Weathering the storm: Inclusive education and crisis preparedness

Abstract School crisis management frameworks are often characterised by standardised, centrally driven procedures that can limit responsiveness to the diverse and individual needs of pupils with special educational needs and disabilities (SEND). Recent global crises, including school violence, natural hazards and the COVID‐19 pandemic, have exposed persistent gaps in inclusive preparedness and response, frequently resulting in disproportionate risk and disruption to support for pupils with SEND. This conceptual article aims to adapt and extend the Educational Crisis Framework (ECF) to strengthen inclusive crisis preparedness, response and recovery in educational settings. Using a principles‐based conceptual analysis, the article synthesises empirical research from special education, crisis leadership and disaster risk reduction, alongside international policy guidance on inclusive emergency planning. The findings indicate that embedding disability‐specific considerations—such as multi‐modal communication, accessible and assistive technology planning, individualised safety supports and collaboration with emergency‐management agencies—within the ECF's Action Model (Aviate, Navigate, Communicate) and the Reflective Model (Knowledge, Compassion, Community Impact) addresses key limitations of traditional crisis approaches. The article concludes that adapting and extending the ECF offers a theoretically grounded and flexible framework that complements existing emergency procedures while promoting equity, participation and resilience for pupils with SEND.