Disaster risk reduction in schools: a systematic review of the implementation strategies and challenges

The increasing frequency of disasters in developing countries has caused extensive destruction and high death tolls, with children being the most vulnerable group and the first casualties of disasters. The World Health Organisation (WHO) estimates that children account for 30–50% of all deaths caused by natural disasters, with effects predicted to worsen because of the compounding effect of climate change. Past records show that school children are the most vulnerable segment of society, as they spend roughly one-third of their waking hours at school. The Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030, Priority 1, encourages member states to mainstream disaster risk reduction (DRR) into the education sector. This systematic review examines 38 empirical articles focused on the Global South’s integration of DRR into school curricula. The findings show the dominance of DRRE as a cross-cutting theme across different subjects, complemented by extracurricular activities. The findings reveal that geography and social studies are the most common subjects for DRRE integration, while a few countries have integrated it into subjects not traditionally associated with disaster education. There is also a curricula predominance of the ‘knowledge’ and ‘response’ dimensions in DRRE, while ‘action’, ‘integration’, and ‘participation’ dimensions remain underrepresented. Challenges such as inadequate funding, limited teacher training, and the absence of supportive policies hinder effective implementation of DRRE. The study advocates a curriculum redesign guided by DRRE frameworks, policy support, and community involvement to enhance DRRE’s effectiveness, ultimately empowering students as proactive change agents in disaster preparedness and community resilience-building.