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Learning from experience: emergency response in schools

Author

Listed:
  • Karlene Tipler

    (Massey University)

  • Ruth Tarrant

    (Massey University)

  • Keith Tuffin

    (Massey University)

  • David Johnston

    (Massey University)

Abstract

In an emergency, schools are responsible for the safety of students until they can be reunited with their families. This study explored emergencies (i.e. bomb threat, a flood, and an earthquake) in three case study schools in New Zealand. Within each case, a selection of stakeholders (i.e. school leaders, staff, and parents) shared their experiences of responding to emergency events in the school. Lessons from participants’ experiences established factors before, during, and after an emergency that contribute to an effective response. Foremost among those factors was the importance of prior preparation. The study also identified recurring response activities, irrespective of emergency type, which enabled the development of a six-stage model of an effective school-based emergency response. The stages are: (1) Alerts; (2) Safety behaviours; (3) Response actions; (4) Student release/Family reunification; (5) Temporary school closure; and (6) Business as usual. The present study contributes to our understanding of research investigating how schools respond to emergencies and therefore seeks to enhance school safety efforts.

Suggested Citation

  • Karlene Tipler & Ruth Tarrant & Keith Tuffin & David Johnston, 2018. "Learning from experience: emergency response in schools," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 90(3), pages 1237-1257, February.
    • Handle: RePEc:spr:nathaz:v:90:y:2018:i:3:d:10.1007_s11069-017-3094-x
    DOI: 10.1007/s11069-017-3094-x
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    References listed on IDEAS

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    1. R Ormerod, 2006. "The history and ideas of pragmatism," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 57(8), pages 892-909, August.
    2. Mutch, Carol, 2015. "The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes," International Journal of Educational Development, Elsevier, vol. 41(C), pages 283-291.
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    Cited by:

    1. Ashfaq Ahmad Shah & Wenya Wu & Zaiwu Gong & Indrajit Pal & Jahangir Khan, 2021. "Multidimensional six-stage model for flood emergency response in schools: a case study of Pakistan," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 105(2), pages 1977-2005, January.
    2. Edgar López-Caudana & Sergio Ruiz & Aaron Calixto & Brandon Nájera & Diego Castro & Diego Romero & José Luna & Vincent Vargas & Iván Legorreta & Vianney Lara-Prieto & Patricia Caratozzolo & Jorge Memb, 2022. "A Personalized Assistance System for the Location and Efficient Evacuation in Case of Emergency: TECuidamos, a Challenge-Based Learning Derived Project Designed to Save Lives," Sustainability, MDPI, vol. 14(9), pages 1-16, April.

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