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Natural disasters can take away children’s lives and their right to quality education. This article identifies and discusses strategies that schools can employ to prepare for and minimise the effects of natural disasters. Using theoretical propositions and literature on disaster management, the article discusses strategies for the prevention of and preparedness to respond to and recovery from natural disasters within a school setting. Evidence from research indicates that there are basic principles and practices of disaster management that school management and learners may not be aware of. Based on the identified theoretical principles and practices for disaster management, the article concludes that both state and non-state parties have disaster management responsibilities and therefore should formulate and disseminate the basic principles and practices of disaster prevention, preparedness and post-disaster therapy to schools because of the vulnerability of children to disaster. In addition, it also recommends that disaster management should be included in the school curricula through subjects like geography, science, social studies or civic education and life orientation or skills training.

Post-apa rtheid, South Africa democratised access to education as enshrined in the country's Constitutional Bill of Rights of 1996. This also includes making education accessible to pregnant teenagers as provided for by other post-apartheid legal provisions that prohibit discrimination in education. This study explored the perceptions of education policy duty bearers on the inclusion of pregnant learners in formal schools. The sample of the study comprised teachers, community representatives in school governing bodies (SGB), and parents of pregnant teenagers at two schools that mainstreamed pregnant learners. Data were analysed using Atlas ti computer package which was programmed to code and quote participants' views. Results of the study revealed that socio-cultural gender ideologies were the more influential variables on participants' negative perceptions towards the inclusion of pregnant learners in regular schools. From the findings, we recommend that comprehensive structures and procedures for policy dialogue and advocacy be established in schools.

Since the beginning of this century, a global tendency to abolish corporal punishment has been introduced to challenge old dependence on corporal punishment as a tool for reforming children's misbehavior. This tendency was highly supported by the contemporary call for protecting human rights including the right in security and human treatment and child rights in physical protection. Corporal punishment continues to be practiced at unacceptable rates in Kenyan schools; at the same time violence rates are rising. Management of children's behavioral problems presents a significant challenge for many teachers in schools. The purpose of this research is to analyze why corporal punishment is being practiced in schools in spite of its legal ban. The paper highlights the attitudes of teachers, parents, pupils and the use of corporal punishment as a tool for discipline. A survey research design was used to collect data on attitudes of 32 parents, 32 teachers, 160 students and 8 Principals in secondary schools in western region of Kenya. A sample size of 232 respondents was included and participated in the study. The main finding of this study is that while most teachers understand and support the policy of banning corporal punishment in schools, there remain certain concerns on the effect of such a ban on children rights and equally alternative warm contributions of punishment as a means of maintaining school discipline. These concerns and conflicting viewpoints are over issues related to the difficulty in disciplining students and respecting the students' human rights.

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