Vol. 12 No. 1 (2025)

Background: Chile’s geographical exposure to natural hazards and climate-related risks necessitates robust preparedness strategies within educational settings. The Comprehensive School Safety Plan (Plan Integral de Seguridad Escolar, PISE) constitutes the national policy instrument aimed at promoting prevention, preparedness, and response capacities in schools; however, evidence regarding its local-level implementation remains limited. Objective: To assess the level of knowledge, perceived importance, and implementation of school safety plans within educational communities in the commune of Peñaflor, Chile. Methods: A mixed-methods, exploratory field study was conducted. Quantitative data were collected through structured surveys administered to 827 participants, including students, parents or legal guardians, teachers, and school administrators. Qualitative data were obtained through semi-structured interviews with institutional actors and experts in school safety and disaster risk management. Data were analyzed using descriptive statistics and thematic analysis. Results: Only 37% of participants confirmed knowledge of the existence of an emergency plan in their educational establishment. Students and parents demonstrated significantly lower awareness compared to teachers and administrators. Despite this, 89% of respondents considered emergency preparedness essential and supported the integration of school safety content into the curriculum. Conclusions: Substantial gaps persist between the formal existence of school safety plans and their effective dissemination and internalization within school communities. Strengthening governance, evaluation mechanisms, curricular integration, and community participation is essential to enhance resilience in educational settings. 

Keywords: School safety; Disaster risk management; Emergency preparedness; Risk prevention; Educational institutions; Chile