Preparing school personnel to support neurodivergent students during emergencies: a pre–post evaluation of an educational intervention

A pre-post evaluation of a structured school-based educational intervention in disaster preparedness for neurodivergent students demonstrated significant improvements in school personnel's knowledge of sensory and communication needs, as well as their perceived ability to provide care. This suggests that targeted training can enhance support for neurodivergent students during emergencies, addressing a critical gap in preparedness.

Why it matters

This initiative addresses a critical vulnerability in disaster preparedness, highlighting the necessity of specialized training to protect neurodivergent populations. It underscores the importance of proactive measures to ensure equitable safety outcomes for all students, particularly those with unique needs during emergencies.

Key insights

• Neurodivergent students face heightened risks during disasters.
• School personnel frequently lack adequate training to effectively support neurodivergent students in emergencies.
• A structured school-based sensory-focused disaster preparedness curriculum was evaluated.
• The intervention aimed to increase school personnel's knowledge and perceived care for neurodivergent students during disasters.
• The evaluation involved anonymous matched surveys administered before and after training.
• Participants included 263 school faculty, staff, and administrators from 11 local schools.
• The training led to an increase in sensory and communication knowledge among participants.
• The training also improved perceived engagement and care capabilities among participants.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1877095