<![CDATA[Disaster-Safe Education Units (Satuan Pendidikan Aman Bencana/SPAB) play a strategic role in strengthening school resilience and supporting sustainable development. However, empirical evidence integrating disaster literacy and institutional readiness across the three SPAB pillars in Indonesian secondary schools remains limited. This study aimed to examine the level of SPAB literacy and evaluate the implementation of the three SPAB pillars in senior high schools and vocational high schools under Regional Education Office II of Central Java Province. A quantitative descriptive-comparative survey was conducted involving 58 schools selected through voluntary response sampling. Data were collected using the official SPAB assessment instrument based on the Indonesian Ministry of Education and Culture Regulation No. 33 of 2019. Descriptive statistics, Friedman tests, independent-samples t-tests, and one-way ANOVA were employed for data analysis. The findings revealed that SPAB literacy was at a high level (M = 68.47%), whereas overall SPAB implementation was moderate (M = 54.53%). Among the three pillars, Safe Learning Facilities achieved the highest implementation, followed by School Disaster Management, while Disaster Risk Reduction and Resilience Education showed the lowest performance. Significant differences were found among the three SPAB pillars (p < .001), whereas no significant differences were identified based on school status or school type (p > .05). These findings indicate that strong disaster literacy alone is insufficient to ensure effective SPAB implementation. Strengthening disaster risk reduction education, institutional capacity, and curriculum integration is therefore essential to foster resilient, safe, and sustainable schools.]]>
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