Non-formal disaster education programs for school students in Iran
A qualitative study of the challenges experienced by stakeholders
Bibliographic Data
| ID | 22026482 |
|---|---|
| Authors | Hamed Seddighi (0000-0002-6214-4830, University of Groningen), Mónica López López (0000-0002-9419-578X, University of Groningen), Andrej Zwitter (0000-0001-7391-141X, University of Groningen), Meghan Muldoon (0000-0001-5905-6218, University of Groningen), Homeira Sajjadi (0000-0003-1761-9283, University of Social Welfare and Rehabilitation Sciences, corresponding author), Sepideh Yousefzadeh (0000-0001-9187-5037, University of Groningen) |
| Year | 2023 |
| Volume | 86 |
| Pages | 103531 |
| Publication date | 2023-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Disaster Risk Reduction (JOURNAL) |
| Journal identifiers | ISSN: 2212-4209 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijdrr.2023.103531 |
| OpenAlex | W4316037806 |
| Language | EN |
| Citations received | 6 |
| References cited | 31 |
This study aims at identifying challenges of the existing disaster preparedness education programs for children in Iran. There are two main non-formal disaster education programs for preparing children for disasters: The Earthquake and Safety School Drill Program (ESSD) and Ready Students for Severe Days, or DADRAS. To implement these programs, different organizations work together. 48 interviewees participated in this study, including school students and staff with various roles at Red Crescent and Ministry of Education, as well as school principals, Red Crescent volunteer trainers, Medical Emergency Organization staff, and Fire Department staff. Data was analyzed with narrative qualitative analysis. When analyzing qualitative data, fourteen challenges were identified in providing disaster preparedness programs to school children. The main challenges of disaster education programs in Iran are Communication (stakeholder communication, stakeholders' recognition, informing of stakeholders, and reliability), planning (sustainable planning, time table, inclusivity, educational resources), coordination (inter-organizations, intra-organizations), and logistics (staff, trainers, equipment, budget). According to our findings, programs should be upgraded to cover all Iranian children and should be prioritized in budget allocation and distribution. They require more facilities, and structure. Inclusivity aspect of the programs need more attention, and no child should be left out of disaster education, including children who are not in school, children in exceptional schools, and children in juvenile detention centers. Governments are recommended to prepare children for various disasters and do not focus only on earthquakes with an all-hazard approach
Business · Emergency management · Focus group · Medical education · Political science · Preparedness · Public relations · Qualitative research · Sociology · Stakeholder · Disaster Management and Resilience · Disaster Response and Management · Medicine · Psychology · Viral Infections and Outbreaks Research
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| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |