Key Takeaways
- Drop, Cover, and Hold On remains the standard classroom earthquake response — endorsed by FEMA, the American Red Cross, and every state emergency management agency. It is the single most effective protective action during shaking.
- Regular drills save lives — schools that practice earthquake drills at least twice per year show significantly faster and more orderly response times. The annual Great ShakeOut drill provides a structured framework.
- Parent reunification is the most complex post-earthquake challenge — schools need a documented, practiced reunification plan with ID verification, student tracking, and designated release points.
- Building type matters enormously — unreinforced masonry school buildings remain in use in some districts and represent the highest-risk structures. Know what your school is built from.
- Every classroom needs a teacher emergency kit — a backpack with a first aid kit, student roster, emergency contact list, flashlight, and whistle should be in every room.
- Earthquake preparedness integrates with existing school safety frameworks — it doesn't require building a new program from scratch.
Introduction: Earthquakes Don't Wait for the Bell
Schools concentrate large numbers of children in buildings for six or more hours per day — many of those buildings older than the students' parents. When an earthquake strikes during school hours, teachers become first responders, administrators become incident commanders, and the effectiveness of the school's preparedness plan becomes the difference between orderly safety and dangerous chaos.
The good news: earthquake preparedness for schools is a well-developed field with extensive resources, tested protocols, and free training materials. The challenge is implementation — making sure every teacher, administrator, and staff member knows the plan and has practiced it enough that it becomes automatic.
This guide covers the full scope of school earthquake preparedness: classroom procedures, building-level planning, drill implementation, parent reunification, building vulnerability assessment, and age-appropriate education for students.
Classroom Earthquake Procedures
Drop, Cover, and Hold On: The Core Protocol
The standard classroom earthquake response is the same as everywhere else — Drop, Cover, and Hold On — but the implementation has school-specific elements.
During shaking:
- Teacher gives the command (or shaking is felt): "Earthquake! Drop, Cover, and Hold On!"
- Students drop to hands and knees beside their desks
- Students take cover under their desks, facing away from windows, protecting their head and neck
- Students hold on to the desk legs and are prepared to move with the desk if it slides
- Teacher models the same behavior — taking cover under the teacher's desk or a sturdy table
- Everyone remains in position until shaking stops completely
If desks are not available (gymnasium, cafeteria, auditorium, outdoor areas):
- Move away from windows, shelving, light fixtures, and any objects that could fall
- Drop to knees, cover head and neck with arms, curl into a protective position
- In a gymnasium, move to the center of the room away from basketball hoops, scoreboards, and bleachers
- Outdoors, move away from the building, power lines, trees, and fences. Drop and cover in an open area
What Teachers Should Do Immediately After Shaking Stops
| Step | Action | Details |
|---|---|---|
| 1 | Count and assess | Visually check all students. Count heads against roster. |
| 2 | Check for injuries | Administer first aid for any injuries. Do not move students with potential spinal injuries. |
| 3 | Check the room | Look for hazards: broken glass, fallen ceiling tiles, exposed wires, gas odor, structural damage. |
| 4 | Decide: stay or evacuate | If room appears safe and undamaged, shelter in place. If structural damage, gas leak, or fire, evacuate. |
| 5 | Wait for instructions | Listen for PA announcement or runner communication from administration. |
| 6 | If evacuating | Take emergency backpack, student roster, and first aid kit. Lead students via designated route to assembly area. |
| 7 | At assembly area | Take attendance immediately. Report missing or injured students to the incident commander. |
Classroom Emergency Kit
Every classroom should have a teacher emergency backpack stocked and accessible. FEMA and most state emergency management agencies recommend the following minimum contents:
| Item | Purpose |
|---|---|
| Current class roster with emergency contacts | Student accountability and parent notification |
| Basic first aid kit | Immediate injury treatment |
| Flashlight with extra batteries | Power outages common after earthquakes |
| Whistle | Signal for help if trapped |
| Work gloves | Handling debris safely |
| Emergency blanket (2–3) | Warmth and shock treatment |
| Student medications (if applicable) | Asthma inhalers, EpiPens, etc. — stored per school nurse protocols |
| Permanent marker and masking tape | Triage marking, labeling |
| Small AM/FM radio | Emergency broadcast information |
| Pen and notepad | Documentation |
| Red and green cards (or flags) | Signal: green = "all clear, no help needed," red = "need assistance" |
Cost: A basic classroom emergency backpack can be assembled for $30–$60. Some districts provide funding; others rely on PTA support or teacher initiative.
