<![CDATA[Disaster-safe schools require more than awareness campaigns; they need a school-level mechanism that converts everyday observations into risk information and actionable priorities. This study examines the use of school watching as a participatory disaster-risk diagnosis instrument at SMAN 57 Jakarta. A descriptive-participatory design with semi-quantitative scoring was applied between October 2023 and May 2024. Field evidence was generated through school watching, direct observation, documentation, interviews, participatory mapping, and group discussion. Forty-four student respondents aged 15-18 years were quantitatively described, while the participatory workshops involved a broader school-community setting. Hazard, vulnerability, and capacity scores were integrated into disaster-risk values. Flood, fire, and earthquake were identified as the main hazards, with hazard scores of 16, 12, and 9, respectively. School vulnerability was moderate (2.0), whereas capacity was high (9). The resulting risk values were 3.5 for flood, 2.6 for fire, and 2.0 for earthquake, all categorized as low. Nevertheless, school watching identified concrete micro-scale safety issues involving electrical installations, building elements, unsecured furniture, evacuation routes, fire extinguishers, drainage, first-aid access, and emergency information. The study contributes by positioning school watching not only as a disaster-education method but as an operational bridge between participatory observation, risk scoring, and school action planning. This approach can strengthen Disaster Safe Education Unit implementation through periodic, evidence-based risk review.]]>
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