National Health Development School Award
Activities by Outstanding Award Schools―High Schools and Special Support Schools―

Contents
Case Studies of Outstanding Award Schools
Gifu Prefectural Nagara High School ………………………………………………………１
Gifu Prefectural Gizan High School …………………………………………………………９
Fukuoka Prefectural Ogori Special Support School ………………………………………１８
Ibaraki Prefectural Katsuta Special Support School………………………………………２７

Educating Children Capable of Creating
an Ideal Environment for Themselves―Student-led Environmental Health―Gifu Prefectural Nagara High School

Ⅰ. Introduction to Nagara High School
This school, located in the northern partof Gifu Prefecture, sits near the Nagaragawa River―known for its cormorant fishing―at the base of Mt. Kinkazan―completewith a view of Gifu Castle above.
The area, which enjoys a rich natural environment, is also home to numerous educational facilities including elementary andjunior high schools. This preparatory school
will be celebrating its 70th anniversary.
With 1,159 students, Nagara High School is relatively large. As encapsulated in theschool philosophy, which says that as in the pioneer spirit, engage in both studies
and sports and be courteous, the school strives for excellence in both education andsports, and students both study and train hard on a daily basis.

Ⅱ. School Management Policy and Health Promotion[1] Health Development in School Education Goals and Education Planning
School motto

As in the pioneer spirit, engage in both studies and sports and becourteous

The ideals our students strive forIntellectual education: Students identify problems on their own, demonstrating theskills to solve them in the best possible way
Moral education: Students possess the discernment to function in the world, andalso have the richness of spirit to consider the needs of others
Physical education: Students maintain and build upon their health so that they can
not only survive but prosper in life
[2] Points to Consider in More Effective Health-building- Students receive daily-life guidance on health and safety, from the viewpoint of１

maintaining and improving one s health. The goal is that they imparted with theskills and approach to live a safe-and-healthy life on their own.
- Further, through day-to-day cleanup activities, students are made aware of the importance of building an ideal environment for themselves.

Ⅲ. Planning for Health Building[1] Points to Consider in Creating School Health Plans (Education and Management)
Our school, as noted in our motto, encourages students to strive for excellence inboth academic and sports, and also emphasizes health management abilities to ensure that students are able to lead safe and healthy lives at all phases of life. For instance, in addition to a focus on prevention, i.e., the significance and importance of
health checkups, students coming to the school health room are shown how to lookback on their lives to identify optimal solutions to health problems. Further, in order to achieve the school s goals on health and establish plans to help students withconsistency on detailed health initiatives, we stress the following three points:
1. Education to prevent drug abuse
Due to problems with drug abuse on the partof high school students in recent years, lectureson the topic have been incorporated into school
health program planning for all grades. School
pharmacists also give lectures on a range of topics pertaining to drugs as relevant to postgraduation life.

[Lectures on drug abuse]

Other lectures include the risk of tobaccosmoking and alcohol intake, as well as correct use of prescription drugs.
2. First aid classes
First-aid classes are held annually for bothstudents and staff- For students
Fire department personnel provide lectures
for first-year student Health Committee members and club representatives (both sports
and culture). The class is three hours long toensure that students are able to acquire the２[First aid classes for students]

necessary skills as well as take action to leadothers in the event of an emergency.
- For staff
Fire department personnel provide an annual lecture to all staff. All attendees learn
Cardiopulmonary Resuscitation (CPR) as well
as how to use a defibrillator. The goal is foreveryone to be able to properly respond in an[First aid classes for staff]

emergency situation.
3. Environmental health activities
Our school has a special focus on environmental health. Initiatives are incorporated into school health maintenance plans, through which students are madeaware of the importance of a comfortable and healthy environment. The goal,
supported by all school staff, is for the students to be able to take the lead in
making improvements to their environment.
Environmental health initiatives have been meticulously implemented at theschool for nearly 20 years, and we consider them a key part of the curriculum forour entire institution. We ask that everyone concerned work to facilitate both
broader and deeper awareness of the issues.
[2] Points to Consider in School Safety Planning (Education and Management)
At Nagara High School, safety planning involves a comprehensive set of safety
initiatives, and specific plans are in place to ensure effective implementation.
Amongst these, the school considers disaster prevention and safety inspection of facilities and equipment especially important.
As for disaster prevention, we have been holding life-saving trainings more frequently every year as of FY2016. We also hold an earthquake training, called the
ShakeOut,＊ on the 11th of every month to help ensure that everyone gets thetraining they need to protect themselves in an emergency. The disaster scenarios
are switched out each time for more comprehensive training. The training involves
envisioning every aspect of student life and adapting escape routes as well asmeans of information-gathering and communications, so that students will be able
to respond in any situation. Other initiatives include boosting disaster prevention
awareness on the part of the individual, and inspection of reserve items.
With regard to facility and equipment safety inspections, we create a safer school３environment by not only implementing inspections but also taking corrective action
and keeping comprehensive records of all of our initiatives.
By carrying out safety initiatives in this way, students are trained to be able torespond in the event of a true emergency.
＊

The Great ShakeOut Earthquake Drills are a series of
evacuation trainings originating in Southern California. The drills involve collaboration between nonprofit, business, government, and academia. The
ShakeOut is now open to participation from aroundthe world.

[ShakeOut]

Ⅳ. Specific-purpose Initiatives: Building a Safe-and Comfortable Environment
As of FY1994, the school has been awarded various Remarkable School Environmental Health Awards conferred by the Gifu Prefecture Society of School Health. As
of FY2001, the school has been continuously presented with both the Remarkable
School and Special Commendation School Award.
In recent years, the students have conducted environmental surveys and cleanup
projects on classroom conditions, giving rise to student-led initiatives to further improve their environment. The entire school supports these initiatives.
[1] Bolstering Collaboration between School Organizations: Fine-tuned Collaboration with School Pharmacists, Review of Results by All School
Staff, and Post-initiative Response
Regular inspections are implemented by the school pharmacist, the results ofwhich are shared amongst all staff. Where corrective measures are needed, internalschool systems collaborate to address and improve any issues promptly and appropriately. At the end of every fiscal year, we review the projects of that fiscal year
and incorporate improvements into the following fiscal year.
[2] Injury Prevention: Carrying Out Safety Inspections and Corrective Actions
On the 15th of every month, our staff conduct inspections in accordance with detailed criteria for the inspection area they are assigned to oversee. Results of the inspection are primarily viewed by the administrative sections and management personnel and corrective steps taken where necessary. Meticulous records are also
kept of post-initiative response.

