Abstract
When disaster education is provided at schools, one problem is how to secure the necessary number of class hours. The standard number of class hours for each subject in the curricula of elementary and junior high schools is set by law. It is important to ensure that the content of disaster prevention activities matches the objectives of the selected subject. Therefore, we conducted a survey of elementary and junior high schools in Miyagi Prefecture. The survey first split disaster education into two categories: interpersonal management evacuation drills (A) and non-drill education (B). The survey then made clear which subjects were used to conduct A and B respectively. The results showed that most subjects were utilized for either A or B. However, only the Period for Integrated Studies (PIS) in junior high school was used for both. In order to be in accordance with the goals of PIS, it is necessary to not only conduct activities with a top-down approach such as evacuation drills, but to also add other activities with a bottom-up approach in which students can utilize their own questions and independence. These types of activities foster greater resilience in the students.
