Program. One of these is the teachers abilities in the success rate of the said program, the students readiness when subject to intervention with or without prior knowledge, the stakeholders support in enabling maximum resources for the school, the school resources to keep up with the emerging challenges that may occur, the curriculum content in ensuring that there are appropriate and competent standards for every grade level, and volunteers availability for their maximum utilization in providing functional support to the school. Queenie Jane P. Balais a Secondary English teacher at Ubay National High School have looked into the study by providing statistics based on the available facts through a result-based investigation by determining the outcomes of these situations since it is critical in providing the best enhanced remedial instruction based on the status, impact and challenges encountered in the implementation of the Brigada Pagbasa program. The readers age, gender, experience, and culture are crucial factors for teachers to take into account when choosing readings while stoner suggested that for a competitive institution to emerge, stakeholders must co-exist and function as one. These factors are anchored with Stakeholders Theory Freeman (1999). A survey of the school administrator, ten (10) language teachers, twenty-five (25) volunteers, and another twenty-five (25) parents or guardians of the Grade 7 struggling learners revealed that 65% of respondents were females and the length of their service from teacher and volunteers ranges from below 1 year to 11 years. In terms of Brigada Pagbasas status, results yielded a very high descriptive interpretation  = 4.63, whereas the programs impact after implementation also had a high descriptive interpretation ( = 4.18). The Challenges had a moderate descriptive rating ( = 4.20). Results of the U and H test, concluded that the null hypothesis is accepted since there is no discernible difference in the Brigada Pagbasa Programs implementation in the schools when profile is taken into account. The F-test for status, impact and challenges in the implementation of the program revealed statistically significant difference when the means are compared and analyzed. Therefore, based on the difficulties in the learners preparation and the assistance of Stakeholders, an improved remedial reading program is advised.

Teachers.