４

[Record-keeping on post-initiative safety inspections][3] Student-led Projects: Environmental Health Projects Implemented Primarily by the Student Council (Excluding Health Committee Members)
The school carries out a number of student-led environmental health initiatives.
These include cleanup projects, building Eco Boxes, and more by the Student Council Executive Committee and various school clubs.
For instance, the School Council Executive Committee recruits student volunteers at the school to clean the building. This project, which involves approximately
50 volunteers, takes a positive approach to cleanup with the idea of beautifying
with their own hands.

[Student volunteer projects led by the Student Council Executive
Committee][4] Student-led Projects (Student Health Committee)
FY2013: Assessing classroom air quality
At Nagara High School, because we utilize kerosene stoves for heating purposes,
students noticed variation in temperature and air quality when the heat was on,which has prompted them to take the lead in improving the air in their classrooms.
To address the problem, they consulted with the school pharmacist, who suggested
the students measure carbon dioxide levels and temperature in the classroom, atwhich time they discovered the need for ventilation.

５

FY2014: Assessing and considering classroom air quality
Based on the need for ventilation revealed in air quality assessments in FY2013,
a survey was conducted on carbon dioxide concentrations and ventilation, as well
as student reactions, for each class.
The difference between classes that ventilate adequately and those that do not isevident in carbon dioxide levels, a fact that points to the need for further deliberation and implementation of more effective ventilation methods.
FY2015: Conducting experiments to achieve effective ventilation and to develop
relevant, viable rules
In order to identify effective ventilation methods, we have used a transparent box likened to aclassroom and a stick of incense in ventilation experiments designed to re-create classroom air flow
patterns. Based on the results of these experiments, each class has developed considered andestablished effective and implementable ventilation rules.
The experiments revealed different levels ofventilation efficiency depending on how far windows were opened. The students developed effective ventilation methods while still maintaining the[Ventilation rules adapted toeach class]same level of heating efficiency, on their own.
The students placed incense in abox so that the smoke would act
as a simulation for air pollution in
their experiment. The box has
eight windows on two sides, facingeachother.

Students

observedchanges in the effectiveness of[Classroom model: front (let), side (right)]

ventilation depending on how far
the window was opened.

FY2016: Verifying effective ventilation
In FY2015, each class implemented a ventilation experiment to test a proposed
ventilation method for efficacy, measuring changes in carbon dioxide concentrations
prior to ventilation, and at intervals of 1 minute, 3 minutes, and 5 minutes after

６

ventilation.

This

data

Changes in carbon dioxide
concentrations during ventilation

along with the observations of the students werecompiled in a chart.
We have verified that
effective ventilation canbe accomplished even in ashort time.

At startof break

1 minute later 3 minute later 5 minute later
Ventilation
Ventilation
Ventilation
startedstartedstartedComments from the students- When we opened the window, my headcleared and I was able to concentrate better!
- If cracking the window for just 5 minutes
makes the air that much fresher, then I think
we should definitely ventilate.
- I was really surprised by how when we
opened the window just a little bit the carbon[Students assess air in classrooms]

dioxide concentrations dropped so much!

[5] Results of Activities for Effective Ventilation Through the Present Time,and Future Plans
1. Results of Activities for Effective Ventilation Through the Present TimeThe number of students visiting the school health room in December, when
heating stoves are used, has declined since staff and students began ventilatingclassrooms (Graph 1). Further, during the winter of F2016, when ventilation was
being implemented in full force, the influenza infection rate was roughly half thatof other high schools in Gifu Prefecture and Gifu City. These findings show that
ventilation is effective at least to a certain extent (Graph2).
The comments provided by the students indicate that they feel they haveachieved positive results and are more aware of problems with poor ventilation.
The school was able to identify an effective, achievable ventilation system, whilestudents and staff became more aware of the need to ventilate.

７2. Issues for the future
When using air conditioners, we also use fans to regulate classroom temperature. However, we still find that some of the students are too cold, while others
feel hot. To address the issue, we conducted a questionnaire survey on the students in the classroom environment where air conditioners are in use. The questionnaire revealed that not only was there temperature variation in the classroom, but also that many students felt the air was dirty. Based on the survey, weplan to take steps to improve the classroom environment when using air conditioners, as is the case with heating units.
Comments from students andstaff- Because we made it a point toGraph 1
Trends in number of school health room
users by year (December)ventilate, we were the onlyclass not to have any cases ofinfluenza. (3rd year female student)- We thought about the way we
opened the window, and we figured out that even if we just

2013

2014

2015

2016

cracked it, we got some fresh
air in, and that helped us tothink more clearly.

(1st year

female student)
Graph 2
Incidence of Inﬂuenza (2016)- It s cold when we open thewindows to ventilate in winter,but if we're just cracking thewindow like we're doing, I
think we should keep it up. (2nd year male student)- When I heard that the students were taking the time toventilate, I started doing it too,at the beginning of class.
(staff)８

Fostering the Ability to Think, Devise, Call for,and Practice Health Promotion on One s Own―Making Effective Use of Student Council Projects
and Class Time for Integrated Studies―

Gifu Prefectural Gizan High School

Ⅰ. Introduction to Gizan High School
This school is located in the northern part of Gifu City,
traversed through the center by the Nagaragawa River.
Mt. Kinkazan lies to the south and Mt. Dodogamine to
the north, offering scenic views in a tranquil learning environment, in an area known for its emphasis on education. Each academic year has
seven General Education Course classes and two classes for the Science and Mathematics Course, for a total of 27 classes and 1,077 students. Gizan High School, which
has celebrated its 60th anniversary, is categorized as a large-scale school designed toprepare students for university.
Known for its Science and Mathematics Course, and for its status as a Super Science High School for a period of 10 years, the school has gleaned a plethora of research results, which it applies to education. Gizan High School focuses on educating
students able to think and express their thoughts scientifically.

Ⅱ. School Management Policy and Health Promotion
Our objective is to educate sound individuals, healthy in both body and mind, withthe strong will to implement their goals. Through the following academic activities,
our objective is to make our school a dynamic and creative place. Accordingly, ourmotto is Gizan: Aim High.
1. Taking learning to the next level with inquiry-based learning programs―A focus on educational programs devised to boost knowledge through experience
2. Enhanced career education and guidance to achieve the desired career path
―Setting up life plans with a view to the future, cultivating concrete skills
3. Projects to achieve a fuller school life
―Helping students to develop initiative and confidence
One of the key themes for our Learning-by-Inquiry＊1 class, which is applied
throughout our school, is health-building. We encourage students to formulate a basis

９for their thinking and take the lead in sharing their ideas with others on the subjectof health, the purpose of which is to develop leadership skills. At the same time, students are taught to identify and solve health issues on their own.
＊1 Learning-by-Inquiry is a term we use at Gizan High School to refer to class time for Integrated Studies.

