scholarly journals The Fukushima Daiichi Nuclear Power Plant accident and school bullying of affected children and adolescents: the need for continuous radiation education

2018 ◽  
Vol 59 (3) ◽  
pp. 381-384 ◽  
Author(s):  
Toyoaki Sawano ◽  
Yoshitaka Nishikawa ◽  
Akihiko Ozaki ◽  
Claire Leppold ◽  
Masaharu Tsubokura

Abstract The health threats of radiation-release incidents are diverse and long term. In addition to direct radiation effects, it is imperative to manage the indirect effects of radiation such as stigma, prejudice and broader mental health impacts. Six years after the Fukushima Daiichi Nuclear Power Plant accident of March 2011, bullying caused by stigma and prejudice toward evacuees, including children, has become a social problem in Japan. This phenomenon may be associated with the fact that knowledge about radiation has still not reached the general public, and to a potential lack of motivation among Japanese citizens to learn about radiation and bullying. Continuous and sustained education regarding radiation is warranted in order to enhance the general knowledge level about the effects of radiation in Japan after the Fukushima Daiichi Nuclear Power Plant accident, and this education will become an important reference for education after future nuclear disasters.

2015 ◽  
Vol 10 (sp) ◽  
pp. 755-769 ◽  
Author(s):  
Kota Tomoyasu ◽  
◽  
Reo Kimura ◽  
Hitomi Mashima ◽  
Ikuno Kazama ◽  
...  

Although over three years have passed since the Great East Japan Earthquake, it is estimated that there remain approximately 135,000 evacuees from the nuclear power plant accident, 81,000 of whom had been living in areas under evacuation orders and 54,000 of whom had been living outside these areas (i.e., voluntary evacuees). However, the lived experience of such voluntary evacuees has been uncertain, as it is not possible to identify them. Consequently, it has not been possible to clarify the anxieties they harbor as they continue their extended existence as evacuees or to determine the issues they face in reconstructing their lives, making it difficult to extend suitable assistance measures. In this study, we worked with NHK to conduct a survey of voluntary evacuees. A list of interviewees compiled by NHK reporters was used to survey voluntary evacuees, who are difficult to identify. By analyzing the collected cases, we examined issues faced by “voluntary evacuees.” The results showed that the majority of the voluntary evacuees in this survey were mothers who had evacuated with their young children (but without their spouses) and who felt that they had had to evacuate due to anxieties about the effects of radiation exposure on their children’s growth. They tended to feel that it was difficult to return to their former areas of residence and that they had no choice except to continue living as evacuees. Furthermore, there were cases in which couples that had previously been living together had separated for reasons of work or place of occupation and had been forced into situations where they were obliged to economically support two households, with adverse effects on their budgets, minds, and bodies. In addition, the nuclear power plant accident made it difficult for them to decide where to base themselves in the future; in some cases, evacuees returned to their pre-disaster areas of residence only to evacuate again. Against the designation “voluntary,” the voluntary evacuees in this survey lived under circumstances in which they felt that they had had no choice but to evacuate; in enduring the difficulties of evacuation, they did not feel they had acted according to their voluntary will. This points to the need to implement effective assistance.


2020 ◽  
Vol 55 (4) ◽  
pp. 317-324
Author(s):  
Yujiro Kuroda ◽  
Masaharu Tsubokura ◽  
Kiyoshi Sasaki ◽  
Takashi Hara ◽  
Atsushi Chiba ◽  
...  

This study was designed to examine how teachers in Fukushima Prefecture have shaped radiation education and gained consensus on radiation-related issues since the Fukushima Daiichi nuclear power plant accident. We interviewed teachers and external experts who have been conducting radiation education since the nuclear accident, ascertaining their focus in introducing and implementing radiation education and the lessons they have learned. We then qualitatively analyzed the results. There was no practical radiation course of study (Shido Yoryo) to follow immediately after the disaster, so teachers individually devised curricula according to the developmental stages of their students. Their aims were to (1) tailor lesson structure to the students’ anxieties and distress, (2) promote students’ activities through knowledge and linkage to their daily lives via radiation measurements and disaster site visits, and (3) enable the students to self-educate and to take informed decision. These objectives required the implementation of continuous, multidisciplinary radiation education to enable the students to understand the impacts of the nuclear accident and enhance the resilience of children growing up in Fukushima, allowing them to overpass the rumor and stigma and to adopt adequate protective measures to face the remaining radiation in their environment. As nearly 10 years has passed since the accident, radiation education at schools has reached a turning point. While social interest in radiation education is waning, it is hard to say that adequate radiation knowledge has taken root among students, and therefore it is necessary to consider how radiation education should be delivered in the future. Such curricula based on the experiences of Fukushima Prefecture should be shared internationally in preparation for potential future accidents.


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