School disaster preparedness for children with access and functional needs

Abstract

Introduction: In California, 300,000 children with access and functional needs (CAFN) require in-school support. Concurrently, a noticeable increase in diagnoses points to the rise in CAFN prevalence, which has surged from 7.4 percent to over 8.6 percent in the last 3 years. This reveals the urgency behind scaling up disaster management planning and response for CAFN so that our emergency response remains proportional to the population’s needs. Simultaneously, the exacerbation of climate change and inequality has amplified the dangers posed by disasters, particularly among those with intersecting identities. Therefore, it is crucial to proactively address the nuanced and context-specific requirements of CAFN in emergency settings.

Methods: We conducted a qualitative study using interview data collected from teaching staff at a local high school. The feedback was organized into categorical codes using Atlas.ti and was subsequently used to develop policy recommendations.

Results: Our results concluded that while there are a variety of disaster mitigation strategies currently enacted in schools to protect disabled children, these alone are insufficient. Our analysis has identified specific gaps (relating to systems, mental health preparedness, and awareness) in existing policies and protocols. While CAFN teaching staff are motivated to serve their students, many cited concerns about the post-coronavirus disease 2019 educational landscape and noted increasing pressure, stemming in part from the identified gaps.

Discussion: As we recover from the pandemic, we now know more extensive policy is required to support CAFN students to prepare for both short- and long-term disasters that threaten academic success, emotional well-being, and safety. Policy recommendations have been generated to guide emerging policy toward promoting a more equitable educational landscape for CAFN students.