Ⅲ. Health-Building Systems[1] Points to Consider in Creating School Health Plans (Education and Management)
Through a variety of educational projects implemented throughout the year, wedevelop plans incorporating the following points:
1. Encourage the ability to incorporate evidence-based thinking and decision-making abilities into day-to-day life
2. Make use of the Student Health Committee
3. Taking the long-term view including career training
Drawing on information obtained from students visiting the Health Center, wehave identified current health issues such as use of pharmaceuticals, implementing
cancer education, drug abuse training, etc., as well as use of PCs and smartphones,
appropriate clothing, and communications, incorporating them as health education
topics. The school implements collaborative initiatives on health education and classtime for Integrated studies, as well as student guidance.
In addition, we assign priority to surveys on educational environment improvements as well as cultural festival planning via the Student Health Committee. The
goal is to educate students capable of rational thinking as well as planning and decision-making.
Securing sufficient time for health education in the high school setting can be achallenge. To overcome this problem and achieve our goals, we utilize close-tohome issues and the day-to-day classroom environment as material for our initiatives. We work to engender a multiplier effect in our health-building initiatives, linking our school-wide health education and Learning-by-Inquiry class.
[2] Points to Consider in School Safety Plan (Education and Management)
With a view to boosting awareness of both safety and disaster prevention, ourgoal for students is to be able to think, plan, experience, and implement projects.
During our Life-saving Trainings＊2, student disaster prevention leaders take the initiative.

１０In order to improve both the safety and comfort of our learning environment, we
implement several sub-projects such as a once-a-month cleaning by all staff and students, appropriate use of air conditioners, and detailed safety inspections.
With regard to air conditioner use, we pay attention to such issues as weather
conditions (both temperature and humidity), problems with small insects, etc., separate from user rules.
＊2 Life-saving Training is a term Gifu Prefecture uses to refer to evacuation drills.

Ⅳ. Specific-purpose Initiatives: Student Council Projects and Class Time for Integrated Studies[1] Initiatives to Boost Disaster Prevention: Life-saving Trainings
These drills are implemented three times annually. The second round is carriedout primarily by student disaster prevention leaders from the student council. It
takes one hour and involves the entire school.
FY2015: Understanding Disaster Prevention in Your Area of Residence
1. Using the Disaster Imagination Game (DIG) map students obtain an understanding of the differences between Gizan High School and neighboring high schools,
as well as differences in natural disaster prediction due to topographical attributes
2. Students use their own smartphones to research disaster prevention planning in
the area where they live
3. Students fill in the locations of fire extinguishers, fire
extinguisher hoses, evacuation supply bags, and fire
alarms on a diagram of the school building layout
FY2016: Think about Meals During Times of Disaster1. Students break down into groups to develop menus fora full three days following a major disaster, giving
presentations on the subject
2. Eat the emergency food supplies (hardtack) stored at
the school
FY2017: Disaster Prevention/Disaster Impact Reduction
Planning for Your Own Room
1. Students fill in the layout for their own rooms, including desks, beds, windows, etc.
2. Students are shown footage, taken coincidentally, of aroom during the Great East Japan Earthquake of 2011,

１１[Life-saving Drills inprogress]which shows the degree of shaking, household furniture falling, glass breaking,etc.
3. An overview is provided of tools that prevent household furniture from toppling/
how furniture moves around a room during an earthquake
4. Create a room layout that carefully considers disaster prevention and disaster
impact reduction
5. Students make a pledge to their peers on the date by which they will implement
the layout they have devised
FY2018: Creating a Hazard Map Showing the Routes You Would Take to Walk
Home in the Event of a Disaster1. With the use of a projector, students are shown what city streets looked like after severe earthquakes in the past, as well as after flood damage
2. Students assemble according to which junior high school they attended, and select a student leader
3. Students consult each other and fill in the hazard map with safe routes home[2] Student Health Committee Projects
The Student Health Committee is composed of two students from each class fora total of 54 members for the school. The council implements daily classroom inspections, drinking water testing, and school clean-up, as well as topics the students
decide upon themselves.
1. Surveying classroom air quality
As we come into the season where we need heaters, the students know thatthey need to be ventilating, but if one student opens the windows, some of theother students tend to be unhappy. By measuring carbon dioxide density and indoor temperatures over time, altering ventilation conditions as we go along, they
discover the importance of maintaining the indoor environment with the specificgoals of boosting learning efficiency and maintaining health. It is therefore a Student Health Committee project to encourage students to take an active approachto improving the learning environment.
Over the period of November-December every year since 2008, all first-year
student classes and second year students wanting to participate first take the required measurements. The Student Health Committee then develops effective
ventilation methodology under the supervision of the school pharmacist. Thesemethods are then implemented. In addition, the Committee Chair compiles observations based on the measurements taken, sharing these with the entire school

１２

Focusing on ventilation during breaks

Carbon dioxide levels (ppm)

Carbon dioxide levels (ppm)

Paying attention to how much windows
are open during classes

Opening thesoutherly windowbrought levels down
to 1500ppm or less!
Levelscontinue to rise
where windows
at the top of thewall arecontinuously
closedLevelsdeclined only
slightly where only thewindows at the top of
the wall were opened,
which proved
insuﬃcientTime lapsed (in minutes)

Levels riseslightly but are
maintained at
1500ppm

Levels are highwhen classstartsTime lapsed (in minutes)

Levels fallslightly afterclass starts

Carbon dioxide levels (ppm)

Carbon dioxide levels (ppm)

Focusing in temperature changes

Temperature↓

Time lapsed (in minutes)

CO2 levels canbe lowered
without lowering
temperatures!

At ﬁrst it was slightly cold,
but temperatures rose
gradually↑
Temperature

Time lapsed (in minutes)[Results for of tests conducted in each class: student presentations]through the Health Newsletter, grade level assemblies, etc.
The students noticed various things about the ventilation process, as follows:
Planning effective ventilation where students aren t subjected to cold as much:using the windows at the top of the wall on the hallway side ; Does opening thewindow really lower the temperature?: Changes in room temperature caused byventilation ; Ventilation methodology depending on the weather. These issues
are incorporated into the measuring process and updated every year.
In FY2018, environmental health standards pertaining to classroom temperatures were revised to 17―28 degrees Celsius. Because the use of school air conditioning units for heating is anticipated in the future, they also measured temperatures with the units in use.
2. School festival presentations
The students consult with each other about health topics they are interested inat the end of June, and decide on themes accordingly. All students participate ina project. Working in separate groups, they compile their results and present
them at the school festival at the beginning of September.
FY2015: Together Considering What We Can Do as Individuals to Protect Our Lives
Students considered what they could do to protect life by learning about the

１３

birth process, STDs, dating violence, the origins of their own names, or interviews with their parents and teachers, etc. In addition, they also worked with the
Gifu University Peer Counseling Club on male-female relationships.

