Abstract
North Lombok is a central earthquake-prone zone, making inclusive school safety and preparedness in special needs schools a crucial issue. This study aims to analyse the implementation of the Safe School Program (SPAB, Satuan Pendidikan Aman Bencana) at State Special Needs School (SLBN) 1, North Lombok, focusing on the evaluation of the Three Pillars of SPAB within the context of multiple risks and inclusive requirements. This qualitative research employs a case study method, utilising structured observation and in-depth interviews with the management team, teachers, and parent representatives to collect data. The researchers conducted the data analysis using a qualitative descriptive approach based on the Comprehensive School Safety Framework (CSSF). The findings reveal a significant imbalance between physical readiness (hardware) and managerial/capacity readiness (software). Pillar I (Safe Facilities) is at an adequate level—marked by structural resilience following the 2018 earthquake and a commitment to inclusive design—but is hampered by administrative weaknesses (lack of technical audit documents) and a failure in inclusive non-structural mitigation. Conversely, Pillar II (School Disaster Management) is assessed as weak and unsustainable due to financial governance failures (no routine SPAB budget allocation in the School Expenditure Plan/RKAS) and the absence of emergency response SOPs specific to Children with Special Needs (CSN).Furthermore, schools do not fully implement Pillar III (Risk Reduction Education), as evidenced by infrequent evacuation drills. The failures in Pillars II and III collectively exacerbate the double vulnerability of students with special needs. This study concludes that SLBN 1 North Lombok has only reached the initial awareness stage and has not yet achieved an adequate level of institutional resilience due to fundamental weaknesses in institutional sustainability and inclusive operational aspects. A holistic intervention focusing on routine budget integration, the legalisation of inclusive SOPs, and strengthening school–family partnerships is recommended.