Regulating disasters? The role of international law in disaster prevention and management

Purpose – This article explores the role of international law in disaster prevention and management, with a particular focus on the emerging field of international disaster law, and its relationship with international human rights law. It further introduces the four articles of the special column of this journal issue, dedicated to disasters and international law. Design/methodology/approach – The analysis is based upon primary sources of legislation and policy, as well as academic literature on disasters and international law. Findings – Although the field of international disaster law is at its infancy, we argue that this emergent area does have the potential to gain widespread recognition as a distinct field of law, and that this could be of benefit for the wider disaster management community. Originality/value – The article introduces key legal features and themes relating to international law and disasters, highlighting their relevance for disaster management. The added value is to widen the discussion on aspects of disasters regulated by international law, thus facilitating the future exchange with other academic subjects and operational fields. Keywords – disasters; international law; disaster management; treaties; human rights; international disaster law; international human rights law. Paper type – Research pape

Sanitation, human rights, and disaster management

Purpose The purpose of this paper is to link debates around the international law on human rights and disaster management with the evolving debate around the human right to sanitation, in order to explore the extent to which states are obliged to account for sanitation in their disaster management efforts. Design/methodology/approach The paper is based on analysis of existing laws and policy relating to human rights, sanitation and disaster management. It further draws upon relevant academic literature. Findings The paper concludes that, while limitations exist, states have legal obligations to provide sanitation to persons affected by a disaster. It is further argued that a human rights-based approach to sanitation, if respected, can assist in strengthening disaster management efforts, while focusing on the persons who need it the most. Research limitations/implications The analysis in this paper focuses on the obligations of states for people on their territory. Due to space limitations, it does not examine the complex issues relating to enforcement mechanisms available to disaster victims. Originality/value This is the first scholarly work directly linking the debates around international human rights law and disaster management, with human rights obligations in relation to sanitation. The clarification of obligation in relation to sanitation can assist in advocacy and planning, as well as in ensuring accountability and responsibility for human rights breaches in the disaster context

Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties

This article explores the perspectives of educational psychologists across England with regard to their professional involvement, role and contribution to special schools for children and young people with profound and multiple learning difficulties (PMLD). An online survey was distributed to all educational psychology services in England and to private educational psychology practices. Data collected from 207 respondents were analysed using descriptive statistics and quantitative and qualitative content analysis. The findings suggest a complex national picture, including great variation in the frequency of educational psychology visits and indirect contact with the special schools. While the work carried out by educational psychologists in these special schools is primarily individual, statutory-led casework, systemic work is considered to be the ‘ideal’ contribution. Educational psychologists’ views on their role in PMLD settings seem to feature limited ideas. The authors suggest that improving educational psychologists’ skills and knowledge of PMLD, building relationships with special schools and finding a niche in supporting, among other things, the emotional well-being of the school’s community, might be ways forward for working in PMLD schools. The article concludes by emphasising the continued need for the profession to understand and market the specific role it can play in PMLD settings