Schools as pillars of safety and resilience

The bell rings at the secondary school of Sis, signaling an evacuation drill. The doors of the classrooms on both the first and second floors open, as children rush out in small groups, quickly descending the stairs and following their teachers' instructions. In a matter of seconds, the students from the first-floor classrooms are already in the schoolyard with their class supervisors. Moments later, the students from the second floor are also outside together with all teachers, the school principal and the healthy lifestyle instructor.

After catching their breath, a round of cheers passes through the crowd - the preparedness drill was successful! The entire school was evacuated in line with the disaster risk management (DRM) plan, and everyone was able to clearly play their assigned roles.

Since the beginning of 2025, Sis school, together with the other four public schools in the consolidated community of Masis, has worked with UNICEF and the Disaster Risk Reduction National Platform (ARNAP) to develop their DRM plans and form DRM councils from among school staff, teachers, and students. The goal was the same across all schools: to help create and maintain a safe environment for children.

With all hands on deck, the school has gone through a data collection phase, where students and teachers examined and presented a synthesis of potential risks and list of necessary resources. The DRM council was supported by experts from UNICEF and ARNAP that guided the data collection and the discussion around what steps the school needs to take. The draft DRM plan is then submitted to the Regional Rescue Department for a final review, after which the school principal approves it for real-world application.

At Sis school, the DRM council was chaired by Karine Simonyan, the principal, while Felix Hayriyan, healthy lifestyle instructor, acted as head of the sheltering and evacuation team. The larger team comprised of eight teachers and 25 students who are responsible for information and warning, fire protection, first aid, psychological support, and sheltering and evacuation.

“The DRM plan, among other goals, aims to reduce panic during emergencies thereby increasing the safety at school. It guides how school staff and students should act in a given emergency situation, outlining their roles and responsibilities,” explains Karine Simonyan. “Most importantly, it is not only about having a plan but about mastering every part of it. The council members all know how to behave, how to orient themselves and others, and where to go in any emergency. A trained person does not fall into uncertainty,” Simonyan said.

To Karine, a school is not only an educational institution where children learn, but also a place that plays a direct role in their safety, well-being, and development. “It is important to stress that education is not only about teaching letters, history, or mathematics. We often say that education is not limited to reading or arithmetic skills. Knowledge of safety, self-care, and life skills is equally important for children. Hence, the school must teach children how to take care of themselves and navigate different situations. This is an integral part of education that we provide at our school.”

Lilit, Tatyana and Rafik are the most active members of the DRM council of Sis. The students note that the training courses and drills have helped them to not only acquire new knowledge but also put it to practice and build necessary skills, such as being able to realistically assess the situation during emergencies and take proper steps. When asked why they joined the council, they give credit to their leadership capabilities and eagerness to participate and contribute to their community.

“Many students at our school have younger sisters or brothers, and after the training sessions, we were very motivated to share what we had learned with them, so they too know how to behave in dangerous situations. The training sessions didn’t just expand our knowledge, they helped us grow personally, and that makes a real difference over time,” notes Lilit Beglaryan.

Rafik Grigoryan highlighted the importance of volunteering to help others. “Our country is in a high-risk zone for disasters, such as earthquakes and wildfires. If you are prepared, you can not only help yourself but also guide your friends, classmates, and anyone else. And the more prepared you are, the more confidently you can act during challenging moments.”

“When you are faced with an emergency situation and you have no information on how to deal with it, there is a high chance that you might actually make things worse,” added Tatyana Voskanyan. “The training sessions taught us that even a small but informed step can make a real difference and even save a life.”

Vigen Shirvanyan, UNICEF Climate Change and Disaster Risk Reduction Officer, explained that the two-day training of trainers sessions were held for all DRM councils across Masis community. The council members gained skills and knowledge that they are now expected to pass on to the schools' teaching staff and student body in the near future. “The sessions included practical exercises to enhance their resilience and help create a safety net within the community,” he said. “Throughout this process, children have transitioned from being mere observers to becoming active participants. They have learned to assess the risks facing their community, examined environmental factors, learned to act quickly and systematically, while also sharing this knowledge with others, altogether making their schools a safer place for all.”

Ara Barseghyan, Director of ARNAP, explains that the concept of a 'safe school environment' is built on three key components. Physical safety comes first, meaning a solid, hazard-resistant school building and a safe surrounding area. The second component is proper management. In an emergency, everyone − from the principal to the students − must clearly understand what to do, and these actions must be practiced and reinforced regularly. Finally, knowledge is the third component. Children must know how to act to help reduce dangers and decrease potential risks. According to Barseghyan, only by bringing these three components together can we speak of a truly safe school environment that supports children’s learning and development.

One of the key principles of school disaster risk management is ensuring alignment with community plans. Experts emphasize that a school’s risk management plan should be consistent with the community’s, reflecting shared hazards, risk-reduction steps, and available resources. Likewise, community plans are incomplete without the active involvement of school representatives.

As part of the initiative, UNICEF and ARNAP have also supported the schools in Marmarashen, Noramarg, Ranchpar and Sayat-Nova of Masis community to tailor their DRM plans to the specific features of their settlement and the potential disasters they faces. For example, the school in Sis has looked into earthquakes and floods that may be caused if the nearby Azat Reservoir dam becomes unstable. By the end of 2025, partners will also provide the schools with essential emergency response equipment and supplies.