Earthquake Safety for Schools: Complete Teacher's Guide 2025

At 2:28 PM on September 19, 1985, an earthquake struck during school hours in Mexico City. More than 10,000 people died, and many victims were schoolchildren. Poorly constructed school buildings collapsed, trapping students at their desks. Teachers who didn't know proper earthquake procedures made fatal mistakes—some ordered students to evacuate during shaking, leading to injury from falling debris. Others stood frozen in panic while students screamed for guidance. In Christchurch, New Zealand's 2011 earthquake, one school collapsed entirely. The difference between schools where everyone survived and those with casualties often came down to one factor: whether teachers knew exactly what to do.

You're a teacher responsible for 20, 30, or more students when an earthquake strikes. They look to you for direction in those terrifying seconds when the room shakes, books fall from shelves, and light fixtures sway overhead. Your decisions determine whether they shelter safely or run into danger. Your preparation determines whether your classroom is a death trap or a safe haven. Your training determines whether you can execute evacuation procedures or freeze in crisis.

This comprehensive guide provides everything teachers and school administrators need to know about earthquake safety in schools. You'll learn the official Drop, Cover, and Hold On procedure and how to teach it effectively to different age groups, classroom preparation and hazard mitigation, evacuation procedures and accountability systems, special considerations for science labs, libraries, gymnasiums, and outdoor areas, drill requirements and best practices, legal responsibilities and liability concerns, supporting students with special needs during emergencies, post-earthquake procedures including reunification with parents, and how to maintain authority and calm when you're terrified yourself.

Understanding Earthquake Risks in Schools

Why Schools Are Particularly Vulnerable

Schools face unique earthquake challenges that make them higher-risk than most other buildings:

High occupancy density: Schools concentrate hundreds or thousands of people in one location. A single building may house 30 students per classroom across 30+ classrooms. When disaster strikes, evacuating 900+ people through limited exits creates crowd-related hazards.

Building age and construction: Many school buildings were constructed before modern seismic building codes. In California, significant code improvements came after 1933, 1971, and 1994 earthquakes. Schools built before these dates may lack essential seismic protections. Unreinforced masonry schools built before 1933 are particularly deadly—many collapsed in the 1933 Long Beach earthquake, killing school children and prompting California's Field Act requiring seismic safety in school construction.

Large open spaces: Gymnasiums, cafeterias, and auditoriums with expansive unsupported ceilings and roofs are vulnerable to collapse. Long-span structures require sophisticated engineering to resist earthquake forces.

Portable classrooms: Temporary classroom buildings common at many schools are particularly vulnerable. These structures are often not anchored to foundations and can shift, fall, or separate during shaking.

Vulnerable population: Children lack the judgment and experience of adults. They cannot make split-second safety decisions. They rely entirely on teacher guidance. Young children may not physically be able to execute safety procedures without help.

Non-structural hazards: Classrooms contain thousands of potential projectiles—books, supplies, equipment, computers, printers, decorations. Science labs contain chemicals and glass. Libraries contain heavy bookshelves that can topple. Art rooms have kilns and sharp tools.

Historical School Earthquake Incidents

1933 Long Beach Earthquake, California: Magnitude 6.4 earthquake struck at 5:54 PM. If it had struck during school hours, casualties would have been catastrophic—120 school buildings were destroyed or severely damaged. This tragedy led to California's Field Act requiring seismic safety standards for school construction.

2008 Sichuan Earthquake, China: Magnitude 7.9 earthquake struck during school hours. Thousands of students died when poorly constructed school buildings collapsed. Some schools completely pancaked while adjacent buildings remained standing, highlighting the importance of seismic building standards.

2011 Christchurch Earthquake, New Zealand: Several schools were severely damaged. Proper earthquake drills and procedures prevented student deaths in most schools, but structural failures still occurred.

Key lesson from these disasters: Structural integrity and proper procedures together determine survival. You need both—a safe building and trained occupants who know what to do.

Drop, Cover, and Hold On: The Core Protocol

Drop, Cover, and Hold On is the internationally recognized earthquake safety protocol. Every teacher must know this procedure intimately and be able to execute and teach it flawlessly.

The Three-Step Protocol Explained

Step 1: DROP

• Drop to hands and knees immediately
• This position prevents being knocked down by shaking
• Allows mobility to reach cover
• Protects head and vital organs better than standing or sitting

Why drop to hands and knees: Standing during strong earthquake shaking is impossible—you will fall. Sitting upright in chairs offers no protection from falling objects. Hands and knees position is stable and allows you to move to better cover if needed.

