From the time the first school safety promotion plan was drawn up to the present, securing time for safety education has been raised as an issue. Moreover, in order to promote more effective safety education, it is necessary to proceed systematically. Therefore, in this study, I extracted the content related to safety education described in each subject in the elementary school curriculum guidelines and attempted to create a safety education implementation status evaluation sheet. Evaluation sheets were created for each grade to make it easier to understand the four areas of life safety, traffic safety, disaster safety, and modern issues, and to make them easier to use in schools. Furthermore, since cross-curricular efforts are required, I have devised a way to clarify the relationship between each subject. Approximately 300 evaluation sheets were distributed at elementary schools, board of education offices, academic conferences, research groups, etc. At the time of distribution and after the distribution, I was able to collect many positive opinions regarding the evaluation sheet, as well as opinions that would be issues for the future. In the future, I would like to conduct follow-up surveys of the implementation status of safety education and the utilization of the safety education implementation status evaluation sheet at schools, and work to create materials that will make it easier for elementary schools to promote safety education.

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The safety of students is the highest priority in schools. In order to increase the awareness of possible accidents during science classes, a role-play exercise by teachers in training was carried out. The exercise was conducted during a compulsory class entitled “Practical Seminar for Teaching Professionals” for students who will become science teachers and school nurses. In this paper, we analyze the learning effects of the practical exercise. The survey was conducted through questionnaires completed by the students before and after the lesson. The Wilcoxon signed rank test and text mining of the free-text answers were used to analyze the questionnaires in order to show changes in the students' self-efficacy and knowledge gained from the practical exercise. The results of the analysis showed that the exercise improved their self-efficacy in managing accidents at school. In addition, the text-mining results suggested that these future science teachers and school nurses learned skills for coping with accidents, and also learned from each other by working together in a collaborative class. Furthermore, these results suggest that this practical exercise follows the guidelines for the Practical Seminar for Teaching Professionals provided by MEXT.

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This paper examines the case of the University of Canterbury’s efforts to maintain educational activities at an acceptable level following a major earthquake and to discuss learning about disaster management capacity. The Christchurch earthquake was a major disaster that caused extensive damage, but the University of Canterbury responded promptly to ensure the early resumption of educational activities and contributed to disaster relief in the city. This was thought to be due to emergency management ensuring the best use of resources to minimise losses and improve the recovery time from the post-emergency response. If evacuation drills have become a formality or in the absence of a warden or person assuming this role, it is necessary to reconsider the nature of emergency management. Therefore, establishing a system in which everyone can respond and develop disaster education independently is recommended. In the future, it will also be necessary to build relationships of mutual trust with agencies outside the university during normal training and confront all situations based on this trust.

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