injured,
administer
first
aid,
and
comfort
those
who
are
hysterical
(Appendix
C).
*
Work
on
a
“buddy
system”
with
another
teacher
and
class
so
if
one
is
in-
jured
or
there
is
a
substitute
teacher,
the
other
teacher
can
care
for
the
students
and
get
them
to
safety.
*
Evacuatethebuilding
if
necessary.
*
Goto
an
alternatesite
if
the
emer-
gency
is
prolonged.
When
rescue
vehicles
and
fireengines
are
involved,
the
students
should
immediately
be
taken
to
the
alter-
nate
site
to
avoid
interference
with
rescue
efforts,
and
to
ensure
student
safety
and
orderly
dismissal
procedures.
»
Know
what
to
do
if
an
emergency
occurs
while
on
a
field
trip
or
other
off-
campus
location.
*
Bereadytosetup
emergency
sani-
tation
procedures
if
necessary.
e
Communicate
with
the
press
through
the
appointed
spokesperson
(usually
the
principal).
Specialists
in
school
emergency
planning
suggest
that
schools
develop
an
emergency
procedure
and
then
stage
simulations
to
make
certain
that
everyone
knows
how
to
react.
Since
disasters
pro-
voke
fear
and
anxiety,
simulations
can
help
individuals
to
relate
to
emergencies
more
rationally.
Simulations
also
expose
potential
problem
areas.
This
helps
par-
ticipants
to
improve
their
procedures
and
make
suggested
changes.
Students
and
teachers
should
be
trained
to
avoid
windows
in
case
of
tornado
or
earthquake.
Evaluating
response
to
actual
disasters
can
also
improve
emergency
preparation
plans.
An
illustration
of
this
is
the
1987
earthquake
that
closed
schools
in
the
Montebello
Unified
School
District
in
Southern
California.
Not
one
child
out
of
more
than
31,500
students
was
injured,
and
only
six
of
nearly
3,000
employees
reported
minor
injuries.*
Why
did
the
emergency
plan
go
so
well?
The
school
system
had
established
disaster
plans
and
staged
emergency
drills.
Furniture
was
attached
to
structural
building
compo-
nents,
command
posts
functioned
properly,
and
the
schools
were
able
to
account
for
each
student
and
secure
their
campuses.
Nevertheless,
the
superintendent
de-
scribed
some
problem
areas.
Communica-
tion
within
and
between
schoolsbroke
down
because
telephones
did
not
work,
informa-
tion
network
systems
didn’t
function
as
planned,
and
outside
telephone
jacks
and
cordless
telephones
were
inadequate.
In
addition,
coordination
of
bus
transporta-
tion
needed
improvement.
Some
drivers
brought
students
to
school,
while
other
drivers
told
students
to
go
home.
Parents
created
trafficjams
by
double-parkingwhen
ADVENTIST
EDUCATION
27