In science classes that include observation and experimental activities involving fire and chemicals, the inherent dangers require a higher level of safety maintenance than in regular classes. The required response to accidents is the same for both new and experienced teachers and must be taught during the teacher training stage at university before teachers enter the education field. Therefore, we conducted a class aimed at strengthening the ability of future teachers to respond to frequent accidents that occur in the classroom as a result of unforeseen errors; the training included emergency measures and communication. The first half of the class consisted of lectures on the dangers of chemicals, first aid methods, and the response steps after an accident. In the second half of the class, an accident response role-play exercise using action cards was conducted. The content of the class was evaluated using a questionnaire. The results of the questionnaire indicated that the students' knowledge of first aid, which had been insufficient, showed substantial improvement after the class. In addition, many students were interested in the role-play exercises in the class. This class likely served as a prompt for teachers to consider accidents that occur during science classes as personal issues. These results suggest that this class was expected to strengthen the students' ability to respond to accidents and improve their awareness of their own roles in the event of an accident.

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In recent years, large-scale disasters have occurred in Japan, and disaster prevention education is required in various subjects in school education. We previously analyzed textbook content on disaster prevention. Building on these findings, we collected and analyzed teaching practices for disaster prevention in home economics in junior high schools. The analysis uncovered a wide range of such teaching practices. It revealed that teachers teach disaster prevention considering the local community and covering a wide variety of aspects, such as family and home life, diet, private life, evacuation shelters, disaster drills, disaster preparation, infants and the elderly, cooking, clothing, and consumption environments. It also revealed teaching practices that relate disaster prevention with other subjects, such as science and social studies, and that involve cooperation with elementary schools..

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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.

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Following the fatal incident in 2022 in Makinohara City, Shizuoka Prefecture, where a child was left unattended and died on a kindergarten shuttle bus, the thorough confirmation of children's whereabouts and the mandatory installation of safety devices became effective in April 2023. As a result, the safety of shuttle buses is believed to have improved to some extent. However, there are no established obligations regarding the qualifications and training of drivers and accompanying staff. Although guidelines were provided by the Ministry of Land, Infrastructure, Transport and Tourism in 2013 regarding the installation of seat belts, it has not yet become mandatory. Therefore, a survey was conducted targeting kindergartens and certified child care centers. While the creation of operational manuals is progressing, it was found that the provision of training opportunities for drivers and the installation of seat belts are not sufficiently advanced. Additionally, issues related to the increasing number of part-time drivers and the aging workforce, as well as the necessity for the development of effective seat belts and public funding for cost subsidies, have revealed numerous challenges that need to be addressed to enhance the safety of shuttle buses in the future.

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This paper discusses the current status and issues of disaster preparedness support for children with intellectual and developmental disabilities in Japan, and in particular the need to consider Kumamoto Prefecture's “Welfare Children's Shelter” system as a response to a major Nankai Trough earthquake in Osaka Prefecture.In order to explore the possibility of utilizing the ”Welfare Children's Shelter” system introduced by Kumamoto Prefecture in Osaka Prefecture, this study conducted an interview survey in Kumamoto Prefecture and examined its effectiveness and issues.The use of special-needs schools as evacuation centers in Osaka Prefecture, where there is little tsunami risk, suggests that the ”Welfare Children's Evacuation Center” can play a role in meeting the needs of children with disabilities who are difficult to support in the event of a large-scale disaster.On the other hand, the study also revealed the importance of realizing reasonable accommodation in cooperation with the government and local communities in the future, as issues such as stockpiling, securing personnel, and institutional arrangements remain to be addressed.

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