Contrary to popular belief, the creation of a society that is resilient to disasters may not be as easy as it might seem. In this process, it should be taken into account that the educational environment has a very important role to play in the social aspects. Today, education is an important factor in the development of society's awareness and preparedness in the face of disasters and emergencies. Earthquakes, which are accepted as a natural disaster, have a negative and destructive impact in many parts of the world. Although humanity can often feel helpless in the face of these destructive natural disasters, it has also been known to take various types of measures that focus on the results of scientific research. The educational environment in particular is of great importance in terms of the need for and applicability of these measures. The characteristics of our country's geography and the relationship between earthquakes and educational environments, which have devastated large areas in recent years, need to be fully understood in the context of managing disasters in schools. In this way, it is hoped that more attention will be paid to this subject at both academic and national level. Therefore, in this study, first of all, the concept of disaster, its types and its general characteristics will be discussed. Furthermore, information on the process of disaster and risk management at schools is briefly summarised on the basis of relevant literature. Then, the phenomenon of earthquake, which is a very destructive type of disaster, and the types of earthquakes have been analysed. How earthquakes are perceived by those involved in schools, and the possible negative effects of having to deal with earthquakes on school administrators and teachers, are highlighted. Consequently, it is suggested that more aggressive disaster and risk management policies should be implemented in schools to minimise the negative impact of earthquakes on our country's educational environment. The results obtained showed that more research should be done on the level of stress caused by earthquakes and on the perception of earthquakes by school administrators and teachers. In this way, the effective roles in the creation of disaster management awareness in schools, especially among school administrators and teachers, and in the determination of the attitudes to be adopted in the face of possible earthquake scenarios can be more easily identified.