Step 2: COVER

• Get under a sturdy desk or table
• Cover head and neck with arms if no desk available
• Stay away from windows, bookcases, and hanging objects
• Get against interior walls if no desk shelter available

What makes good cover: Solid desks or tables that won't collapse if objects fall on them. Modern school desks, especially metal-frame desks, provide good protection. Wooden desks are acceptable if sturdy. Avoid shelters that could collapse—lightweight tables, desks with weak construction, or partitions that won't stop falling objects.

Step 3: HOLD ON

• Hold onto desk or table legs with one hand
• Use other hand to protect head and neck
• Be prepared to move with the desk if it shifts
• Stay in position until shaking completely stops

Why hold on: During strong shaking, desks can slide across floors. If you don't hold on, your protective cover can move away from you, leaving you exposed. Holding on keeps you connected to your shelter.

Common Drop, Cover, Hold On Mistakes

Mistake 1: Running to doorways

Old advice said to get in doorways. This is outdated and dangerous. Doorways don't provide protection from falling objects. In modern buildings, doorways aren't stronger than other parts of the structure. Running to doorways during shaking risks injury from falling while moving.

Mistake 2: Running outside during shaking

Never evacuate during earthquake shaking. More people are injured fleeing buildings than sheltering inside them. Falling bricks, facades, power lines, and glass make outside extremely dangerous during shaking. The earthquake will be over in 30-60 seconds—sheltering in place is far safer than attempting exit.

Mistake 3: Standing in "triangle of life"

Some outdated advice suggests lying next to (not under) furniture to benefit from "triangular void spaces" created when buildings collapse. This is wrong and dangerous. If your building is collapsing, no position saves you. The goal is to prevent injury from falling objects, not survive total structural collapse. Get under desks, not beside them.

Mistake 4: Only covering head

Some students cover only their heads while remaining seated upright. This provides minimal protection. They must get under desks. Covering the head with arms is only for situations where desk shelter is unavailable.

Mistake 5: Exiting immediately when shaking stops

Stay under cover for several seconds after shaking stops. Aftershocks can occur immediately. Objects loosened by the earthquake may fall after shaking ends. Give it 10-15 seconds, then emerge carefully.

Teaching Drop, Cover, Hold On to Different Age Groups

Preschool and Kindergarten (Ages 3-5):

• Use simple language: "Turtle up!" while demonstrating position
• Physical demonstration is essential—these students learn by imitation
• Practice frequently (every 2 weeks) because young children forget
• Make it a game, not scary—"We're going to practice being safe turtles"
• Some young children cannot fit under desks—teach them to curl up against interior walls
• Expect tears and confusion during actual earthquake—this is normal

Elementary School (Ages 6-11):

• These students can understand and execute the full procedure
• Teach the actual commands: "Drop, Cover, Hold On"
• Explain why each step matters using age-appropriate language
• Practice monthly—more frequently at start of school year
• Assign "earthquake helpers" to assist students with special needs
• Teach them to stay quiet during drills so they can hear instructions

Middle School (Ages 12-14):

• Students this age may resist drills or make jokes—maintain firmness
• Explain real earthquake dangers and consequences to increase buy-in
• Show videos of earthquake damage and survivor testimonials
• Practice quarterly but review procedures more frequently
• These students can help lead evacuations and assist younger students
• Address peer pressure—make it clear that earthquake safety is not optional or "uncool"

High School (Ages 15-18):

• Treat students more as partners in safety rather than children
• Discuss the science of earthquakes and building design
• Train student leaders as assistant safety coordinators
• These students can manage younger students during evacuations
• Practice twice per year minimum but maintain high expectations for performance

Classroom Preparation and Hazard Mitigation

Before an earthquake occurs, teachers can make their classrooms significantly safer through proper preparation and hazard reduction.

