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Emergency preparedness is a critical priority in schools as institutions seek to ensure the safety of students, including those with disabilities amid rising concerns over natural hazards, community violence, and public health crises. This mixed-methods study explores the relations between school personnel’s familiarity with Emergency Operations Plans (EOPs), often referred to as Emergency Response Plans (ERPs), and their perceived preparedness to support students across these diverse emergency contexts. Results indicate that EOP familiarity significantly predicts self-reported preparedness to support both general education students and students with disabilities. Qualitative findings highlight systemic barriers in implementation, including insufficient training, evacuation challenges for students with mobility needs, behavioral concerns, and communication gaps. Findings suggest that inclusive emergency planning serves as a lever for whole-school improvement by forcing institutions to address interprofessional collaboration, communication protocols, and accessibility, thereby strengthening the educational environment for all students.
Kurto et al. (Thu,) studied this question.