Ten years have passed since the 2011 Great East Japan Earthquake with huge Tsunami. This paper describes various activities by the JASE about research, implementation and social contributions on school safety since the disaster. Distinguished collective and individual contributions by the JASE members including author are reported, demonstrating the unique position of the JASE as an academic association in promoting safety education in the world.

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This study aimed to clarify from the perspective of teacher education whether the school’s utilization of test papers teaching materials and fieldworks on earthquake disaster remains significantly improved disaster prevention education. The Sendai High Court decision in 2018 was used as learning material at the tuition. Students visited the Okawa elementary school that suffered an earthquake and interviewed the bereaved families who experienced the earthquake. The students submitted their report after class. I analyzed the report and picked out elements in the learning contents. I utilized the qualitative integration method (Yamaura 2012) as analysis method. The analysis show that students reported "learning about privileged life" through a fieldwork. Students also reported "learning of teachers' obligation to ensure safety in detail" by the tuition who utilized a judgment paper. From these, it was possible to pick the element which produces "the decision which is handed down to the purpose to which I open the future as a teacher." It was also found out that the learning contents of this research are effective in improving teachers' significance in protection education.

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In this study, we developed an “evacuation-persuasion workshop” to discuss what kind of message to use to persuade in an imaginary situation as a measure to improve their skills to gain compliance in interpersonal persuasion situations during evacuation guidance. With reference to cooperative learning, the main flow of the workshop is as follows: 1. clarifying the issues, 2. individual thinking, 3. group thinking, 4. sharing, and 5. reflection. A preliminary survey of persuasive messages was conducted for 188 high school students in Chiba Prefecture, and a workshop for trial was conducted for 40 high school students in Hyogo Prefecture. As a result, we confirmed that reasons used in persuasive messages were mostly related to “human risk” and “altruism”, while those related to “priority” and “evacuation cost” were much less. As for the wording used in the persuasion messages, “suggestion type” was often used, however “command type” was very rare.

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In recent years, the spread of misinformation and false information on social networking services (SNS) during disasters affecting people has become a social problem. In this study, we developed teaching materials for lower secondary school students to help them identify and prevent the spread of misinformation and false information in times of disaster, and verified the effectiveness of the materials. The teaching materials for lower secondary school students were developed in a 50-minute class, which consisted of activities aimed to identify information on social networking services and to discuss the reliability of the information. To evaluate the teaching materials, we conducted a class practice with lower secondary school students. The results showed significant differences in the mean scores of "confidence in reading and understanding information" and "awareness of the danger of spreading false information" in the pre- and post-questionnaire surveys. This suggests that the practice of this study has promoted understanding of the key points for identifying information during disaster prevention and awareness of the danger of spreading false information by oneself.

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In this practice, since 2008, four junior high schools in Miyagi Prefecture have established regional school collaboration organizations that cooperate with various regional organizations. With the support of the organization, junior high school students have conducted community disaster prevention drills with the participation of residents, held disaster prevention education symposiums where the student organization learns with residents, and promoted disaster prevention education involving the community under the initiative of junior high school students. In addition, junior high school students carry out activities to learn lessons from the victims of the M7-scale Miyagiken-oki earthquake and the 2011 M9 Great East Japan Earthquake, which have been repeated every 40 years, and volunteers to support reconstruction. I've been doing it. From these practices, junior high school students have acquired knowledge and skills of disaster prevention and mitigation and disaster prevention response ability through various experiential activities, and have grown into human resources who are responsible for disaster prevention and mitigation in the region. Furthermore, junior high school students have graduated as leaders of regional disaster prevention, and by continuing to increase the number of staff in the region every year, we have steadily improved our regional disaster prevention capabilities. Through disaster prevention education, junior high school students were able to interact with residents across generations and discover the charm and pride of local people, things, and things. From the survey, more than 70% of junior high school students learned the techniques and skills of self-help and mutual help, and changed their minds and attitudes from "a person who can be supported" to "a person who supports and a person who supports each other", self-affirmation and self. I got a sense of usefulness. In this way, in this practice, we will report on the practice that has continued for 10 years at four junior high schools in Miyagi prefecture and its results and issues so that it can spread and contribute to community formation for safe and secure community development and regional revitalization.

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This study tried to analyze a mechanism to promote school disaster safety under the Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030 from international policies to implementation mechanisms in the ASEAN region and the Philippines. It found out that the Comprehensive School Safety Framework (CSSF) was positioned to promote SFDRR and to monitor its progress in the education sector. In the ASEAN region, the ASEAN Safe School Initiative (ASSI) has provided technical and financial supports to support member countries with an international organization. The Philippines is one of the most advanced countries on the ASSI and is very proactive to enhance school safety led by a specialized bureau on school safety in the Department of Education since 2015.

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