12.7: Emergency and Disaster Preparedness

Emergency preparedness is an essential part of health and safety management in early childhood programs. Emergencies can include fires, earthquakes, severe weather, power outages, medical emergencies, lockdown situations, hazardous air quality, or other local threats. While programs cannot predict every possible event, they can prepare systems that help staff respond quickly and calmly. Emergency planning is especially important in early childhood settings because young children depend on adults for direction, mobility, communication, emotional support, and basic care. A written plan is necessary, but it is not enough. Staff must understand the plan, practice it regularly, and know how to adapt it to the needs of the children currently enrolled.

Types of Emergencies to Plan For

Programs should develop emergency procedures based on the risks most relevant to their location and setting. In California, common planning concerns may include earthquakes, wildfire smoke, extreme heat, power outages, flooding, and lockdown situations. Programs also need procedures for more common emergencies, such as fire, medical incidents, missing children, or unsafe individuals near the facility.

Emergency planning should address what staff will do in different situations. Evacuation may be appropriate for a fire, but shelter-in-place may be necessary during poor air quality, severe weather, or some security concerns. Lockdown procedures may be needed if there is a threat near or inside the facility. Each situation requires different staff actions, communication methods, and supervision strategies.

Emergency Plans and Staff Roles

A strong emergency plan explains who does what. During a crisis, staff should not have to stop and figure out who is responsible for checking bathrooms, carrying emergency contacts, collecting medications, leading children out, or calling families. Emergency plans should identify responsibilities such as:

• who leads each classroom group,
• who checks attendance,
• who brings emergency supplies,
• who carries medications or health plans,
• who checks bathrooms and empty spaces,
• who communicates with families, and
• who contacts emergency services when needed.

These responsibilities may need backup assignments in case a staff member is absent. Substitute teachers and floaters should also receive orientation to emergency procedures, since emergencies do not only happen when regular staff are present.

Emergency Supplies

Programs need emergency supplies that are accessible, current, and appropriate for the children served. These may include first aid kits, emergency contact information, water, food, flashlights, batteries, diapers, wipes, gloves, sanitation supplies, blankets, and communication devices. Programs serving infants, toddlers, or children with medical needs may require additional supplies. Emergency medications require special attention. If a child has an epinephrine auto-injector, inhaler, seizure medication, or other emergency medication, staff need to know where it is stored and who is trained to administer it. Supplies should be checked regularly so expired items, missing materials, or outdated contact information are identified before an emergency occurs.

Planning for Children with Disabilities or Medical Needs

Emergency plans must include every child. Children with disabilities, mobility needs, communication differences, sensory sensitivities, or chronic health conditions may need individualized planning. A plan that works for most children may still fail if it does not account for a child who cannot walk quickly, becomes overwhelmed by loud alarms, depends on medical equipment, or needs communication support. Programs should consider how each child will be assisted during evacuation, lockdown, or shelter-in-place procedures. This may involve assigning a specific adult, preparing adaptive equipment, keeping visual supports available, or ensuring emergency medication travels with the child. These plans should be developed before an emergency occurs and updated when children’s needs change.

Drills and Practice

Emergency drills help staff and children learn what to do. Drills should be frequent enough that procedures become familiar, but they should also be handled in ways that are developmentally appropriate. Young children may become frightened by alarms, rushed movement, or intense adult emotions. Staff should explain drills calmly and reassure children that practice helps everyone stay safe. Drills are also a way to test the program’s systems. A drill may reveal that attendance sheets are hard to access, emergency bags are incomplete, staff are unsure who checks the bathroom, or children with mobility needs require more support than expected. These discoveries are useful. The purpose of drills is not only to practice, but also to improve the plan.

Family Communication and Reunification

Families need to know how the program will communicate during an emergency. Programs should explain emergency communication procedures before a crisis occurs, including how families will be contacted, where reunification may occur, and what identification or authorization may be required before a child is released. Reunification procedures are especially important if children must evacuate to another location. Staff need accurate emergency contact information and clear procedures for documenting child release. During a stressful event, families may arrive quickly and anxiously. A clear system helps protect children and reduces confusion. Programs should also communicate after drills or real emergencies when appropriate. Brief updates can reassure families and reinforce confidence in the program’s preparedness.

Reviewing and Updating Emergency Plans

Emergency plans should be reviewed regularly. Changes in staffing, enrollment, classroom assignments, child health needs, contact information, facility layout, or local risk conditions may all require updates. A plan that was accurate at the beginning of the year may become outdated within a few months. Administrators should review plans after drills, incidents, staff changes, and enrollment of children with new support needs. Staff feedback is important because employees who participate in drills often notice practical problems that may not be obvious in a written plan.

Example \(\PageIndex{1}\)

The Drill that Exposed the Gaps

A child care center conducted a fire drill that initially seemed successful because all classrooms exited the building quickly. However, when the director reviewed the process, several problems became clear. One teacher had forgotten the emergency contact binder. A substitute did not know who was responsible for checking the bathroom. A child with mobility needs was carried outside safely, but there had been no assigned plan for who should assist him. Emergency medication for one child remained locked in the classroom.

The director realized that the written emergency plan did not translate clearly into daily practice. The program revised staff roles, updated emergency bags, created substitute instructions, and developed individualized plans for children who needed additional assistance. Future drills were used not just to practice evacuation, but to test whether the revised systems worked. This example shows that emergency preparedness depends on practice, role clarity, and planning for the needs of every child.