FY 2016: Learning about Infectious Disease Prevention from the 2016 Kumamoto
Earthquake Scenario: Fighting an Unseen Enemy
Expressing doubts about why noroviruses were spread in shelters after the2016 Kumamoto Earthquake, the students explored the causes and types of environments conducive to infectious disease outbreaks. They also devised day-to-day
infection preventive strategies, holding experiments to observe bacteria growth
after hand-washing and creating a device to check on effective hand-washing using black lights, etc.

FY2017: The Hidden Positives and Negatives of Smartphones
At present, as the use of smartphones and SNS have permeated our society,students have assessed the mental and physical impact of these trends on people
and any issues they may cause, prompting them to review how they are used,considering appropriate ways of using them, and communications in general. The
students researched individuals reasons for using smartphones, SNS, etc., as wellas means of communication, by age group, conducting school-wide questionnaires
on smartphones and interviews with teachers, as well as self-checks on smartphone dependency.

Students at the Gifu University Peer Counseling Club set up a booth on communications via LINE. Visitors to the booth experienced an effective method of

１４communication―involving concern for the other people―while at the same time conveying one s message.
FY2018: Smoking Versus Non-Smoking
As the Tokyo Olympics comes closer, countries are
considering various strategies to address the issue of cigarette smoking. Our students have wondered what is so bad about cigarette smoking and why, if tobacco
products are bad for one s health, such products are still being sold. They have
explored the dangers of cigarette smoking, researched anti-smoking strategies,
and considered what they can do as individuals.
Looking back on last year s event to see what we could improve, we found that
because there was not enough time to devote to preparation and analysis ofquestionnaires distributed at the school festival, instead we are incorporating
more visuals such as photographs, diagrams, and experiments to bring up any latent issues.

[3] Bringing Inquiry-based Learning Project Solidly into Integrated Studies
Rooted in a general plan over the course of three years, a total of seventeen periods are assigned to Learning-by-Inquiry class for second year General Education
Course students during the second half of the year. Through this program, students identify any issues and questions they may have regarding coursework, society in general, and day-to-day life. Groups of three to four students work together
on research to find solutions to these problems.
Classes are divided into
subjects such as language,

Inquiry-based learning through day-to-day projects

social studies, literature,

Unique inquiry-based learning
themesHealth and Medicine- Beginning and end of life
- Gender Identity Disorder(GID)- About birth- Dangerous foods

mathematics, the local community, science, healthPresentations at
the school festival(September)and medicine, future creaStudent HealthCommittee
Recommendations(May)tion, and more and assigned their own
torieslabora-where they carry- Chair proposes special projects
demonstrating the importance of lifeat school festival- Surveys: What can we do exactly
Examples: Sex education, examiningoneʼs actions- Teachers and students consider
and discuss the issues together

１５- Exhibition on the importance of life
- Collaborating with Gifu University
student clubs- Researching, compiling, andposter-making- Group work

Collaborative Projects
with a college of nursing
and the Gifu University
Peer Support Club

Future dreams of students
Advancing to university

Inquiry-basedlearning in General
Education Course(October‒March)- Determining Research-style learning themes
Examples: insurance, medical research themes
Global medicine: “current status and issues,”“Importance of life,” etc.
- Themes selected by second-year General
Education Course students- Collaboration with the Gifu University School of
Medicine Nursing Course- Compilation of inquiry-based learning, seminars,
surveys, and researchHigh school students
visit Gifu University
School of Medicine
Nursing Course to attend
lectures/seminars

out their work once a week.
For this exercise, the students develop solutions to
issues that interest them and come up with theirown conclusions, which are presented at poster sessions in February. On the subject of health andmedicine, the students collaborate with the Gifu University School of Medicine Nursing Course, throughwhich they receive specialized guidance and advice including
career counseling.
An example of the school s work with the Inquiry-based
Learning Project is the school festival, which features thetheme of life. A system of blending such themes with our[ Inquiry - based
Learning Project
presentations]hallmark inquiry-based learning, as recommended to students, is illustrated in the
diagram below.
Through the present time, the following themes have been determined in relation to Life-saving Drills, student committees, and health education class.
Learning about the Parent-child Relationship: Is our Parents Thinking Really Different from Ours?
Gender Identity Disorder (GID): Do You Know about LGBT?
What Do We Do for Meals During a Disaster? Even the Guys Can Do This!
Cooking During a Disaster: Borrowing on the Knowledge of Our Ancestors
Breast Cancer: Angelina Jolie s Extreme Choice
The Correlation between Stomach Cancer and Cigarette Smoking
The Comfortable Classroom
Preventing Infection: Is the Method of Washing Hands, Gargling, and Wearing
Masks the Most Effective way to Do It?
How Many Sports Drinks, Glasses of Juice Is Okay to Drink in a Day?
Communication That Effectively Conveys What We Want to Say

Ⅴ. Achievements and Problems to Be AddressedHigh school is a time during young peoples development when they bring to makethe shift away from dependence on adults. At this point, their behavior is more easily
swayed by their friends.
Taking up health issues from amongst those experiences by students on a daily basis, they solve these issues, and incorporate this knowledge in daily lives. These learn-

１６ing initiatives are designed to be effective means of healthbuilding through life.
Subsequent to life-saving drills, surveys were conducted on
preparing and inspecting supplies at home, strategies to prevent falling furniture, and knowledge of regional evacuation locations. Results indicated significant differences in awarenessbetween Gizan High School and other schools in Gifu.
Studying actions taken in scenarios where students are not[Posters used inpresentations]at the school can be helpful to boosting awareness of disasterprevention issues.
Subsequent to surveys on classroom air quality, when the rounds were made of theschool grounds, the windows at the top of the wall and/or hallway windows wereopened in the classrooms surveyed, an indication that the students and staff were
now more aware of the need to ventilate. During an influenza outbreak, staff also
made sure to thoroughly ventilate during grade-level meetings, such that they werethen able to assist the students with ventilation projects. During the winter season(December-February), visits to the Health Center declined, and the rate of influenza
infection was lower at Gizan High School compared to other high schools in Gifu Prefecture and Gifu City.
The Student Health Committee Chairs, who plan and run the school festival, selectpotential schools to attend where they can draw on the themes they have alreadyworked on through the school s Inquiry-based Learning Project. For example thetopic of food could lead to one becoming a nutritionist, the topic of life to work as a
midwife, and communications to a teaching job. Themes are taken deeper with this inmind.
Linking our learning-by-inquiry program to career choice is a process still under development. As we proceed with creating a theoretical framework, Inquiry-based
Learning is incorporated into how the subject of health-building is perceived and approached, ideally sparking the interest of students. Students are encouraged to acquire problem-solving skills by applying their knowledge of health building, specifically health and safety, together with knowledge gained from other subjects, and further to apply these skills to broader society and post-graduation life. To achieve this,teachers must continue to pose questions to pique the interest of students andprompt them to solve issues. In this way the school continues to develop learning-byinquiry methodology.

