By Symon. O Mandala
Disaster Risk Reduction (DRR) refers to strategies and practices aimed at minimising the harmful effects of disasters.
Essentially, disaster risk reduction prevents and reduces disaster impacts on people, communities and infrastructure.
Therefore, integrating disaster risk reduction into the primary school curriculum is an innovative approach and an effective method for building long-term resilience in future generations.
Primary schools serve as vital spaces for fostering knowledge, skills and attitudes that can equip children to respond to, adapt to and recover from various hazards.
Furthermore, the integration of disaster risk reduction into primary school curricula builds awareness, fosters resilience and empowers communities.
Integrating DRR into the primary school curriculum is a proactive strategy to raise awareness of the risks associated with hazards among children at an early age.
Primary school-aged children are at a critical stage in their cognitive and emotional development and this is when foundational knowledge about the environment, hazards and safety measures can have the most significant impact.
Teaching children about the causes, consequences and prevention measures for hazards such as earthquakes, floods, cyclones and fires can help demystify these events and make them more approachable.
By incorporating disaster education into the curriculum, children learn about their vulnerability to disasters and the importance of preparedness.
This awareness extends beyond the classroom, as children often act as agents of change in their homes and communities.
They can take the knowledge learned in school and share it with family members, encouraging disaster preparedness practices such as creating emergency kits, developing evacuation plans or securing homes.
This ensures that DRR strategies are not confined to the school setting but are spread throughout the broader community.
Introducing DRR at an early stage can help build a culture of safety and preparedness that persists throughout the lives of children.
In many disaster-prone areas, communities suffer from recurrent catastrophes, often because people have not been adequately trained to respond effectively or adapt to changing environmental conditions.
Integrating disaster risk reduction into the curriculum can break this cycle by instilling a mindset of resilience from a young age.
By learning about hazards and appropriate responses to them, children can acquire life-saving skills that they will carry into adulthood.
For instance, learning how to recognise early warning signs of a storm, understanding evacuation routes or using first-aid techniques can save lives in the event of a disaster.
Furthermore, when children are trained in these essential skills, they are more likely to participate in emergency response activities, both in school settings and in their communities, promoting a proactive approach to disaster preparedness.
In addition to fostering practical skills, incorporating DRR into
