Abstract
Fire disaster preparedness has been reported as critical in schools, especially for schools that have learners with special needs. This study, therefore, through a quantitative research approach, collected data from 88 participants across nine special needs schools (SNS) in the North West Province of South Africa to assess the fire preparedness of these schools. Data were collected using a structured questionnaire. The study applied descriptive and inferential statistics using R Statistical Software package to analyse questions that gauged the fire preparedness of the sampled schools. Four generalised linear and one ordinal regression models were applied to the data and found statistically significant differences for some predictors across the four applied GLMs. Significant results were found for the school fire safety management model applied to the Disaster Preparedness Strategy framework (χ(2) = 206.7; p = 0.01; R (2) = 90.5%). However, a significant difference was only found in the question of early warning systems across the eight predictor variables for the framework. CONTRIBUTION: The maintenance and recordkeeping model showed significant results in terms of record maintenance and the frequency of fire safety equipment inspections. While compliance with specific fire safety regulations is essential, broader engagement and continuous improvement in early warning systems are necessary for a more resilient disaster preparedness strategy. This study addresses a critical gap in understanding and improving fire hazard preparedness in these schools. The authors therefore recommend intervention from the authorities to assist these schools to prepare for fires.