The purpose of this study was to clarify students' awareness of safety inspections and their participation in safety inspections, and to construct a learning program on safety inspections based on the results. To this end, we conducted a questionnaire survey of elementary and junior high school students on "awareness of safety inspections by teachers" and "awareness of safety inspections". As a result, it was found that students routinely discover dangerous areas in the school, which may include areas that teachers may not notice. In addition, most of the students witnessed safety inspections by teachers. On the other hand, students often did not report their findings to anyone when danger was discovered. In addition, it was positive that students took the initiative to conduct safety inspections, and it was clarified that participation in safety inspections was effective in detecting dangerous areas not only at school but also in the community and at home. Therefore, it is necessary for the learning programs to be developed in the future to be those in which students want to participate in safety inspections, and to make use of the learning of safety management in schools in the community and at home.

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While ensuring safety is extremely important in sports education, many fatal and disabling accidents have occurred during sports. Our previous study suggested that repetition increases the risk of sports accidents even in proficient students during the diving start of swimming, one of the most dangerous movements in sports. In this paper, we tried to elucidate the mental state, the training situation, and the words of instruction to undermine students’ safety, focusing on the diving start of swimming. We performed a questionnaire survey for high school students participating in a swimming competition. The result demonstrated that the decrease of students’ concentration is not a main factor to increase the risk, and the mental state to achieve the movement quickly, to explore more good techniques, and fatigue make students perform dangerous movements. Sports teachers should control these mental states by several words or ways of teaching when practicing dangerous movements.

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In response to the recent need for disaster prevention and recovery efforts from women's viewpoints, this study developed educational materials that enable female university students to recognize issues at evacuation shelters, etc., and to think about how evacuation shelters should be from women's viewpoints and from the viewpoints of various genders and standpoints. The educational effects of these materials were examined. Specifically, two activities were conducted using the teaching materials after reviewing basic knowledge about evacuation centers. The first activity was to think about the layout of an evacuation shelter before a disaster (normal times) by considering women's viewpoints and the viewpoints of various genders and positions. The second activity is to accept the evacuees listed on the card at the shelter and partition the shelter in anticipation of a post-disaster (emergency) situation. These activities were practiced with female university students in Kyoto City, and their educational effects were examined. The results showed that the participants were able to consider the nature of shelters not only from a female perspective, but also by utilizing existing knowledge and considering people in various situations, such as those with disabilities, the elderly, and children. It was also understood that the Sphere Criteria would be one of the bases for making decisions, etc.

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The purpose of this study is to conduct a questionnaire survey of 174 schools nationwide that received the School Safety Award by the Minister of Education, Culture, Sports, Science and Technology from 2014 to 2022 as schools that practice excellent school safety. The results of the 76 schools that responded to the survey will be used to identify what values are prioritized when addressing school safety. Regarding to the components of safety culture according to Reason (1999), we found that “informed culture” was given the highest priority, while “just culture” and “flexible culture” were given less priority. Also, as for to the factors of safety climate according to Fukui (2012), we confirmed that “safety awareness in school” was the highest priority. Factors that promote a safety culture may include receiving safety-related support project designations and obtaining information about damage at other schools and in other areas. On the other hand, factors that may hinder the development of a safety culture include a lack of awareness among faculty and staff. In schools that have been involved in school safety for a longer period of time, it was found that while the safety culture may be maintained and not affected by changes in management, there is a risk that the school environment may become less conducive to reporting failures and other problems.

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This study reports the outcomes and challenges associated with an evacuation drill collaboratively conducted with a public junior high school in Tokyo. The evacuation drill detailed in this paper was introduced to the school at the end of FY2021 and has been continuously conducted three times a year. In the drill, 1) students protect themselves at their own discretion as soon as the earthquake early warning is announced, then, 2) students who have been assigned roles in advance start acting as the injured or sick. 3) Teachers and surrounding students cooperate to deal with the injured or sick students. This paper qualitatively analyzes the results of a post-event questionnaire and interviews conducted in 2022 with 511 junior high school students and school teachers. The results showed that the reality of the drills led the students to imagine various disaster situations. Students were also able to practice mutual aid for others. They recognized their "new roles" in the drills, which led to an increase in their motivation to learn more or improve problems.

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