從臺北市各級學校之校園安全管理與防災演練發現，學校師生的防災意識與素養均有顯著提升，但是校園危機管理的工作卻也因為各校經費來源、行政負擔、師長態度等普遍存在於校園中的問題影響，在許多學校中無法落實執行或有效推動。本研究採參與觀察研究法針對研究對象進行實地觀察。以107年度臺北市參與防災校園建置的國小為對象，旨在探討從製作校園防災地圖與編修校園災害防救計畫完成，到實際操作全校師生共同參與之防災演練。此研究將彙整臺北市國小校園防災演練的訪視紀錄，做為研究資料來源，並於每場演練後的座談中，彙整與分析學校對防災演練的推動的困難與建議。學校教職員工對於防災演練與推動的投入不如預期，一方面是演練工作大多都由行政處室同仁承擔，二方面也是基層老師對於安全教育的推動不夠重視。這些推動上的困境，其實也並不是學校故意做不好，主要還是欠缺資源與支援。另外行政人員的不穩定，也是很大的隱憂。防災輔導團可以扮演關鍵性的角色，教育局應該強化輔導團的功能，提供學校在防災演練與防災教育上所需要的資源與支援。

The earthquake in the early morning of September 21, 1999 gave people all over Taiwan a shuddering education. It also made the government pay attention to the disaster prevention education and campus disaster prevention work. It can be discovered from the disaster prevention drills of all schools in Taipei that the awareness of disaster prevention of teachers and students at all elementary schools and high schools have indeed improved significantly compared with those before the earthquake, 921, back in 1999. However, the campus disaster prevention work is also affected by the problems that exist at every school, such as the sources of funding, administrative burden and the attitude of the teachers. Those problems make the campus disaster prevention work unable to implement or effectively promote in many schools. Observational research method, on- the- spot observation of the research objects, was adopted in this study. Take the elementary schools participating in the first- class disaster prevention in Taipei in 2018 academic year as the target, the aim is to discuss the implementation of the campus disaster prevention maps and the preparation of the campus disaster prevention plans. Also the publicity and drills of the campus disaster prevention, and to combine the teaching teams to establish the localized disaster prevention teaching module and innovation of disaster prevention education. As the source of research data, there are visit records that were collected from the disaster prevention drills of the elementary schools in Taipei in 2018 academic year. Also, in every post- drilling session, there were difficulties and suggestions of the schools on the promotion of disaster prevention drills that were recommended. The reasons of the faculty and staff of the schools did not invest as much as possible in the disaster prevention drills and promotion are administrative department colleagues undertake most of the drills and the teachers pay less attention to the promotion of disaster prevention education. The main reason of the predicament of promotion is the lack of resources and support. In addition, the instability of the executives is also a concern. Disaster prevention counselling group can be the key. The Education Bureau should strengthen the functions of the counselling group and provide schools with the resources and support needed for disaster prevention drills and education.