School-Wide Emergency Planning
Incident Command System (ICS) for Schools
FEMA's National Incident Management System (NIMS) provides the standard organizational framework for emergency response, and schools are expected to use it. The Incident Command System adapted for schools typically assigns the following roles:
| ICS Role | School Staff | Responsibilities |
|---|---|---|
| Incident Commander | Principal or designee | Overall decision-making, communication with district and emergency services |
| Operations Chief | Vice principal or designee | Directs search and rescue, first aid, evacuation |
| Planning Chief | Counselor or senior teacher | Documentation, situation assessment, resource tracking |
| Logistics Chief | Office manager or designee | Supplies, communications equipment, facility management |
| Public Information Officer | Designated administrator | Parent communication, media management |
| Safety Officer | Custodial supervisor or designee | Monitors hazards, building assessment |
| Student Reunification Lead | Designated staff | Manages parent check-in, student release |
Every staff member should know which ICS role they fill and who their backup is. Roles should be documented, posted, and reviewed at the start of each school year.
Communication Systems
Earthquakes frequently disrupt normal communication channels — phone lines overload, cell towers lose power, PA systems fail. Schools need redundant communication:
- Primary: PA/intercom system
- Secondary: Two-way radios (walkie-talkies) for key staff. FEMA recommends a minimum of one radio per building wing or floor, plus administration.
- Tertiary: Human runners — designated staff or older students who physically carry messages between locations
- External: Mass parent notification system (text/email), school website, district communication channels, local emergency radio frequencies
Important: Assume the PA system will not work after a significant earthquake. Two-way radios and runners should be your planned primary communication method for post-earthquake operations.
Assembly and Evacuation Areas
Schools need designated assembly areas that are:
- Away from the building (falling debris zone extends at least the height of the building from its base)
- Away from power lines, gas mains, and large trees
- Large enough to hold the entire school population
- Accessible from multiple routes (primary routes may be blocked)
- Pre-marked with class assembly spots so teachers can line up students in an organized grid
Indoor vs. outdoor sheltering decision: If the building appears structurally sound and weather is severe, sheltering indoors may be preferable. If there's any structural damage, gas leak, or fire, evacuate immediately to outdoor assembly areas.
The school should also identify a secondary evacuation site (a nearby park, church, or community center) in case the primary assembly area is compromised.
Earthquake Drills: Planning and Execution
How Often to Drill
Most state education codes in seismic zones require earthquake drills at least once per year. Best practice, recommended by the Earthquake Country Alliance and FEMA, is at least twice per year, with one drill aligned to the annual Great ShakeOut (typically the third Thursday of October).
The Great ShakeOut provides free registration, drill guides, and resources for schools. Over 60 million people worldwide participate annually.
Drill Types and Progression
Not every drill needs to be a full evacuation. A graduated approach builds competence:
| Drill Type | What It Practices | Recommended Frequency |
|---|---|---|
| Classroom Drop, Cover, Hold On | Individual protective action | At least 2x per year |
| Full evacuation to assembly area | Building evacuation, attendance, communication | At least 1x per year |
| Functional exercise | Adds simulated injuries, blocked routes, missing students, ICS activation | 1x per year (recommended) |
| Tabletop exercise (staff only) | Decision-making, reunification logistics, communication failures | 1x per year (recommended) |
Running an Effective Drill
Before the drill:
- Notify all staff of drill date, time, and type (announced drills initially; unannounced drills once staff are proficient)
- Brief teachers on their specific responsibilities
- Assign observers to evaluate response (administration, safety committee members)
- Prepare any simulation elements (simulated injury cards, blocked route barriers)
- Notify local fire department if conducting a large-scale exercise
- For the first drill of the year, review Drop, Cover, and Hold On with students in every classroom before the drill
During the drill:
- Activate the signal (PA announcement, air horn, or alarm)
- All occupants perform Drop, Cover, and Hold On for 60 seconds (use timer)
- If evacuating: teachers lead students to assembly areas via designated routes
- Teachers take attendance at assembly areas, report to administration
- Administration activates ICS roles as appropriate to the drill type
After the drill:
- Debrief with all staff within 48 hours
- Document what went well and what needs improvement
- Address any specific issues (blocked routes, slow response, confusion about roles)
- Share results with parents/guardians (builds confidence in the school's preparedness)
Comprehensive earthquake drill planning guide
Parent Reunification: The Most Critical Post-Earthquake Process
After a damaging earthquake, parents will come to school to pick up their children. Without a structured reunification process, this creates chaos — parents rushing into damaged buildings, students released to unauthorized individuals, and no documentation of who was released to whom.
