Notes: Tips for Safety in Schools and Homes

(i) Community members play an important role in reducing the risk of a disaster and in the preparation of a Community Disaster Management Plan.
(ii) Homes and schools form an important part of the community and it is therefore necessary to have a safe home and school environment as students spend a reasonable amount of time in these places.
(iii) There has been a large number of incidents, both natural and human induced, in the recent past where a large number of students have been affected.
e.g., 2001 Gujarat Earthquake : 971 students and 31
teachers were killed.
2008 Earthquake in China : 900 students were killed.
2004 Fire Tragedy in Tamil Nadu : 93 students were killed.
(iv) All these precious lives could have been saved had the teachers and students carried out regular mock drills and had, a School Disaster Management Plan in place.
(v) The incidents mentioned above highlight the need and necessity for the administrators, teachers and students to create a safe environment in schools.
(vi) Some of the basic activities that can be taken up in home and school are as follows
(a) Awareness generation on various hazards in schools and homes.
(b) Preparation of a School Disaster Management Plan.
(c) Ensuring safe location of schools which are away from busy roads, low lying areas, railway tracks, hospitals etc.
(d) Ensuring structural and non-structural safety in schools.

(i) Sensitisation and awareness amongst teachers and school management.
Before preparing the School Disaster Management Plan, there is a need to carry out a sensitisation programme with key people like the Principal, Vice-Principal, the school management and administrative staff, teachers and head students so that the need and the importance of the plan is felt by everybody.
(ii) Formation of the Disaster Management Committee
(a) The members of this committee will have the overall responsibility in guiding and developing the plan for the school and also carrying out regular mock drills in school.
(b) This committee should be chaired preferably by the Principal of the school. Its members should include active members of the school like teachers, students, representatives from the Parent Teacher Association, local administration, representatives from the Government health department, NGOs, Civil Defence, Market Trader Association, some volunteers from NCC, NSS, Scouts and Guides, Nehru Yuva Kendra Sangathan, etc.
(iii) Hazard Identification and Assessment
(a) It is important that the schools know the hazards
(structural and non structural) that they are prone to.
(b) Schools should identify the structural hazards that they are likely to be affected with (e.g., weak concrete structures) as well as non structural hazards like location of cupboards, lights and other fixtures in the school, trophies, chemicals stored in the school laboratories etc.
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(iv) Inventory of Resources human and Material
(a) Human and material resources play a very important role in effectively responding to a disaster.
(b) The resources available in the school should be tapped and listed out, mentioning their location and contact details.
(c) Human resources include people trained in First Aid, Search and Rescue, fire fighting, etc.
(d) Teachers, administrative staff and senior students should be trained in these fields.
(e) Material resources include ladders, ropes, fire extinguishers, stretchers, first Aid Box, communication system etc., that are available in the school.
(f) Resources available in close proximity of the school like hospitals, primary health centres/clinics/dispensaries, police station etc can also be listed so that in case of any emergency they can be contacted immediately.
(v) Mapping A mapping exercise needs to be carried out as this would help the younger students and other staff members to be aware of the exit routes and location of the resources available.
There are four different types of maps to cater to different requirements
(a) Social Map This map details the physical location of the school. It demarcates
¢ The number of classrooms in the school. (Pucca, RCC, tiled)
¢ The staff room in the school.
¢ The laboratories in the school. (Physics, Chemistry, Biology, Home Science, etc).
¢ The school canteen and any prominent landmark in the school.
¢ The play grounds and open spaces within the school premises.
(b) Resource Map All the resources identified and listed
(human and material) need to be mapped in this so that they can be easily located in case a of disaster occurs.
(c) Vulnerability Map This map shows the vulnerable locations present in the school building.
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¢ Number of children in each class (male, female, physically challenged, sick and ailing, etc.) to be demarcated in the map of each classroom.
¢ Location of vulnerable classrooms in the school
(rooms near the school canteen, laboratories), classrooms which have weak structures, laboratories, canteen etc.
¢ Identification of the main electric switchboard/area in the school.
¢ Identification of low lying areas in the school.
(d) Safe Place and Evacuation Route Chart of the School
