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School disaster preparedness for children with access and functional needs.

Mackenzie T Sharp1, Phyllis Tan2, Rita V Burke3

  • 1Department of Population and Public Health Sciences, Keck School of Medicine, University of Southern California, Los Angeles, California.

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Summary

Disaster planning for children with access and functional needs (CAFN) in California requires urgent updates. Current school strategies are insufficient, highlighting critical gaps in systems, mental health, and awareness for CAFN students.

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Area of Science:

  • Public Health
  • Education Policy
  • Disaster Management

Background:

  • California has over 820,000 children with access and functional needs (CAFN) aged 3-18.
  • CAFN prevalence increased from 7.4% to 8.6% in 3 years, necessitating improved disaster planning.
  • Climate change and inequality exacerbate disaster risks for CAFN, especially those with intersecting identities.

Purpose of the Study:

  • To evaluate the adequacy of current disaster mitigation strategies for CAFN in schools.
  • To identify specific gaps in policies and protocols for CAFN during emergencies.
  • To develop policy recommendations for enhanced support of CAFN students.

Main Methods:

  • Qualitative study utilizing interview data from high school teaching staff.
  • Thematic analysis of feedback using Atlas.ti software.
  • Development of policy recommendations based on identified gaps.

Main Results:

  • Existing school disaster mitigation strategies for CAFN are insufficient.
  • Identified critical gaps in systems, mental health preparedness, and awareness.
  • Teaching staff expressed concerns about post-pandemic pressures and policy deficiencies.

Conclusions:

  • Extensive policy reform is needed to support CAFN students in preparing for short- and long-term disasters.
  • Policy recommendations aim to enhance academic success, emotional well-being, and safety for CAFN.
  • Promoting an equitable educational landscape for CAFN students is a key outcome.