The Standard Reunification Method
The "Standard Reunification Method" (SRM), developed by the "I Love U Guys" Foundation and adopted by many districts, provides a tested framework:
Step 1: Request. Parent arrives at the designated reunification gate (NOT the school's main entrance) and presents ID. Parent fills out a reunification request card with the student's name.
Step 2: Verify. Reunification staff verifies the parent's identity against the student's emergency contact/authorized pickup list. Only authorized individuals may pick up students.
Step 3: Reunite. A runner brings the student from the assembly area to the reunification point. Student and parent are reunited. Release is documented with time, name, and signature.
Reunification Planning Requirements
| Element | Details |
|---|---|
| Designated reunification site | Separate from the assembly area; ideally with two areas: parent waiting and student holding |
| Updated emergency contact cards | Current authorized pickup lists for every student, reviewed at least annually |
| Staff assignments | Check-in staff, runners, crowd management, student supervision |
| Signage | Pre-made signs for reunification point, directions, authorized entry |
| ID verification process | Government-issued photo ID matched against records |
| Documentation forms | Pre-printed reunification cards (student name, requester name, ID verified, time of release) |
| Communication plan | How parents are notified about where to go and what to bring (district text/email system) |
What Parents Need to Know in Advance
Schools should communicate the following to parents at the start of every school year:
- Don't rush to the school during or immediately after an earthquake. Roads may be dangerous, and your arrival before the school is organized creates problems. Wait for official communication.
- Know the reunification site. It's not the front door.
- Bring photo ID. No ID, no release — no exceptions.
- Keep emergency contact lists updated. If someone besides you might pick up your child, they must be on the authorized list.
- Prepare your child. Tell them the school has a plan, they'll be safe with their teachers, and you will come get them. This reduces panic.
Family earthquake preparedness guide
School Building Types and Earthquake Vulnerability
Not all school buildings are equally safe. Understanding your school's construction type helps parents and administrators prioritize preparedness and advocate for necessary upgrades.
Building Types by Risk Level
| Building Type | Risk Level | Common In | Key Vulnerabilities |
|---|---|---|---|
| Unreinforced masonry (URM) | Very High | Pre-1940 schools, especially in eastern and central US | Brick and stone walls with no steel reinforcement; collapse risk in moderate to strong shaking |
| Non-ductile concrete frame | High | 1950s–1970s construction | Brittle columns can fail suddenly without warning; "soft story" risk |
| Older wood frame | Moderate-High | Various eras, especially portable/modular classrooms | May lack proper shear walls or foundation bolting |
| Steel frame (pre-1990) | Moderate | Mid-century institutional buildings | Generally performs better, but older welded connections may be brittle |
| Modern reinforced concrete or steel | Lower | Post-1990 code-compliant construction | Designed to resist collapse; damage possible but life-safety generally maintained |
| Seismically retrofitted | Lower | Older buildings that have been upgraded | Varies by retrofit quality, but significantly improved over original condition |
Assessing Your School's Building
Parents and administrators can take several steps to understand their school's seismic risk:
- Request building age and construction type from the school district facilities department
- Check if the school has been seismically evaluated — many states have conducted school building inventories
- Ask about retrofit history — has the building been seismically upgraded?
- Check for visible red flags — unreinforced brick walls, heavy unreinforced chimneys, non-structural hazards (unsecured shelving, heavy ceiling-mounted equipment)
The Federal Emergency Management Agency has published FEMA P-154, "Rapid Visual Screening of Buildings for Potential Seismic Hazards," which provides a methodology for assessing building vulnerability. While intended for trained evaluators, the form is publicly available and provides useful context for understanding what professionals look for.
Nonstructural Hazards in Schools
Even in structurally sound buildings, nonstructural hazards cause the majority of earthquake injuries. Schools should systematically address:
- Unsecured bookcases and filing cabinets — Strap or anchor to walls
- Ceiling-mounted projectors and TVs — Ensure proper seismic mounting hardware
- Laboratory chemicals — Store in approved seismic cabinets with lip guards
- Heavy equipment (shop classes, kitchen equipment) — Anchor to floor or wall
- Suspended ceiling grids — Ensure proper lateral bracing
- Light fixtures — Verify seismic clips on fluorescent fixtures
- Trophies, artwork, and display cases — Secure or relocate from above student areas
- Portable walls and partitions — Ensure stability during shaking
Age-Appropriate Earthquake Education
Teaching earthquake preparedness looks different for a kindergartener and a high school student. Effective school programs adapt content by developmental level.
Elementary School (K–5)
Focus: Making Drop, Cover, and Hold On automatic, reducing fear, building simple understanding.
- Use the "Turtle" analogy for young children — "Be like a turtle! Tuck under your shell (desk) and hold on!"
