School safety and children health in a post-disaster community: Implications to collaborative care and service learning in school health

AbstractObjectivesTo explore the impact of the Lushan earthquake on the schoolchildren's health and learning environment after 2 months of the earthquake and to collect children health information and identify school environmental health risks.MethodsThis was an explorative single-case study. The case was defined as the two primary schools affected by the earthquake on 20th April, 2013 and relocated in a rebuilt temporary classroom. This study collaborated with Department of Social Work, Sichuan Agricultural University located in Ya'an. With the support from the above social work station, 448 school-age children from the affected Majun and Gonghe primary schools were invited to participate in this study from July 1 to 2, 2013. Finally, 187 children participated. Data were collected through structured questionnaire, field observation and the social work station's report and analyzed by using descriptive analysis and qualitative content analysis.ResultsOne hundred and eighty-seven school-age children participated in this study. Participants' demographic characteristics showed that around half of the subjects (89; 47.6%) were male. Majority were aged 10 or above (114; 61%) and in grades 4–6 (108; 57.7%), whereas only 7% (13) were preschool children. Near three quarters (134.0; 71.7%) children were not living with their parents. School environmental health risks were identified including public health and school building risks.ConclusionsOne hundred and eighty-seven school-age children in two primary schools were involved in this study. Baseline data for children's health status were obtained and the school health risks were identified. The findings suggested that it would be vital to develop collaborative care and service learning model to enhance children health and school safety in a disaster-prone community