Background: Gaps in pediatric disaster education impact operational capability. The Eastern Great Lakes Consortium for Disaster Response (EGLCPDR) Education workgroup comprehensive review of pediatric disaster education across emergency care disciplines focused on mission-critical educational content and just-in-time health care professional education resources. Methods: In early November 2019 through 2021 the EGLPCDR Education workgroup members acted as subject matter experts experienced in hospital, EMS, critical care, and community disaster operations. Workgroup activities included: • Environmental scan and literature review of pediatric disaster education gaps across disciplines. • Systematic literature review of pediatric disaster education & curriculum recommendations. • Review and development of an all-hazards compendium of Just-In-Time (JIT) pediatric disaster resources • Distribution of curated educational literature and best practices • Educational support for regional health care coalitions in their pediatric disaster annex activities • Identification of best practices and lessons learned associated with pediatric disaster education and curriculum during COVID-19. • Educational liaison networking with public-private entities supporting JIT education real-world world events (COVID-19). • Compilation of pediatric, neonatal, and community-based COVID-19 web-based resources to respond to JIT information needs. • Conducted a national multi-discipline provider-level survey of pediatric disaster competency expectations. • Exploration of design thinking and convergence of best practices to mitigate gaps in pediatric readiness throughout all phases of disaster. • Review and promotion of vetted JIT pediatric disaster education and training resources through utilizing Twitter, Facebook, and LinkedIn. Results: An exceptional array of neonatal, pediatric, and perinatal disaster educational resources exist for disaster readiness just-in-time training and on-boarding disciplines to pediatric disaster care. However, the resources are not evenly distributed across provider groups or utilized as a part of entry-level health workforce core curriculums. Educational gaps are not due to lack of content but gaps in awareness, process, utilization, and deployment of education and training. The findings support the need for a pediatric disaster education concept of operations (CONOPs) to provide an environment of open access peer-to-peer access to learning aligned with a shared operating picture. Adopting a Pediatric Disaster Education CONOPS as a national model would reduce the variability in pediatric disaster knowledge, skills, and abilities essential to disaster emergency management. Conclusion: Pediatric Disaster Education Gaps are systemic and require system-based solutions that “normalize” pediatric disaster readiness as part of emergency management. Numerous recommendations are detailed to address the current systemic challenges and enhance opportunities for systemic change to assure children are fully integrated into emergency management and disaster operations.