Securing Classroom Furnishings

Bookshelves and cabinets:

• All bookshelves taller than 4 feet must be anchored to walls with L-brackets or earthquake straps
• Use straps that anchor to wall studs, not just drywall
• Install cabinet latches to prevent doors from flying open during shaking
• Keep heavy items on lower shelves
• Don't overload shelves—weight causes collapse during shaking

Technology and equipment:

• Secure desktop computers with museum putty or earthquake straps
• Mount projectors and screens securely
• Wall-mount TVs rather than placing on stands
• Secure printers and other equipment that could fall
• Route cables so they won't cause tripping during evacuation

Wall decorations:

• Hang pictures and posters with closed hooks (not wire over open hooks)
• Use museum putty for lightweight items
• Avoid hanging heavy items above student areas
• Remove glass-framed pictures—use plastic frames

Lighting fixtures:

• Ensure ceiling lights and fans are properly secured (this is facilities' responsibility, but report loose fixtures)
• Fluorescent light covers should be secured
• Floor and desk lamps should have wide, stable bases

Classroom Layout for Earthquake Safety

Student desk arrangement:

• Position desks away from windows (at least 6 feet if possible)
• Leave clear paths to exits
• Ensure all students can get under desks for shelter
• Space desks so they won't collide during shaking
• Avoid placing desks directly under ceiling fans or hanging lights

Exit path planning:

• Keep aisles clear of backpacks, bags, and obstacles
• Primary and secondary exit paths should be obvious
• Exit doors should open freely (no blocked doors)
• Emergency exit diagrams should be posted and visible

Teacher's desk location:

• Position where you have visibility of all students
• Near exit to control evacuations
• Away from windows and heavy shelving
• Under sturdy shelter (you need to take cover too)

Special Classroom Considerations

Science laboratories:

• Secure all chemical storage with straps and latches
• Store hazardous materials in lower cabinets
• Have spill cleanup supplies readily accessible
• Lab tables provide less shelter than desks—consider supplemental shelter
• Gas shut-off valves should be marked and accessible
• Safety shower and eyewash stations should remain accessible
• Glass containers should be minimized—use plastic when possible
• Lab coats and safety goggles protect against falling glass

Computer labs:

• All monitors and computers must be secured
• Computer tables often lack under-desk shelter—identify alternate cover spots
• Cable management is critical to prevent tripping
• Backup important data regularly (earthquakes damage hardware)

Art classrooms:

• Secure pottery and ceramics kilns
• Store paints and chemicals in latched cabinets
• Sharp tools should be stored securely
• Easels and art supply racks should be stable or secured

Music rooms:

• Instruments should be secured when not in use
• Piano should be wheeled away from walls (prevent trapping students)
• Drum sets and large instruments can topple—secure or position carefully
• Student chairs often lack desk shelter—identify cover spots

Libraries:

• All bookshelves must be anchored—this is non-negotiable
• Heavy books on lower shelves
• Study tables provide shelter
• Consider positioning reading areas away from tall stacks

Gymnasiums and multipurpose rooms:

• These spaces lack desk shelter—identify safest areas
• Generally, the center of the gym away from walls is safest
• Students should drop, cover head with arms, and roll into fetal position
• Avoid areas under basketball backboards or suspended equipment
• Bleachers can collapse or shift—evacuate from bleachers if earthquake strikes during assembly

Emergency Supplies for Classrooms

Each classroom should contain basic emergency supplies:

• First aid kit: Bandages, antiseptic, gauze, tape, scissors, gloves
• Flashlight with batteries: Power outages are common
• Emergency contact list: All students' parent/guardian contact information
• Class roster: For accountability during evacuation
• Emergency whistle: To signal for help or get students' attention
• Emergency procedures placard: Quick reference for actions to take
• Comfort items: Tissues, plastic bags (for vomit or toileting if trapped), basic sanitation supplies

School-wide emergency caches should include water, food, blankets, and medical supplies for potential extended shelter-in-place scenarios.

Earthquake Drill Procedures for Schools

Regular earthquake drills train students and staff to respond automatically during actual emergencies. Drills transform abstract knowledge into muscle memory and practical skill.

Legal Requirements for School Earthquake Drills

Most earthquake-prone states mandate regular earthquake drills in schools:

California: Requires two earthquake drills per year minimum for K-12 schools. Many districts conduct quarterly drills. Drills must include Drop, Cover, and Hold On procedures and evacuation protocols.

Washington: Requires at least one earthquake drill per year. Schools in high-risk zones often conduct more frequent drills.

Oregon: Requires schools to conduct earthquake drills at least twice per year.

Alaska: Regular earthquake preparedness training required. Frequency varies by district.

Other states: Requirements vary. Check your state education code and district policies for specific drill requirements.

Beyond minimums: Many safety experts recommend monthly earthquake drills, especially at the start of the school year and after long breaks when students need refreshers.

