A Study of Disaster Preparedness Literacy Required of Schools and Teachers During Major Earthquakes

Background

The number of individuals who died or were reported missing in schools as a result of the 2011 Great East Japan Earthquake was approximately 700. The purpose of this study was to assess the current status of teachers’ knowledge and behaviors regarding responses to major earthquakes, to identify associated challenges, and to clarify the disaster preparedness mindset and literacy expected of schools and teachers in the context of a major earthquake.

Methods

We conducted interviews with 11 elementary and junior high school teachers who had experienced a major earthquake. For the analysis, we employed thematic analysis (Boyatzis, 1998), a systematic approach for identifying patterns within qualitative data.

Results

Three themes were identified. In Theme 1, “Challenges in Disaster Prevention Education in Everyday School Settings,” it was found that difficulties arise not only from a lack of knowledge but also from structural factors, including lack of experience, anxiety regarding decision-making, and insufficient training opportunities. Theme 2, “Decisions and Actions Required During and After Large-Scale Disasters,” indicated that teachers are required to engage in multifaceted practical actions—such as prioritizing tasks and coordinating with relevant organizations and the local community—rather than merely possessing procedural knowledge. Theme 3, “Teachers’ Professional Awareness and Perspectives on Disaster Prevention Shaped by Earthquake Experiences,” highlighted how teachers’ awareness and perspectives on disaster prevention are shaped by their earthquake experiences.

Conclusions

Teachers’ disaster preparedness literacy was conceptualized not merely as an individual attribute, but as a form of practical competence grounded in a school-wide approach to disaster preparedness and supported by collaborative relationships with colleagues and the local community.

Key messages

• To enhance disaster preparedness, it is important for schools to strengthen their relationships with the local community and to foster a sense of solidarity in everyday settings.

• During disasters, evacuation manuals are only partially applicable; therefore, it is essential to develop the capacity for flexible and adaptive responses.