Abstract
In recent years, a number of large-scale disasters have occurred both locally and internationally, heightening our awareness of potential dangers. If a disaster were to occur at a school, there is the potential for a large number of children to be injured or affected in some way. The school community includes not only the staff and students who are on campus each day, but also students’ parents and the surrounding neighborhood. How parents react during emergencies and disasters at schools is likely associated with their knowledge and perceptions of emergencies and disasters. Parents’ preparedness levels and their planned response to a school-based emergency and how schools plan and manage for these reactions have not been explored. Utilizing a mixed methods design that included surveys, semi-structured interviews and focus groups with members of the communities in two South Los Angeles school districts, this study aims to provide an overview of parents’ levels of emergency and disaster preparedness and the challenges they face in preparing for these events. Additionally, parents’ planned responses to a school-based emergency or disaster are discussed as well as the challenges that schools may face as a result. Data from this study confirm that there are a number of challenges related to parents’ planned response to a school-based emergency, including an expected inundation of parents to the schools, lack of communication between schools and parents and language barriers. Recommendations for schools are provided to take advantage of parent populations to better integrate them into schools’ emergency planning processes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Schools and Terrorism (2004). A supplement to the report of the National Advisory Committee on Children and Terrorism. 74, 39–51.
Brandenberg, M., & Regens, J. (2006). Terrorist attacks against children: Vulnerabilities, management principles and capability gaps. Journal of Homeland Security and Emergency Management, 3, 1–17.
Rash of Tornadoes Kills 14 in Alabama, Missouri. All Things Considered. United States: National Public Radio; 2007.
Gaines, S. K., & Leary, J. M. (2004). Public health emergency preparedness in the setting of child care. Family and Community Health, 27, 260–265.
National Center for Disaster Preparedness. Where the American Public Stands on Terrorism, Security, and Disaster Preparedness: Five Years after September 11, One-year after Hurrican Katrina. New York: Columbia University, Mailman School of Public Health; 2006.
Blessman, J., Skupski, J., Jamil, M., Jamil, H., Bassett, D., Wabeke, R., et al. (2007). Barriers to at-home preparedness in public health employees: Implications for disaster preparedness training. Journal of Occupational and Environmental Medicine, 49, 318–326.
Perry, R. W., & Lindell, M. K. (1991). The effects of ethnicity on decision-making. International Journal of Mass Emergencies & Disasters, 9, 47–68.
Phillips, B. D. (1993). Cultural diversity in disasters: Sheltering, housing, and long-term recovery. International Journal of Mass Emergencies & Disasters, 11, 99–110.
Cherry, A. L., & Cherry, M. E. (1997). A middle class response to disaster: FEMA’s policies and problems. Journal of Social Service Research, 23, 71–87.
Peguero, A. A. (2006). Latino disaster vulnerability: The dissemination of hurricane mitigation information among Florida’s homeowners. Hispanic Journal of Behavioral Sciences, 28, 5–22.
Armstrong, M. (2000). Back to the future: Charting the course for project impact. Natural Hazards Review, 1, 138–149.
Geis, D. (2000). By design: The disaster resistant and quality-of-life community. Natural Hazards Review, 1, 151–160.
Mack, S., Spotts, D., Hayes, A., & Warner, J. (2006). Teaching emergency preparedness to restricted-budget families. Public Health Nursing, 23, 354–360.
Siegel, J., Shoaf, K., Afifi, A., & Bourque, L. (2003). Surviving two disasters: Does reaction to the first predict response to the second? Environment and Behavior, 35, 637–654.
Johnston, D., Bebbington, M., Lai, C., Houghton, B., & Paton, D. (1999). Volcanic hazard perceptions: Comparative shifts in knowledge and risk. Disaster Prevention and Management, 8, 118–126.
Stallings, R., & Quarantelli, E. L. (1985). Emergent citizen groups and emergency management. Public Administration Review, 45, 93–100.
Dynes, R. R. (1994). Community emergency planning: False assumptions and inappropriate analogies. International Journal of Mass Emergencies & Disasters, 12, 141–158.
Quarantelli, E. L. (1986). Research findings on organizational behavior in disasters and their applicability in developing countries. Newark, Disaster Research Center, University of Delaware.
Wenger, D., Quarantelli, E. L., & Dynes, R. R. (1987). Disaster analysis: emergency management offices and arrangements. Newark: Disaster Research Center, University of Delaware.
United States Census Bureau (2000). American FactFinder. Washington.
Kano, M., Ramirez, M., Ybarra, W., Frias, G., & Bourque, L. (2007). Are schools prepared for emergencies? A baseline assessment of emergency preparedness at school sites in three Los Angeles County school districts. Education and Urban Society, 39, 399–422.
Glaser, B. (1992). Basics of grounded theory analysis: Emergence vs. Forcing. Mill Valley: Sociology Press.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Adaline Publishing Company.
Ronan, K., Johnston, D., Daly, M., & Fairley, R. (2001). School children’s risk perception and preparedness: A hazard education survey. Australasian Journal of Disaster and Trauma Studies, available at http://www.massey.ac.nz/Etrauma/issues/2001-1/ronan.htm.
Shaw, R., Shiwaku, K., Kobayashi, H., & Kobayashi, M. (2004). Linking experience, education, perception and earthquake preparedness. Disaster Prevention & Management, 13, 39–49.
Perry, R. W., & Greene, M. (1982). The role of ethnicity in decision-making process. Sociological Inquiry, 52, 306–334.
Barone, M. (2001). The New Americans: How the melting pot can work again. Washington, Regency.
Acknowledgements
Special thanks to the staff, parents and students from these school districts for their time, interest and effort in this research study. We also acknowledge Eileen Argueta, Adriana Armenta, Alejandra Medina, Rizaldy Ferrer, MA, Bryce McDavitt, and Marcia Reyes for their role in collecting, cleaning and coding the data for this project. The Principal Investigator of this study, Dr. Ramirez, also thanks her advisory committee for their mentorship for this project, Peggy Brustche from the American Red Cross, Linda B. Bourque, PhD from the University of California at Los Angeles, Joyce Harris from the Los Angeles County Office of Emergency Management, Michele D. Kipke, PhD from Childrens Hospital Los Angeles, Corinne Peek-Asa, PhD, MPH from the University of Iowa, Frank Sorvillo, PhD, MPH from the University of California at Los Angeles and the Los Angeles County Department of Health, Marleen Wong, PhD, MA from the Los Angeles Unified School District and the Post-traumatic Child Network, William Ybarra, MA from the Los Angeles County Office of Education. This study was funded by the Centers for Disease Control and Prevention award number K01-CD000196–02.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Kubicek, K., Ramirez, M., Limbos, M.A. et al. Knowledge and Behaviors of Parents in Planning for and Dealing with Emergencies. J Community Health 33, 158–168 (2008). https://doi.org/10.1007/s10900-007-9078-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10900-007-9078-0