１７

Health Guidance Based on Systematic Coordination,
Efforts to Cultivate Children Who Can Practice
Healthy, Enjoyable Eating Habits―The Importance of Staged, Systematic Educational Activities―

Fukuoka Prefectural Ogori Special Support School

Ⅰ. Introduction to Ogori Special Support School
The school is located in Ogori City, inwest central Fukuoka Prefecture. It is aprefectural special support school for elementary, junior high, and high school students whose primary disability is cognitive.
The school opened in 1979 with elementaryand junior high school curricula. The highschool curriculum was added in 1983, andthe school celebrated its 40th anniversary during FY2018.
Today there are 44 elementary, 42 junior high, and 117 high school students, for a
total of 203 registered school children. The student body is highly diverse, with someschool children having multiple disabilities, such as autism and developmental disabilities; in some cases, these disabilities are severe. From an overall perspective, disabilities are increasingly multiple and diverse. Since the number of school children is expected to grow, an accurate grasp of individual schoolchild needs, matched by appropriate guidance and support, will be essential.

Ⅱ. School Management Policy and Health Promotion
In accordance with its school educational goal,

Independence, Fraternity, andHope, the school s pedagogical goal is to cultivate school children with the potential
and resilience (Hope) that will allow them to maximize their future self-reliance (Independence) and participation in society (Fraternity). It strives to maximize schoolchildpotential through correct understanding of, and loving support for, individual schoolchild needs, in an environment suited to their disabilities, developmental stage, andspecial characteristics.
The school has also developed an educational methodology for school children,which it terms the Kitahome (Strengthen and Praise) Fukuoka Method, to expand the

１８children s range of possibilities by considering their situation and educational needs.
The school endeavors to cultivate temperaments and attitudes that provide strengthfor independent growth. It also prioritizes efforts to boost the effectiveness of each
grade and school (elementary, junior high, and high school) association, school managers association, administrative subcommittees, and other committees and organizations; strengthen information sharing and coordination; and reinforce the promotion ofcollaborative structures that leverage the individual strengths of instructors and administrators.
In particular, the school s approach to health development involves health guidance
based on systematic coordination among each school, the Student Health Committee,
the nursing teacher ( yogo teacher), the school dentist, and others, as well as food guidance based on staged, systematic learning activities. Through these efforts, the school
aims to cultivate the basic capacities necessary for living with health safety and vitality.

Ⅲ. Health-Building Systems
School health and food administration are handled by the School Health Department and the School Lunch and Food Allergy Management Committee, school safety
by the Student Guidance Department, and food guidance by the Food Guidance Committee. The heads of these organizations coordinate closely in fulfilling their responsibilities with respect to guidance content and guidance plan preparation.
Each responsible individual draws up an overall guidance plan before gatheringwith those involved to discuss further. After review by the Steering Committee, theplan is promulgated to all instructors and administrators, and health development is
implemented through overall educational activities.
[1] Points to Consider in Creating School Health Plans (Education and Management)
The school undertakes to guarantee a healthy school life for its school children,and maintain and enhance their health. In addition, through health management,
the school works to cultivate school children who are healthy in mind and body,and provide extensive health education and guidance suited to the mental andphysical health of individual school children. To this end, the formulation of school
health plans incorporates advice from multiple individuals including the school doctor, dentist, and pharmacist. In addition to the health plan, the school also preparesa school infirmary management plan, and a sexuality guidance plan, among others.

１９[2] Specific Methods to Facilitate Health Plan Implementation
Health guidance, which formerly centered on guidance by homeroom teachers,
and individual guidance provided by the nursing teacher and others, is carried out
systematically based on coordination between each school, the Student Health Committee, the nursing teacher, the school dentist, and others. The result is extensive
health guidance. In addition, education relating to cigarette smoking, alcohol intake,and drug abuse prevention is carried out through coordination between the Student Guidance Department, the PTA, and related organizations and individuals.

[Smoking prevention
education][Drug abuse prevention
education][3] Points to Consider in School Safety Plan (Education and Management)
A school safety plan is prepared jointly by the Student Guidance and School
Health departments. The school works to create an environment where school children can learn with peace of mind and safely; prepares an emergency manual foruse in the event of danger on campus; and works to bolster the school s safety
structure through coordination with external entities.
[4] Specific Methods to Facilitate Safety Plan Implementation
Safety guidance includes earthquake and fire evacuation drills for school children,
traffic safety classes, crime prevention classes, guidance for school children commuting unaccompanied to school, and education in how to use mobile phones andhandle problems, all in coordination with such external entities as the fire department, police, and the prefectural consumer service center. In addition, administrators receive training, carried out in coordination with related organizations, that includes general regular lifesaving and simulated emergency situations (e.g., swimming pool emergencies) involving injured school children, and promote school
safety planning. Furthermore, since approximately 70% of school children commute
using the school bus, school teachers work to enhance safe bus operation throughtheir presence during the commute to and from school, allowing them to provide direct guidance to school children.

