Safe school programs and disaster risk reduction in hazard-prone primary schools in Cambodia.

Abstract

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  Primary schools are not yet entirely safe for students. Thus, the implementation of safe school programs and disaster risk reduction is important to protect students and teachers from death, injury, and harm. Schools, where these programs are currently implemented, were selected as they were extremely affected by floods and epidemic diseases and moderately affected by drought, storms, traffic accidents, and poisonous reptiles.

  
  


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  Teachers at non-target project schools have better attitudes towards disaster risk management programs than those where projects are currently being implemented, as well as those where programs have been phased out.

  
  

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  Teachers, especially those from non-target schools and those where the project is currently being implemented, actively participate in safe school program activities such as training, planning, workshops, hazard mapping, and meetings with the Commune Council.

  
  


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  Teachers assessed the degree to which actions and measures were used to minimize hazards as high, while efforts to prevent risks resulting from electricity were ranked as moderate. Teachers at non-target schools or those where the program had been phased out rated these actions as high, while those where the program was currently being implemented suggested a moderate level of involvement.

  
  


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  Safe School Programs should be implemented via infrastructure development, capacity building, cooperation with local authorities, and parent involvement. During disasters, students tend to stay home and miss classes when parents become concerned about safety. Capacity building for principals and teachers is significant for improving safe school programs as these stakeholders because they become empowered to initiate and conduct activities that improve the condition of the school, and the quality of education.