“School Resilience” is the concept that encompasses both “Emergency Management” and “Business Continuity Management (BCM)” at schools. Emergency management and BCM are closely related, but the latter makes a point of maintaining the school's critical activities and returning to usual activities as quickly as possible. Especially, the business impact analysis is an important phase of BCM process to confirm the school’s critical activities. But it is not common for schools in Japan to develop the BCP and implement it. School staffs should recognize “School Resilience”, and it is to be desired that they also introduce BCP into their schools.

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The 2011 off the Pacific coast of Tohoku Earthquake gave a big shock to the educational world in Japan. However, in Japan, 1995 Hyogo-ken nanbu Earthquake had a great impact on the disaster prevention education. In addition, we have experienced several serious natural disasters from 1996 to 2010. This is why a variety of consideration has been given to the way of education for disaster prevention. In this paper, we noted that the disaster occurred just before the new national curriculum would start in Japan, and lately United Nation have presented with education for disaster prevention. Especially, we should take notice of the significance of International Strategy for Disaster Reduction (ISDR) and Hyogo Framework for Action (HFA) which cooperated with Education for Sustainable Development (ESD). Based on these measures, the way of the disaster prevention education which will also promote future personnel training is discussed from the viewpoint of science education in this paper.

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Although education for disaster prevention has been improved since the Tohoku Earthquake, it is based on the viewpoint of healthy children. As a result, there are many problems to be solved concerning disaster preventionb for challenged children. In order to solve these problems, references concerning disaster prevention were examined. It is necessary that disaster prevention for challenged children should be taken not only their developmental stage but also their abilities into consideration. In addition, examples of specific measures according to their characteristics should be prepared

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[in Japanese]

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The "Great East Japan Earthquake" occurred in northeastern area of Japan on March 11, 2011. 15,869 persons were killed and 2,847 persons are missing by the Tsunami or earthquake. The number of people who lost the family is estimated at approximately 100,000. The care for the bereaved families is one of the important themes in this disaster. There is lot of children who lost the loved one. The number of children is more than 1,500 who lost a parent and more than 200 lost both. We have the bereavement group that gives a helping hand to kids and their family grappling with death once a month for 3 hours on Saturday. It is the safe place where children and their families grieving a death can share their experiences. On the other hand, the child who has a missing person feels ambiguous loss. It was the psychology that was different from the bereaved. The grief support of the child is necessary continuously for many years in particular.

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On March 11, 2012, the Great East Japan Earthquake, an earthquake of historic magnitude, struck Japan and efforts are needed to provide long-term psychological care to support the self-reconfiguration of school-age children who experienced terror and loss. Further, as the necessity for individualized responses to the children has been indicated, the mental state of children who were victimized by this earthquake must be documented as cases along with changes in their psychological response over time.
In this study, we examined the interactions among children who experienced the earthquake and massive tsunami together in the same time and place (environment of their school) through participant observation, studying the process of self-reconfiguration through their narratives.
The results of the study indicate that the bullying experienced in the classroom after the earthquake at school, as a community with which they are affiliated, helped children to positively grasp the changes in themselves through others, such as their peers and friends. The bullying had the effect of making the children reconfirm their value and abilities. In addition, empathy and a sense of solidarity were fostered among those who had shared the same experience in the same time and place, and we were able to glimpse the process of the recovery of self-confidence in individuals and the strengthening of ties with others.
This indicates that in addition to the care provided by adults, a sense of self-efficacy can also be promoted stimulated through the mutual effect of children upon each other ,which leads to their self-configuration.

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