Current Situation of Disaster Preparedness for Effective Response in Japanese Special Needs Schools

Abstract

Objective: Schools may serve as shelters in the event of a disaster, but little is known about the requirements of children with disabilities in such situations. This study, therefore, aimed to investigate disaster preparedness in Japanese special needs schools depending on the designation of welfare shelters. Methods: A questionnaire was distributed to schools nationwide. The respondents (authorities from 531 schools) answered questions about their jobs, disaster experiences, the school type, its students’ disabilities, its designation as a welfare shelter, its evacuation readiness, and the items of a disaster prevention awareness scale. Differences in preparedness among schools and the relationship between preparedness and designation as a welfare shelter were determined. Results: Most respondents had never experienced a natural disaster. Schools had insufficient resources to cope with disasters. While the majority (68.2%) had resources for children to stay overnight, a substantial minority of schools (31.8%) did not. No differences were found in preparedness among schools with different types of children with disabilities. Schools designated as welfare shelters were significantly better prepared than others. Conclusions: Special needs schools in Japan have limited disaster preparedness. The designation of schools as welfare shelters may increase their preparedness for disasters.

The Interplay between School Preparedness and Student’s Individual Protective Actions: The Mediating Role of Disaster Education

“…It encompasses activities such as formulating contingency plans, providing capacity training for school administrators, assembling emergency management teams, bolstering school infrastructure and safety protocols, and establishing connections with community members, etc. [4,[6][7][8][9]. The essence of disaster preparedness in school lies in the capacity to diminish risks, reduce potential losses, and ensure the uninterrupted functioning of schools during crises and, ultimately, to uphold the safety, health, and wellbeing of students, teachers, and communities.…”