Environmental Health and Safety Assessment of Schools in Khalkhal City Using Crisis Management Approach

Abstract

Background: Paying attention to physical, health and safety issues in educational environments is the most effective and fundamental factor for physical, mental and psychological development of students. Therefore, one of the most important and effective health issues of the school is to observe environmental health and safety. This study was conducted with the aim of surveying the environmental health and safety of schools in Khalkhal city with a crisis management approach. Materials and Methods: This is a descriptive study with cross sectional design. The study population consists of all primary, middle and high schools in Khalkhal city (n=28). For sampling, census method was used. Data collection tool was an 87-item checklist that surveys the health status of schools and its classrooms in terms of health and safety facilities. It was completed by visiting schools and observing, interviews and measurements. Collected data were analyzed in SPSS and Excel software. Results: 10% of schools had newly constructed buildings and 90% had old buildings. The minimum required area per student was observed in all schools. The green space area required for each student is 0.5 square meters, which was not observed in 73.83% of schools. Only 87.5% of schools had one toilet for every 40 students. Sewage disposal in 98% of schools was hygienic, and 100% of schools had sanitary trash cans. In 60% of the schools, the toilets did not meet the hygiene standards. In 84% of the schools, the number of washbasins was proportional to the number of students (1 per 60). All the classrooms had maximum use of natural light. Moreover, in most schools, health policies, safety policies and emergency and personal hygiene standards were met. Conclusion: Most schools in Khalkhal city were at moderate level in terms of environmental health and safety and compliance with national school environmental health regulations as well as being prepared to deal with emergencies and crises which indicates a need for more attention and support from the relevant authorities for improving their status.

Crisis management programs in top universities worldwide to maintain educational activities in situational crises: A scoping review

“…A number of these effects can be attributed to teachers' and students' deaths, as well as sudden pauses in the course of education and of students' mental disorders. 21 Various universities continued their education in times of crisis by creating a suitable educational environment, such as holding virtual classes both online and offline 22,23 (e.g., through various software such as Skype 24 or Zoom 22 ) or holding training courses with a limited number of students and other strategies. Universities such as Stanford, John Hopkins, Washington in St. Louis, Harvard, Duke, Vienna, New Orleans, and others involved in crisis planning have addressed this issue as one of the vital goals.…”

Characteristics of School Injuries Presenting to the Emergency Department

“…20 However, most of these studies, especially those with large samples, did not include clinical diagnoses and surgical requirement data. [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] This study aimed to investigate the frequency and severity of school injuries referred to ED among school-aged children according to the Injury Surveillance Guidelines and determine clinical diagnoses and surgery requirement data.…”

“… 2 3 There are many epidemiological studies on school accidents in the literature. 4 5 6 7 8 9 10 11 12 13 14 15 Such studies are based on records obtained from school nursing units, national trauma registry, or emergency department (ED). Some researchers have evaluated injuries in subgroups, such as athletes and footballers, or specific injury sites, such as the head and lower extremity.…”

“… 20 However, most of these studies, especially those with large samples, did not include clinical diagnoses and surgical requirement data. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 …”

Health in disasters in Iranian schools

“…[ 10 ] The experienced crises in the world have shown us that despite the readiness in organizations and relief bodies (state or private) to attend the incident site in time and take required measures, they cannot have expected performance in the face of disasters due to different reasons. [ 11 ] Schools can be completely demolished or become nonfunctional due to earthquake in earthquake-prone regions. [ 12 ] It is possible to improve the safety and structural resistance of schools by implementing structures standard and providing the infrastructures.…”