２０[Earthquake and fireevacuation drills][Traffic safety class (elementary school students)][Regular lifesaving lecture for administrators][5] Points Considered in Formulating Food Guidance Plans (Education andManagement)
The School Lunch and Food Allergy Management Committee formulate policies
and plans relating to food safety management, including food allergy management.
The committee works to improve and manage a system that is capable of administering hygiene and safety for school meal preparation overall, while also capable ofdealing with individual cases with common understanding. Food-related guidanceplans for all three academic levels are formulated by the Food Guidance Committee, which ensures that the plans will be staged and systematic. The nutrition
teacher serves on both committees and provides information, planning, and coordination.
[6] Specific Means to Facilitate Food Guidance Plan Implementation
In coordination with the Student Guidance Department and as part of theschool s disaster prevention education, school children experience a school lunch
consisting of emergency food supplies. To enhance the effectiveness of this experience, the meal takes place on the day of the evacuation drill. School children receive pre-meal guidance as well as guidance through the school PA system during
thelunch. In addition, as an opportunity for school children to participate in mealplanning in accordance with their level of development, school children in eachclass can, on a planned basis, make school lunch requests and have meals preparedfrom ingredients grown on campus. To review the safety of individual meals andensure safe management of food allergies, the committee carries out systematic reviews and holds menu planning meetings, and undertakes to reach shared understanding on the part of administrators involved. Furthermore, the committee sschoolchild safety management activities include the creation of an emergency
manual covering the management of individual schoolchild food allergies, and simulation of emergency food allergy management.

２１

Ⅳ. Characteristic Health Development Efforts[1] School Health-related Guidance Efforts
1. Coordination with schools and classes (health guidance by nursing
teacher)During the September school meetings, the elementary school carried out health guidance using a flannelgraph, held in coordination with staff in charge of theschool meeting, on managing one s physical condition
prior to athletic meet. The guidance took place at the beginning of the athletic training season, and the school
children paid close attention.
During the September and November school meetings, the junior high school
held presentations by members of the School Health Board, in coordination withstaff in charge of each school meeting. The theme for September was heatstroke
prevention, while the theme for November was dental care guidance. With respect to education relating to cigarette smoking, alcohol intake, and drug abuse
prevention, the school undertook to carry out coordinated guidance starting with
FY2014, with first-year students receiving education relating to alcohol intake
and second-year students receiving education related to cigarette smoking. During FY2015, third-year students took up the subject of drugs, while starting with
FY2016, the school initiated steps to create a health guidance structure for all
three years of junior high school. During FY2017, in coordination with the Student Guidance Department, the school carried out a review with the goal of systematic guidance.
Every year, the high school conducts drug abuse prevention education with an
external lecturer, under the auspices of the Student Guidance Committee. Basedon the education given in junior high school, in coordination with the nursing
teacher, the high school provided systematic guidance, keeping the following
points in mind: first, efforts by the junior high school, and the teaching materials
used, were profiled at staff and school meetings: and second, guidance provided
by the nursing teacher was reviewed by the school and adjusted in terms ofschedule and other aspects.
2. Coordination with school dentist and dental hygienist
Dental and oral health guidance was formerly provided in each school and２２class, however, from FY2014, the school has beenworking in coordination with the school dentist anddental hygienist to provide specialized and consistent dental care guidance from elementary to highschool. In addition, the nursing teacher and dental
hygienist have been reviewing guidance content andaudiovisual materials in terms of the actual condition of school children, and arecarrying out guidance by team teaching. Furthermore, since many high school
students were found to have dental calculus during their regular health checkup,
in FY2017 school children began receiving guidance for prevention of periodontal
disease. The school children enjoyed receiving guidance from the dental hygienist, and listened with interest.
3. Creation and sharing of instructional and other materials
Materials such as displays, audiovisual materials,
and quiz- and self-check-type posted materials stimulate schoolchild interest and attention. In addition,teaching materials are presented and displayed atadministrative meetings and elsewhere, areas havebeen set aside for their display, and PowerPoint
teaching materials are saved in files for sharing.
4. Student council activities
Posters prepared by the Student Health Committee with monthly health goals
are displayed outside the school health room, and were announced by school children at school assemblies, along with a talk by the nursing teacher.
5. Coordination with households and the community
Each school takes the opportunity―in its communications and correspondence
notebooks, on the notice board outside the school health room, on the school website, and so forth―to disseminate and share information with households concerning the status of its systematic health guidance activities, as well as to share images of school children. In addition, the school holds health education-related discussions with advisory committees composed of school advisory councilors andrelated persons, and the School Safety Council, and has deepened such coordination to address the challenges it faces.
6. School Health Board activities
The School Health Board was formed to drive health education, and gathers

２３

specialist guidance and advice to improve such education for the next fiscal year.
[2] Food Guidance Efforts
Staged, systematic guidance utilizing buffet-style school lunch
The school regards buffet-style lunch during off-campus events, including training camps and excursions, as important opportunities to accumulate social experience. It also regards the preparatory learning for such meals as an opportunity forfood education that can be engaged in with enthusiasm and effectiveness, and plans
experiential learning implemented using the following schemes.
1. Staged, systematic goal setting
Uniform Aims for Buffet-style School Lunch for all schools were formulated.
Specific goals are selected from this list based on the goals and situation of theevent planned. The aim is to establish behaviors through uniform guidance content and language use by all guidance providers and schools.
2. Instructional material and teaching tool design
・Teaching materials and tools
are shared across schools, including simulated buffet andother teaching materials crafted by Art Department instructors.
・Incorporating color
matching
ages

encour-experiential

grasp of food functions

throughpeated,re-develop-mental stage-appropriate appeal to the visual sense. Adoption of red, yellow,
and green color-keyed learning materials, tablecloths, etc. supports schoolchild
activity.
・Menu composition is determined through discussion by those involved to ensure that it is appropriate for learning goals and developmental stages.

２４

Implementation case study:
Staged guidance for off-campus events, buffet-style school lunch, etc.
Since the first year of high school is the initial year of three years of food education with a view toward independence after graduation, learning was deepened instages through the use of training camps and buffet-style school lunch. The homeroom teacher and nutrition teacher discussed and drew up a plan, prepared teaching materials and held classes based on efficient division of roles. The aim was forthese efforts to become established as annual customary efforts.
Stage 1 : Training camp preparatory
learning
4. Buﬀet-styleschool lunch
3. Training campfollow-up
Nutritional balance
guidance
and amount

Manner learning using simulated buffet; commence learning about the three

1. Training camppreparatory
guidancefunctions of foodStage 2 : Food

Introductory
food categories

guidance

2. Training camp
food guidance

Staple foods, main dishes,side dishes

Practicing what was learned

Yellow 1
Red 1
Green 2The three food categories
Buﬀet manners guidanceat over-Stage 1night accommodations, re-Stage 2

Stage 3

Stage 4

Consultation, planning, and classes by nutrition teacher[Staged food guidance (first-year highschool students)]

cord-keeping
Practice actual food selection at overnight accommodations

Stage 3 : Menu creation based on post-training camp
guidance
Self-evaluation of foods chosen at training camp. Learn about the basic meal format (soup and three other dishes)→Create school meal request menu
Stage 4 : Conclude with buffet-style school meal
Follow-up learning → Nutritional balance and portion size learning
Learning practice at buffet-style school lunch