¢ In the map, we need to identify the safe places where the children and staff members can take shelter.
¢ For an evacuation route chart of the school to be in place, there is a need to show the entire staircase, doors and windows, open spaces, etc.
¢ The exits should be clearly demarcated in the map in case of a fire/earthquake.
¢ The exit routes in the school should be clearly demarcated by arrows.
¢ The maps drawn should be located in various strategic points.
¢ There is also a need to develop an alternative exit route in case the existing one fails.
(vi) Formation and Training of Disaster Management Teams (DMTs)
(a) Awareness Generation Team The members of this group should be creative and have an inclination for art and culture.
¢ This team will have to generate awareness on the various hazards that the school is prone to in pre, during and post disaster scenario.
¢ This group can use print and electronic media for generating awareness. Posters, folk songs and dance, films etc can be used in the school.
(b) Warning and Information Dissemination Team
¢ The school can have a School Control Room and students from class VII to XII can man the Control Room.
¢ Students trained in the operation of VHF sets or members of the Ham Club shall be a part of this team.
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¢ The school needs to have sirens, bells, flags, computer and internet, VHF/Ham sets etc for smooth functioning of the team.
(c) First Aid Team
¢ This team will be responsible for providing First Aid, in case of any casualty in the school.
¢ Since this is a skilled task to be carried out in case of an emergency, there is a need to provide them training. Training on this can be provided by Civil Defence Personnel, Fire Brigade, St John's ambulance, Red Cross, etc.
(d) Search and Rescue Team
¢ The team is responsible for carrying out search and rescue in case there is any emergency within the school premises.
¢ Sports teachers along with some senior students both boys and girls, can be a part of the team.
¢ Since the team is expected to carry out skilled jobs like First Aid, Search and Rescue etc, there is a need to trained the members by resource persons like Fire Department, Civil Defence, Police, Red Cross etc.
(vii) Mock Drills
(a) Mock drills are conducted to test the elements of Disaster Management Plan prepared by the school.
(b) The School Disaster Management Committee is expected to respond to a built-in scenario which they are likely to face.
(c) These frequent simulation drills will help the school to respond effectively at the time of crises.
(d) Drop, Cover and Hold is a simulation exercise carried out in areas prone to earthquakes. After discussing the plan with students and teachers, a mock exercise can be carried out in the school by creating a scenario and responding to it as effectively as possible.
(viii) Review, Approval and Updation of the Plan
(a) Just preparing the plan and carrying out mock drills is not sufficient.
(b) There is a need to review the plan prepared so that gaps identified may be resolved.
(c) Once the plan is prepared, the Disaster Management Committee of the school should approve the plan and share it with officials present at the district level like the District Magistrate or the District Education Officer.
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(i) Every family needs to plan for what might happen and students should sit down with their family and talk about it.
(ii) What you should do to prepare yourself for such a disaster
(like creating your family disaster kit)
(iii) What to do if you are asked to evacuate (which means to leave your home).
(iv) Where to meet outside your neighbourhood if you must evacuate. You should pick a friend or a relative's house.
(v) Where to meet away from your home in case of a fire (like a neighbour's house or the next crossing).
(vi) Where to call to 'check in' if you become separated from your family during a disaster. You should memorise the phone number of your relatives or family member who lives in another state. You would inform your relative about your whereabouts so your family members can find you.
(vii) Have the blood group of every member of your family checked.
(viii) Keep handy a list of important telephone numbers of your locality.
(ix) You can talk with your neighbours or Resident Welfare Association (RWA) about disarter plans.
(x) It is also a good idea to take first aid class so that you will be well prepared to help others.

(i) Every family should have a disaster supply kit in their home.
This kit will help you and your family during a disaster.
(ii) Your family will probably never need to use your disaster supply kit, but it is better to be prepared. The things you require can be put in a backpack or duffle bag.
(iii) Just make sure its not heavy and you can carry it easily.
Some suggested items for your family disaster kit are
(a) A set of warm clothes.
(b) Dry food items and drinking water.
(c) Important documents.
(d) Batteries, torch and a transistor radio.
(e) First aid box.
(f) Medicines for sick and ailing.
(g) Favourite toys and games.
(h) Blanket, pillow, etc.
(i) Pictures of the family and pets.
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