Planning and Conducting Effective Earthquake Drills

Pre-drill preparation:

• Review earthquake procedures with students before drill
• Explain what alarm sounds will indicate earthquake drill vs. fire drill
• Walk through evacuation routes
• Assign student roles (line leader, door holder, attendance helper)
• Address student fears and questions

Announced vs. unannounced drills:

• Announced drills: Tell students in advance. Good for initial training and practice.
• Unannounced drills: No advance warning. Better tests of actual readiness.
• Use combination—start year with announced drills, progress to unannounced
• Always inform staff about drills (safety requirement)

Drill execution steps:

1. Alarm sounds: Distinct earthquake alarm (not fire alarm)
2. Teacher commands: "DROP, COVER, HOLD ON!"
3. Students execute: Drop under desks, cover head, hold on to desk legs
4. Hold position: Remain under cover for 30-60 seconds to simulate shaking duration
5. All clear signal: Verbal or secondary alarm indicates shaking has "stopped"
6. Assessment: Teacher quickly checks for "injuries" (simulated)
7. Evacuation decision: If drill includes evacuation, teacher announces "Evacuate to assembly area"
8. Orderly exit: Students leave in predetermined order using assigned route
9. Assembly: Class assembles at designated outdoor area
10. Accountability: Teacher takes attendance, reports to coordinator
11. Debrief: Discuss what went well and what needs improvement

Varying drill scenarios:

• Drill during different class periods (not always first period)
• Drill during passing periods when students are in hallways
• Drill during lunch in cafeteria
• Drill during PE in gymnasium
• Drill during recess (students outside)
• Drill during assemblies in auditorium

Variety ensures students know procedures regardless of where they are when earthquake strikes.

Post-Drill Evaluation and Improvement

What to evaluate after each drill:

• How quickly students responded to initial command
• Whether all students achieved proper Drop, Cover, Hold On position
• How long evacuation took
• Whether exits were blocked or congested
• If accountability procedures worked effectively
• Whether students maintained order and calm
• If special needs students received appropriate assistance
• Whether communication systems worked (radios, runners, etc.)

Common drill problems and solutions:

Problem: Students giggle, talk, or don't take drills seriously

Solution: Explain real earthquake consequences. Show age-appropriate videos of earthquake damage. Make participation non-negotiable—tie to grades or behavioral expectations if necessary.

Problem: Evacuation takes too long (over 5 minutes)

Solution: Identify bottlenecks. Spread out exit usage. Practice more frequently. Assign specific exit order.

Problem: Students forget procedures between drills

Solution: Drill more frequently. Post visual reminders in classroom. Review procedures monthly even without full drill.

Problem: Special needs students struggle with procedures

Solution: Create individualized earthquake plans. Assign peer helpers. Practice one-on-one. Modify procedures to accommodate specific disabilities.

During an Actual Earthquake: Teacher Actions

When a real earthquake strikes, your training and preparation are tested. Your actions in those critical seconds and minutes determine student safety.

Immediate Response (During Shaking)

The moment shaking starts:

1. Command loudly: "EARTHQUAKE! DROP, COVER, HOLD ON!"
2. Verify students are moving: Quick visual sweep to ensure students are taking cover
3. Take cover yourself: Get under your desk or designated cover spot
4. Maintain calm voice: If shaking is prolonged, reassure students: "We're okay. Stay under your desks. Hold on."
5. Do not move around room: Stay in your shelter until shaking stops

If students panic or freeze:

• Repeat commands firmly: "Drop! Get under your desk NOW!"
• Use specific student names: "Maria, under your desk! Jason, drop now!"
• Your firm, calm voice overrides panic
• Don't leave your cover to physically place students—command verbally

If you're outside the classroom when shaking starts:

• In hallway: Drop along interior wall away from windows, cover head
• On playground: Drop to ground in open area away from buildings, cover head
• In cafeteria: Drop, take cover under tables
• In gym: Drop to floor in center of space away from walls, cover head
• As soon as shaking stops, get to students and establish accountability

Assessment Phase (Shaking Has Stopped)

First 30 seconds after shaking stops:

1. Stay under cover 10-15 seconds: Wait for falling objects and aftershocks
2. Emerge carefully: Look up before standing (check for overhead hazards)
3. Quick head count: Ensure all students are visible and responsive
4. Ask: "Is anyone injured?"
5. Scan room for hazards: Fire, gas smell, structural damage, blocked exits

Decision point: Evacuate or shelter in place?

