Integrating Traumatic Stress Care and Disaster Risk Reduction Education for Children: Teachers’ Roles after the Great East Japan Earthquake

Abstract

Disaster risk reduction education in areas affected by natural disasters serves a dual role: while it is essential for safeguarding lives in future emergencies, it may also inadvertently trigger traumatic memories among children. This study had two primary objectives. First, to examine whether disaster risk reduction education triggers emotional instability in children living in disaster-stricken areas. Second, to explore the relationship between teachers’ perceived self-efficacy in traumatic stress care and their experiences with disaster risk reduction education. Survey responses from 622 teachers in regions affected by the Great East Japan Earthquake were analyzed. The key findings were as follows:(1) 73% of teachers in tsunami-affected coastal areas and 43% of teachers in inland areas not directly affected by the tsunami reported that some children became emotionally unstable during disaster prevention education;(2) a significant correlation was observed between teachers’ traumatic stress care self-efficacy and the implementation of disaster risk reduction education that included mental health support components. The challenges associated with expressing and sharing disaster experiences are discussed within the frameworks of trauma-informed care and disaster risk reduction education.