Visualizing Risks in Schools:

From Club Activity Reform to Work Style Reform

Abstract

 This paper focuses on diverse risks present in schools and proposes strategies for addressing them. While such risks are theoretically infinite, the resources to mitigate them are always limited, requiring schools to identify priorities. When visualizing risks, people typically adopt what can be called an "enchantment model," which emphasizes the positive aspects of the activity in question. However, this approach does not lead to actual risk reduction. As an alternative, this paper proposes a "sustainability model" that directly addresses risks and implements systematic measures for reducing them, thus aiming to create an environment where everyone can enjoy safety and security.

 In Japan, prolonged working hours among teachers became institutionalized through the 1971 Special Law on Salaries of Education Personnel, which severed the link between working hours and wages and consequently weakened time management. Furthermore, extracurricular club activities, which are typically developed without sufficient institutional planning, increase the burden on teachers while exposing students to risks such as heatstroke. These factors have contributed to the transformation of the Japanese society into a school-dependent one, reliant on invisible labor within schools. Recognizing and rectifying this structure is essential for building sustainable and safe schools.