The article analyses the impact of the earthquake of 27 February 2010 in Chile on Chile’s educational institutions. In this regard, consideration is given not only to the role of schools at the time of sieism – the place of restraint, asylum and resurgence – but also the day after: what happens to schools that were damaged and how education policy reacts to the redefinition of disaster planning. The article looks at two conceptualisations: how “vulnerability” appears in the materials developed for disaster prevention in schools on the one hand and social participation on the other; in other words, the role of society in the reconstruction of damaged schools. Abstract The article analyses the impact in the educational institutions of the earthquake which took place in February 27th, 2010 in Chile. In this sense, the object of this paper is not only to review the role of schooling institutions 11 the seism Happens – as a meeting place, shelter, etc. – but continuously, what Happens on its aftermath in terms of construction of the schools on one hand, but also on the redefinitions on the educational policies regarding risk and disability management. In a transversal way, two fundamental concepts are analysed: how infringability appears in the booklets and specific materials developed for the prevention of disability at schools, and the one of social participation, that is, which specific role played the civil society collaborating in the reconstruction of damages schools.