This study aimed to investigate the specific challenges encountered by public elementary schools in the City School Division of Cabuyao, City Schools Division of Calamba, City Schools Division of Sta. Rosa, City Schools Division of Biñan and City Schools Division of San Pedro in implementing educational policies during disruptive times, identify innovation and resilience strategies, and assess the extent of effectiveness of these strategies on policy implementation. The study was conducted in 145 public elementary schools head from the public elementary school in five City Schools Division in Laguna during the School Year 2023-2024. The researcher used descriptive- research design using a questionnaire as the main research instrument of the study. The study revealed that the school heads have age ranging from 31 and above and most of them are in their 40’s and 50’s. There are more female school heads than male serving in public elementary schools and most of them are serving the school as leader from 10-14 years. The school heads have pursued and continue pursuing post graduate courses as part of their professional development as a school leader and most of them are managing big schools with 30-50 number of teachers under their supervision. The challenges encountered by public elementary schools in ensuring policy adherence during disruptive times are highly evident in their respective schools. The result showed that the extent of effectiveness of the adaptive strategies and innovation to adjust and lessen the difficulties associated with policy implementation during disruptive times is effective in their respective schools. There are significant differences in the effectiveness of the strategies and innovation that public elementary schools employ to adjust and lessen the difficulties associated with policy implementation during disruptive times and the respondents’ profile in terms of sex, age, and highest educational attainment while there are no significant differences in terms of number of years in service as a school head and classification of school managed. There is no significant relationship between the challenges encountered by public elementary schools when implementing policies and the extent of effectiveness of the strategies and innovations that schools employ to adjust and lessen the difficulties associated with a policy implementation during disruptive times.