Evacuate immediately if:

• You smell gas
• You see fire or smoke
• Building has obvious structural damage (large cracks, sagging ceiling, collapsed walls)
• Evacuation alarm sounds
• Administrator gives evacuation order via PA or runner

Shelter in place if:

• Building appears structurally sound
• No gas, fire, or smoke
• Outside conditions are dangerous (flying debris, downed power lines, broken glass on ground)
• Heavy aftershocks continue
• No evacuation order given

When in doubt: Wait for instruction from administration unless immediate danger is obvious. Premature evacuation can create more injuries than sheltering in place.

Evacuation Procedures

If evacuation is necessary:

1. Announce firmly: "We're evacuating. Line up at the door. Stay calm."
2. Grab essentials: Class roster, first aid kit, emergency contact list
3. Assign roles: "Sarah, you're line leader. Marcus, hold the door. Everyone else, stay in line."
4. Check exit route: Look out door before leading students through
5. Lead students: Use designated evacuation route or alternate if primary is blocked
6. Count students continuously: Do ongoing head counts during movement
7. Watch for hazards: Broken glass, downed power lines, unstable structures, falling objects
8. Reach assembly area: Designated outdoor location away from buildings
9. Take attendance: Use roster to verify all students present
10. Report to coordinator: Inform site coordinator or administrator of your status
11. Maintain control: Keep students in designated area, prevent wandering

If student is missing:

• Immediately notify site coordinator
• Provide last known location of missing student
• Do NOT send other students or go yourself to search
• Trained search teams will locate missing students
• Maintain accountability of students you have

If student is injured:

• Assess injury severity
• Administer basic first aid if trained and injury is minor
• Summon help for serious injuries (send runner to administrator)
• Do not move seriously injured students unless building is collapsing
• Stay with injured student or assign a responsible student to stay while you evacuate others

Special Considerations and Challenging Scenarios

Students with Disabilities and Special Needs

Students with disabilities require individualized earthquake response plans.

Students with mobility impairments:

• Students using wheelchairs may shelter in place next to interior walls if desk shelter isn't feasible
• Create wheelchair-accessible evacuation routes
• Assign peer helpers to assist with evacuation
• Practice transfers if necessary
• Identify safe areas (Areas of Refuge) if evacuation is impossible
• Never attempt to carry students downstairs without proper training and equipment

Students with visual impairments:

• Assign sighted peer buddy
• Practice evacuation routes repeatedly to build familiarity
• Verbal narration during evacuation: "We're turning right, walking down hallway, approaching stairs"
• Guide dogs may be stressed—maintain contact with student

Students with hearing impairments:

• Visual alarm systems must be installed
• Use clear visual signals (hand gestures) for "Drop, Cover, Hold On"
• Assign peer buddy who knows sign language if applicable
• Maintain visual contact during evacuation

Students with autism spectrum disorder:

• Sudden changes in routine are extremely distressing
• Social story preparation: read books about earthquakes, show pictures of drills
• Provide noise-canceling headphones if alarms are overwhelming
• Allow comfort items (specific toy or object) during drills
• Assign consistent peer helper
• Practice frequently to reduce novelty and anxiety

Students with anxiety disorders or PTSD:

• Earthquake drills and actual earthquakes can be triggering
• Warning before drills when possible
• Allow calming strategies (deep breathing, holding stress ball)
• Have safe person or space identified for post-earthquake support
• Work with school psychologist on individualized anxiety management plan

Very Young Children (Preschool and Kindergarten)

Young children present unique challenges:

• Limited comprehension of abstract danger
• Difficulty following multi-step instructions under stress
• May cry, freeze, or regress behaviorally
• Cannot evacuate as quickly as older students
• May try to run to parents rather than stay with class

Strategies for young children:

• Very simple commands: "Turtle! Get small!" instead of "Drop, Cover, Hold On"
• Physical modeling—demonstrate what you want them to do
• Buddy system—pair students
• Comfort objects during drills
• Expect emotional dysregulation—plan for it
• Lower ratios—more adults per child during evacuations

Large Group Settings (Assemblies, Lunch, PE)

During assemblies in auditoriums:

• Drop to floor immediately, cover head with arms
• Do NOT attempt to exit during shaking
• Avoid areas directly under balconies or suspended equipment
• Teachers maintain position with their assigned classes
• After shaking: orderly exit by class with teacher leadership
• Staff positioned at exits to prevent stampedes

