Understanding evacuation challenges faced by people with physical disabilities requires examining both evacuation environments and support methods in real settings. While previous studies have addressed environmental barriers or evacuation assistance separately, limited attention has been paid to their interaction during actual evacuation. This study aims to explore built environment challenges and effective support methods for the evacuation of people with physical disabilities through an evacuation–support education programme.
The study was conducted at two junior high schools in a coastal district of Okinawa City, Japan. A community-based evacuation–support education programme was implemented in which students provided evacuation support to people with disabilities along designated evacuation routes to designated evacuation assembly areas on higher ground. Data were collected through observations during assisted evacuation and written and verbal comments from group-based reflection sessions. Participants included wheelchair users and people with visual impairments using their usual mobility aids. A total of 386 qualitative codes were analysed using inductive qualitative content analysis.
The analysis identified multiple built environment constraints along evacuation routes, including narrow sidewalks, uneven surfaces, obstacles and traffic-related risks. These conditions necessitated coordinated physical and communication-based support, particularly for wheelchair users and people with visual impairments. Team-based support, continuous communication and prior awareness of environmentally challenging locations were found to be essential for safe evacuation.
By examining evacuation–support education conducted along actual community evacuation routes, this study demonstrates how built environment constraints shape evacuation support needs and provides empirical evidence that may inform future technology-assisted evacuation planning and accessibility assessment.
