抄録
This study aims to examine how “extraordinary” disaster preparedness events can be integrated into the “everyday” school context and management, based on the perspectives of teachers and university students who served as staff at a residential disaster preparedness camp. The camp, held at a combined junior and senior high school, provided comprehensive disaster education through an overnight experience that simulated life in an evacuation shelter. The program covered not only physical preparedness but also diversity and psychosocial care. Six months after the camp, an open-ended questionnaire was administered to ten staff members, and the responses were analyzed qualitatively using the KJ method. The analysis identified three critical components for student education: learning activities that help students perceive disasters as personally relevant, visualizing diverse needs within the school, and treating disaster education as continuous learning rather than a one-time event. From the perspective of school management, the results showed the importance of improving teachers’ decision-making skills, building support systems for staff, conducting practical training, and integrating disaster topics into daily routines. These findings suggest that effective disaster education requires integrating educational practices with school management, rooted in the school’s organizational culture.