During lunch in cafeteria:

• Drop, take cover under tables
• Turn away from food service areas (hot liquids, glass)
• Teachers on duty supervise their assigned sections
• After shaking: evacuate if kitchen hazards are present (gas, fire)
• Otherwise shelter in place until instructed

During PE or recess (students outside):

• Move to open area away from buildings
• Drop to ground, cover head
• Stay away from power lines, poles, fences, play structures
• After shaking: gather students, take attendance
• May remain outside if that's the designated assembly area

Post-Earthquake School Operations

Student Accountability and Documentation

After earthquake and evacuation, precise accountability is critical:

Initial accountability:

• Take attendance using class roster
• Report status to site coordinator: "Ms. Johnson's 3rd period class: 28 students present, 1 absent (legitimate absence), 0 injured"
• If student missing: report immediately with last known location
• Document any injuries with student names and injury descriptions

Ongoing accountability:

• Maintain visual supervision of your class at all times
• Do not allow students to leave your group to find friends or siblings
• Do not release students to anyone except authorized pickup persons
• Keep updated count as students are released to parents

Parent Reunification Procedures

After significant earthquakes, parents will rush to school to collect their children. This creates chaos that must be managed systematically.

Official reunification procedures:

• Parents must go to designated reunification area (not directly to classrooms)
• Parents must show ID to verify they're authorized pickup persons
• School staff runner notifies teacher that parent is present
• Teacher releases student to runner, who escorts to reunification point
• Teacher documents release: student name, time, who picked up
• Student is signed out by parent

Your role in reunification:

• Maintain control of your class in assembly area
• Do NOT release students to parents who approach directly
• Direct parents to official reunification area
• Keep attendance records updated as students are released
• Remain with unreleased students until all are picked up or alternative arrangements made

Extended care scenarios:

• Some parents may be unable to reach school for hours or days
• School becomes temporary shelter for these students
• Teachers may be assigned shifts supervising students overnight
• This is why schools maintain emergency supplies (food, water, blankets)

Emotional Support for Students

After traumatic events, students need emotional support alongside physical safety.

Immediate emotional first aid:

• Remain calm—your emotional state affects students
• Reassure students: "You're safe now. You did exactly the right thing."
• Allow students to express feelings: "That was scary. It's okay to feel frightened."
• Provide accurate information: "The shaking has stopped. We're in a safe place now."
• Maintain normal routines as much as possible
• Answer questions honestly but age-appropriately

Warning signs of trauma in students:

• Inability to stop crying or extreme continued distress
• Withdrawal or silence (especially in normally verbal students)
• Regressive behaviors (thumb sucking, baby talk in older students)
• Aggression or anger
• Physical symptoms (stomach aches, headaches)
• Difficulty separating from teacher or parent

Referring students for additional support:

• School psychologist or counselor should assess significantly distressed students
• Document concerning behaviors to share with parents and support staff
• Provide parents with information about normal trauma responses
• Follow up with struggling students in coming days and weeks

Legal Responsibilities and Liability

Duty of Care and Standard of Care

Teachers have legal duty of care for students under their supervision. This means:

What duty of care requires:

• Taking reasonable steps to protect students from foreseeable harm
• Supervising students appropriately for their age and environment
• Following established safety protocols and procedures
• Acting as a reasonable, prudent teacher would in similar circumstances

In earthquake context, this means:

• You must know and execute earthquake safety procedures
• You must maintain supervision during crisis
• You must take appropriate protective actions for students
• You cannot abandon students to save yourself (except in extraordinary circumstances of immediate death)

When Teachers Can Be Held Liable

Negligence occurs when:

• Teacher fails to follow established earthquake procedures
• Teacher's actions (or inaction) directly cause student injury
• Teacher abandons students during emergency
• Teacher's classroom has obvious, unaddressed hazards
• Teacher fails to supervise adequately during evacuation

Protection from liability:

• Follow district policies and procedures exactly
• Document your training (keep certificates of drill participation)
• Maintain safe classroom environment
• Act reasonably and prudently
• Document your actions during actual emergencies

Good Samaritan protections: Most states have laws protecting teachers who provide emergency first aid or assistance in good faith. However, this doesn't protect against gross negligence.