- Practice Drop, Cover, and Hold On as a classroom game multiple times before formal drills
- Read age-appropriate earthquake books (such as "Earthquake!" by Milly Lee or FEMA's coloring and activity books)
- Have students draw their home and identify safe spots in each room
- Practice walking to assembly areas calmly and quietly
- Reassure students that buildings are designed to protect them and adults are trained to help
- Avoid graphic descriptions of earthquake damage — focus on empowerment, not fear
Middle School (6–8)
Focus: Understanding the science, building personal responsibility, introducing preparedness planning.
- Connect earthquake preparedness to earth science curriculum (plate tectonics, seismic waves, magnitude vs. intensity)
- Have students create family emergency plans as a homework assignment
- Teach students to identify hazards in their own environment (unsecured furniture, glass, heavy objects)
- Introduce the concept of being a helper — checking on younger students or neighbors after an earthquake
- Use USGS and FEMA educational resources
High School (9–12)
Focus: Real-world preparedness skills, community involvement, leadership roles.
- Older students can serve as drill assistants, runners, and first aid helpers
- CERT (Community Emergency Response Team) training may be available as an elective or club activity
- Students can assess their own school for nonstructural hazards as a class project
- Discuss earthquake engineering, building codes, and community resilience
- Address psychological preparedness — what stress responses feel like, how to manage anxiety
- Students can create earthquake preparedness materials for younger students
Resources for Schools
Free Curriculum and Training Materials
| Resource | Provider | What It Offers |
|---|---|---|
| ShakeOut School Resources | Earthquake Country Alliance | Drill guides, lesson plans, activity sheets, posters, videos |
| Ready.gov Kids | FEMA | Age-appropriate preparedness education, games, activities |
| FEMA Youth Preparedness | FEMA | Youth preparedness curriculum, educator guides |
| USGS Earthquake Science for Kids | USGS | Earthquake science education, interactive maps, experiment guides |
| Standard Reunification Method | "I Love U Guys" Foundation | Free reunification protocol toolkit, forms, training materials |
State-Specific Resources
Many state emergency management agencies publish school-specific earthquake preparedness guides. Check your state's emergency management agency website. California's Office of Emergency Services, Washington's Emergency Management Division, and Oregon's Office of Emergency Management all have extensive school resources.
Earthquake Preparedness Checklist for Schools
Administrative Preparedness
| Task | Status |
|---|---|
| Written earthquake emergency plan in place | ☐ |
| ICS roles assigned with backups for all positions | ☐ |
| Plan reviewed and updated annually | ☐ |
| All staff trained on earthquake procedures | ☐ |
| Two-way radios available and tested | ☐ |
| Mass parent notification system operational | ☐ |
| Reunification plan developed and communicated to parents | ☐ |
| Memorandum of understanding with reunification site (if off-campus) | ☐ |
| First aid supplies stocked and accessible | ☐ |
| Student emergency contact cards current (reviewed within past 12 months) | ☐ |
| Local emergency services aware of school plan | ☐ |
Classroom Preparedness
| Task | Status |
|---|---|
| Teacher emergency backpack stocked in every classroom | ☐ |
| Drop, Cover, and Hold On practiced at least 2x per year | ☐ |
| Evacuation route posted in every room | ☐ |
| Tall furniture and equipment secured | ☐ |
| Overhead hazards identified and mitigated | ☐ |
| Students with special needs have individualized plans | ☐ |
| Current student roster in emergency backpack | ☐ |
Building Preparedness
| Task | Status |
|---|---|
| Building age and construction type documented | ☐ |
| Seismic evaluation completed (or scheduled) | ☐ |
| Nonstructural hazard walkthrough completed | ☐ |
| Water heaters and boilers strapped | ☐ |
| Laboratory chemicals properly stored | ☐ |
| Backup power for essential systems (if available) | ☐ |
| Gas shutoff location known and wrench accessible | ☐ |
| Utility shutoff procedures documented | ☐ |
Sources
- Federal Emergency Management Agency (FEMA). "Earthquake Safety in Schools." Ready.gov Earthquake Page
- American Red Cross. "Earthquake Safety Preparedness." Red Cross Earthquake Safety
- Earthquake Country Alliance / ShakeOut. "School Resources." ShakeOut Schools
- FEMA. "Guide for Developing High-Quality School Emergency Operations Plans." FEMA Youth Preparedness
- United States Geological Survey (USGS). "Earthquake Hazards Program — Education." USGS Earthquake Education
- FEMA P-154. "Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook."
- "I Love U Guys" Foundation. "Standard Reunification Method."
- California Governor's Office of Emergency Services. "School Emergency Planning Resources."