Document Type : Original Article


1 Biostatistics and Epidemiology, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

2 Health Human Resource Research Center, School of Management and Information Sciences, Shiraz University of Medical Sciences, Shiraz, Iran

3 Research Center for Nursing and Midwifery Care, Department of Nursing, Nursing and Midwifery School, Shahid Sadoughi University of Medical Sciences, Yazd

4 Department of Health Education and Promotion, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd

5 Department of Civil Engineering, Yazd Branch, Islamic Azad University, Yazd, Iran


BACKGROUND AND OBJECTIVES: School resilience is defined as risk‑reducing strategies used to
create a safe environment for students when faced natural disasters. Resilient schools, in addition to
their educational role, provide a suitable capacity for responding to disasters and rehabilitation after
the incidence. This study determined the level of disaster resilience of schools in Yazd, central Iran.
MATERIALS AND METHODS: This is a descriptive‑analytic study conducted among 400 schools
and 367 participants in Yazd, 2018. To collect data, we used the school resilience in disasters
questionnaire (α =0.95 and intraclass correlation coefficient = 0.97 [95% confidence interval:
0.96–0.98]) containing 48 questions. We also analyzed the gleaned data through the Pearson
correlation coefficient, one‑way ANOVA, and independent t‑test.
RESULTS: The total score of school disaster resilience was 153.30 ± 29.57. In these schools, the
function had the highest (47.76 ± 13.96), and safety had the lowest (6.74 ± 3.18) score among
all areas of school disaster resilience. There was a positive significant correlation between total
resilience and areas of function, education, structural, nonstructural, architecture, commute routes,
safety, location, and equipment (P < 0.001). Location had the smallest (r = 0.424) and function had
the greatest (r = 0.854) correlation with total resilience.
CONCLUSION: It can help the school management board in assessing the level of resilience of their
school and determining the priorities for disaster risk reduction. Awareness of the status of resilience
can help policy‑makers and experts create an effective program for increasing resilience.


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