Ⅴ. Summary of Efforts[1] School Health-related Guidance Efforts
Health guidance is carried out through coordination between the nursing teacher,schools, homeroom teachers, the school dentist, and the dental hygienist. This enhances administrator enthusiasm for and attention to health guidance, and facilitates allocation of time to such guidance. As a result, coordination with related committee representatives has been deepened, leading to increased activities to raiseawareness of monthly health goals. In addition, first steps were taken toward a

２５

structure for drug abuse prevention guidance in junior high school, facilitating linkage to such guidance at the high school level.
[2] Food Guidance Efforts
Administrator knowledge and attention regarding food education has increased,with each administrator having more opportunities for food education efforts in thecontext of their positions. Moreover, displays of food education materials and datasharing efforts have become established, and an environment created that encourages continuation of systematic, cross-school food education.
With respect to coordination with households and the community, the school coordinates with the PTA to plan school lunch sampling events, and by holding themin conjunction with PTA food education promotion activities (cooking classes), interest in sampling events for guardians has increased rapidly, leading to greater attention to food education on the part of guardians.

２６Disaster reduction initiatives to accomplish
today to ensure future dreams come true
―Creating a safe-and-secure learning environment for children throughcollaboration between school, home, and the local community―

Ibaraki Prefectural Katsuta Special Support School

Ⅰ. Introduction to Ibaraki Prefectural Katsuta Special Support School
The Ibaraki Prefectural Katsuta Special
Support School was opened in 1979, when
special needs education became mandatory.
This year marks the school s 40th anniversary as a special needs school for people
with intellectual disabilities. Students commute to the school from the two municipalities of Hitachinaka City and Tokai Village.
The school has a total of 215 students: 84 elementary school students, 58 junior highschool students, 54 high school students, and 19 students on the home education program (as of May 1, 2018).
Approximately 70% of the students at the school have an overseeing physician at a
medical institution, for disabilities and illnesses such as autistic spectrum disorder,
chromosomal abnormalities like Down syndrome, epilepsy, heart disease, etc. In addition, about 50% of the students take medication to treat their disabilities and/or illnesses.
The objective of the goal of school education at Katsuta is for each student to beable to manifest their talents, make their dreams come true, and simply be able tolive with a smile. To achieve this, teachers must comprehend the circumstances of
our times, and schools, families, and communities work together to provide guidance
tailored to each student. The goal for the students is independent living and participation in society. The focus is career training, interaction with others, and collaborative
learning.

Ⅱ. School Management Policy and Health Promotion
Our Pledge: We offer safety and security and work to make our students happy
All operations at our school are related to our pledge.

２７

The school s primary responsibility is to make the school lives of the students attending our school fuller and more fun in the mornings, and to send them home
happy. To ensure that this cycle is carried out smoothly on a daily basis and that thisregularity of life is properly maintained, the school implements the following organizational initiatives on all aspects of student life. The goal is a safe-and-secure school environment.
1. All educational activities are reviewed and revised from the perspective of securing the children s health and safety.
2. Because health and safety are indispensable, facilities and equipment are inspected on a daily basis and repaired as needed.
3. Encourage students to learn to protect and maintain their own health in a practical way.
4. Implement strategies to secure the health and safety of the students, collaborating with the community and with the families (e.g., going to sleep and waking up
early, eating breakfast, exercising, etc.).

Ⅲ. Health-Building Systems[1] Implementation Systems for Allocation of Duties and Committees
Pertaining to school health and school safety, the school health supervisor oversees the Health and Safety Council, composed of coordinators in charge of healthguidance, disaster reduction and safety, food education guidance, and environmental beautification. Coordinators assigned to the elementary school, junior highschool, and high school levels meet at coordinator meetings to discuss the issues,
which are then presented by the school heath supervisor and considered at steering committee meetings.
In addition, the following committees oversee health and safety: the School
Health Committee (boosts health management and health education for children, accommodating basic school meal programs, food allergies, etc.), the Medical Care and
Safety Committee (ensures student health maintenance and safety/smoother operations during emergencies including medical care such as phlegm removal, treatment for epileptic seizures, etc.), the School Education Assistance Committee (considers reorganizing classes, shares information on new students and students transferring in or out of the school, develops systems of specific guidance on disabilities,
illnesses, etc.), and the School Disaster Reduction Liaison Council (assigns top priority to protecting the lives of the students, prepares the school environment for any

２８instance of disaster).
[2] School Health Committee Initiatives
Until the present, health and safety initiatives and reports on health exams results compiled into reports were the primary focus. Attendance by parents/guardians was limited to PTA executives, but with a focus on student health issues, rules
were revised such that all parents/guardians are permitted to attend School HealthCommittee meetings. Regarding health issues such as those pertaining to healthexam results and health observation sessions, as well as school meals, questionnaires are distributed to parents/guardians to assess conditions at home. School
doctors and other specialists give lectures on the resolution of health issues. Committee meetings are announced to residents associations and residents invited toattend, representing an opportunity for schools, families, and the local community
to together consider the health of the children.
Food presentations corresponding to student needs

Child development sleep[First School Health Committee established 2019][Second School Health Committee established 2019][3] Crisis management system initiatives
The school principal writes a column referencing materials such as past court
cases pertaining to school accidents, communications from government agencies,etc., which is distributed to all teaching staff. The school s crisis management system is shaped in light of various projected scenarios based on the approach described in the school principal s column.
1. System to address problems with student illness or injury
From the school principal s column entitled Safety Obligations by teachers
Post-incident steps: Assess incident circumstances and determine whether appropriate
measures are being taken to address any issues
Communication systems capable of emergency measures, such as posting lists at hospitals and other medical institutions, are useful for not only information-sharing but also
for raising awareness amongst teachers and staff of potential problems.

２９Emergency notices posted
at the school inﬁrmary

List of medical institutions
by department

Injury/illness tracker chart

BLS algorithm andinstructions check sheet

2. Reports of near mistaking incidents
From the school principal s column entitled ProtectingChildren from Accidents and Incidents of Disaster
Lessons to be learned from accidents, compilations of casestudy examples of near mistaking incidents
To prevent major accidents before they happen, it iscritical not to overlook any near mistaking incidents that
we find in day-to-day life at the school, to compile casestudies, and to share this information between all teaching
staff.
It is the responsibility of the school to do the utmost to
prevent reoccurrence by repeating both the truth of accident occurrence and the invaluable lessons gleaned fromsuch accidents.