Documentation Requirements

After any earthquake incident:

• Write detailed incident report as soon as possible
• Document: time of earthquake, your location, students under your care, actions taken, injuries sustained, who was notified
• Document reunification: which students released, to whom, at what time
• Keep copies of all documentation
• Submit required reports to administration

Teacher Self-Care and Emotional Preparedness

You cannot help students if you're completely overwhelmed. Preparing yourself emotionally is part of earthquake preparedness.

Managing Your Own Fear During Earthquakes

Reality check: You will be scared. Earthquakes are terrifying. Acknowledge this and prepare for it.

Strategies for maintaining composure:

• Training builds confidence: The more drills you do, the more automatic your response becomes
• Focus on actions, not fear: Concentrate on the procedure—Drop, Cover, Hold On, count students, evacuate
• Controlled breathing: During shaking, take slow, deep breaths to manage adrenaline
• Remember your training: "I know what to do. I've practiced this."
• Your students need you: Your role as protector overrides personal fear

After the earthquake:

• Allow yourself to process the experience once students are safe
• Talk with colleagues—shared experience helps
• Accept that you may have emotional reactions hours or days later
• Seek counseling if trauma symptoms persist
• Be kind to yourself—you've been through a traumatic event too

Personal Preparedness

Your ability to stay at school and care for students depends on knowing your own family is safe.

Before earthquake:

• Have emergency plan with your own family
• Designate out-of-area contact person your family will call
• Ensure your own children's schools know earthquake procedures
• Accept that you cannot immediately check on your own family—you must stay with students

During school day earthquake:

• Your responsibility is to your students first
• You cannot leave school to check on your own children
• Trust that your children's teachers are protecting them as you're protecting your students
• Use emergency contact plan to verify family safety when possible

This is one of the hardest aspects of being a teacher during disaster. Preparation and trust in systems help manage this stress.

Quick Reference Checklist for Teachers

Beginning of School Year

• ☐ Review school emergency plan
• ☐ Conduct classroom hazard assessment
• ☐ Secure bookshelves, equipment, and furniture
• ☐ Create classroom emergency supply kit
• ☐ Obtain updated class roster with emergency contacts
• ☐ Teach Drop, Cover, Hold On to students
• ☐ Identify and plan for special needs students
• ☐ Review evacuation routes and assembly areas

Monthly

• ☐ Review earthquake procedures with students
• ☐ Check classroom for new hazards
• ☐ Verify emergency supplies are intact and accessible
• ☐ Update class roster if students join or leave

Before Each Drill

• ☐ Review procedures with students
• ☐ Ensure exits are clear
• ☐ Grab class roster
• ☐ Review special accommodations for students with disabilities

When Earthquake Strikes

• ☐ Command: "DROP, COVER, HOLD ON!"
• ☐ Take cover yourself
• ☐ Maintain calm voice
• ☐ Count students when shaking stops
• ☐ Assess for injuries and hazards
• ☐ Evacuate if necessary or shelter in place
• ☐ Take attendance at assembly area
• ☐ Report status to coordinator
• ☐ Maintain supervision until reunification complete

Conclusion: Your Critical Role in Student Safety

As a teacher, you are the first responder in your classroom. When earthquake strikes, emergency services cannot reach your students immediately. You are their protection, their guidance, and their safety. The procedures you teach, the drills you conduct, and the preparations you make are not bureaucratic requirements—they are life-saving actions.

Every teacher should:

• Know Drop, Cover, Hold On procedures perfectly and teach them effectively
• Maintain earthquake-safe classroom environment with secured furniture and clear exits
• Conduct regular drills and take them seriously
• Have emergency supplies and documentation readily accessible
• Understand evacuation procedures and accountability requirements
• Plan for special needs students with individualized accommodations
• Know your legal responsibilities and act within duty of care
• Prepare yourself emotionally to remain calm and lead students through crisis

The difference between a school where students survive an earthquake unharmed and one where tragedy occurs often comes down to teacher preparedness. Your knowledge, your training, your classroom preparation, and your calm leadership during crisis are not optional extras—they are essential components of your responsibility to the children in your care.

Take earthquake preparedness seriously. Conduct regular drills. Maintain safe classroom environments. Stay current on procedures. When the ground shakes and your students look to you in fear, you'll know exactly what to do—because you prepared.

For additional earthquake safety resources, explore our guides on emergency preparedness and earthquake-proofing your environment. Monitor real-time seismic activity on our earthquake tracking map.