Abstract
Objectives This study aims to look at school safety education as a whole and, based on this, examine the role of geography subject in school safety education.
 Methods To this end, the current status of school safety education in foreign countries (Japan, France, and the United States) was first summarized, and the school safety education policy and curriculum in Korea were examined. Based on this, the problems of school safety education in Korea and the role of geography subject in school safety education were discussed.
 Results Japan, France, and the United States have implemented school safety education in response to crisis situations that occur in different social and cultural backgrounds of each country. Safety education in Korea has various problems due to short-term institutional maintenance due to social demand, and safety education in geography tends to be limited to natural disasters.
 Conclusions It is important to consider geographic characteristics in safety education because risks occurring in local communities are not limited to natural disasters, and safety education in geography requires an approach in terms of the use of maps and learners' risk perception.
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