Sri Lanka's education system is gradually vulnerable to natural hazards, such as floods, landslides, droughts, intensive and heavy rainfall, and other extreme weather events. School education is predominantly vulnerable to disasters because they can cause significant interruptions to the teaching–learning process by damaging school infrastructure, dislocating school communities, and leaving children without access to education during the disaster situation, especially in areas with limited physical resources and high vulnerabilities. The Sustainable Development Goal number four (04) attempts to ensure everyone has access to quality education, and number five (05) has the targets to justify gender equality. The Sendai Framework for Disaster Risk Reduction also concerns the importance of gender involvement in disaster management in the school education system. In the disaster situation, the role of women in education leadership is underappreciated and less focused on their capabilities to disaster preparedness and responses. This chapter evaluates the gender sensitivity of the existing disaster management policies in Sri Lankan school education and their impact on school resilience. And explores the existing challenges that are associated as well. The study uses mixed methods, combining both quantitative and qualitative research approaches and a comprehensive literature review to establish the current arguments on the issue. This study also tries to generate a theoretical framework, linking key concepts and variables between gender contribution and school disaster management to gain a broad understanding of its practical application and principles. The proposed Gender Sensitive Schools Disaster Management (GSDM) framework offers a practical approach with procedures for national policy development. The outcomes of the study enhance the women's leadership in GSDM to the vulnerable schools in Sri Lanka.