Reports of near
mistaking incidents
posted in the Staﬀ Room

3. Preventing heat stroke
From the school principal s column entitled Preventing Indoor Heat Stroke
Damage suits filed for instances of heat stroke in the gymnasium during junior high school level club activities
In light of the fact that heat stroke can lead to death inserious cases, the school is obligated to take steps to prevent heat stroke as one component of safety measures.
Strategies involving installation of thermometers and
Wet Bulb Globe Temperature (WBGT) in gymnasiums,
classrooms, etc., are the minimum obligations that theschool should take.

３０

Indoorenvironment
indices
AED
School assemblyin process

Ⅳ. Special Initiatives
Seven years have now passed since the Great East Japan Earthquake, since whichtime the school structure has been improved yearly in various ways, including evacuation training in preparation for earthquakes, purchase of emergency supplies in anticipation of times when students may have to wait at school if they cannot return totheir homes, and emergency pick-up trainings. The school is engaged in various disaster reduction education programs as well as a review of disaster reduction systems inlight of the range of disasters that have taken place in Ibaraki Prefecture, including
the JCO nuclear criticality accident at Tokai Village, tornadoes in Tsukuba City, flooding caused by torrential downpours in Joso City, etc.
[1] Evacuation trainings
1. Annual evacuation training plans
The school holds one type of evacuation training each month so that students
can calmly evacuate in the event of a sudden change in circumstances. Throughrepetition of these trainings, the students are trained to take the initiative intheir own evacuation.
April

May

June

July

August September October November December

Tryingemergency
food kits Torrential
Large-scale
Ballistic
Emergency downpour/earthquake
missilespick-upthundertraining(school wide)

Nuclear
Suspicious
Tornadoes
power
persons

Fires

January

February March

ShakeOut ShakeOut
Trainings Trainings
based onbased onearthquake earthquake
early
early
warning
warningreports
reports[Evacuation Training Yearly Plan]

2. Hands-on evacuation trainings
Guidance (perspective) on evacuation training was organized in order to implement disaster prevention training in accordance with the circumstances and attributes of the individual children.
Students follow positive affirmations such as Let s walk,Let s wait qui-

etly, etc., instead of negative language such as Don t run, and Don t talk.
Because there are many types of evacuation training, preparatory sessions
are held prior to the training so that students can better understand what ishappening, including the use of slideshows. After the training, worksheets andother materials are used to help students learn about evacuating during a disaster, etc.

３１

A. Preparatory sessions: Slideshows to teach students about evacuation training
Where evacuation is required⑦Wait quietly and follow
teacher instructions.

In the event that the school
receives an earthquake early
warning report,
ﬁnd a safe place to hide

Walk in a line.

B. Taking steps to protect yourself: ShakeOut trainings and helmet wearing

ShakeOut training

Students wearing helmets

Wearing helmets during evacuation

C. Experiential learning: trying out emergency food kits

Preparatory classes on emergency food kits

Serving emergency food kits

Emergency food kit sampling

D. Post-training learning: Reviewing worksheets

Post-training learning at the high school level

Use of worksheets[2] Improving disaster reduction initiatives
1. Disaster reduction systems in collaboration with parents/guardians
The school s students commute from the entire area of one city and one village, there is a strong possibility that the students will have difficulties returning
to their individual homes. To help solve this problem, each of the students families has been contacted to prepare emergency supply kits for each student,
which are kept in a special warehouse for disaster prevention purposes. Further,disaster reduction initiatives conducted by the PTA, often with the collaborationof fire departments, resident associations, etc., are designed to help raise awareness amongst both parents and students. Specific examples include cooking ricein a vinyl bag, learning how to use water fire extinguishers, etc.

３２

Emergency supply kits in storage

Toys and picture books help
with emotional stability

PTA disaster reduction activities

2. Using the Attendance Chart to track number of students accounted for
Daily

attendance

Attendees

Absentees

for all students is recorded each morningon the Health Observation Chart locatedin the school infirmary, and magnets [Staff
with

the

students

Room

Chart]

Attendance [Ascertain number of students
attending evacuation trainings]

names on them are placed on the Attendance Chart in the Staff Room. The Attendance Chart is taken out of the Staff room in the event of evacuation so that
staff can track the number of students after evacuating, and identify any students who were at the school at the time of the disaster.
There is also a check sheet for teachers and staff.
[3] Boosting collaborative disaster reduction systems working with the community
1. Resident association chairpersons observe emergency pick-up trainings
Due to the fact that the homes of our students
are scattered over two municipalities (one city andone village), most parents/guardians will come toschool to pick up their children in the event of adisaster. Resident association chairpersons observe
the trainings so that they can assess the status of
by Resident Astransport around the school and collaborate dur- [Observationsociation Chairpersons]ing a disaster.
2. Participating in First-Aid Workshops
Resident association members are invited to attend first-aid workshops held annually for teaching staff. Through this and other initiatives, a relationship be-３３

tween the school and the local community is established in order to facilitate a system of mutual
help, such as to assist sick or injured students on
their way to and from school, to establish first-stepemergency measures in the event of a disaster,etc.
3. School Disaster Reduction Liaison Council[First aid workshops withpeople in the community]

To boost the school s disaster reduction abilities,
representatives from the school, the local area,families, and local municipalities come together in
one place on multiple occasions to observe evacuation training and ascertain how to help injured
individuals, confirmation of students, etc. Because
the school is an evacuation site designated by thecity, the Council gives guidance and advice on dis-

[Observing evacuation site
set-up drills]

aster response manuals developed by the school, and conducts inspections ofevacuation site set-up drills at the school

Ⅴ. Achievements and Problems to Be Addressed[1] Standardizing helmet wearing during evacuation
Some students attending special needs education schools tend to strongly resist
wearing helmets. To solve this problem, students are trained to protect their heads
by first wearing a special hood for use during disasters made of paper such as
newspapers (made to look like a samurai helmet), or the red and white hats work in
physical education classes. Students are also trained to become accustomed towearing helmets during other school activities such as riding a bicycle. Throughthe ongoing implementation of these initiatives, the students are now able to calmly
evacuate and wait for instructions wearing their helmets.
[2] For our future 30 and 50 years from now
The school s teachers and staff have learned a great deal from the experience of
the Great East Japan Earthquake, but as more and more time passes since the occurrence of any disaster, different people display different levels of awareness. Precisely because we have experienced large-scale disaster first hand, it is up to us tocontinue with disaster reduction training and to build disaster reduction systems
for the future of the children―and for the children of the future.

３４