A synthesis review of four literature reviews of disaster risk reduction education for children
Bibliographic Data
| ID | 22027564 |
|---|---|
| Authors | Douglas S Lownsbery (Salem Hospital, corresponding author) |
| Year | 2025 |
| Volume | 125 |
| Pages | 105555 |
| Publication date | 2025-07-01 |
| 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.2025.105555 |
| OpenAlex | W4410319760 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
This paper provides a critical interpretive synthesis review of fo++ur previously published literature reviews of disaster risk reduction (DRR) education for children. The focus on DRR education for children is important because children are a highly vulnerable group impacted by natural hazards, and children can play very important roles in personal, household, and community disaster risk reduction. This paper looks at the characteristics and findings of the four published literature reviews both individually and collectively in order to address the following guiding questions: 1) What understandings of DRR education for children can be gained by examining these four literature reviews, and 2) Based on those understandings, what aspects of DRR education for children are indicated as needing further research? The findings demonstrate a primary focus on relating multiple diverse programmatic elements (settings, participant demographics, types of hazards, instructional strategies, etc.) to program outcomes (the product of learning) through evaluation studies to determine program effectiveness. Program effectiveness was largely self-reported on an individual study-by-study basis across the wide diversity of programmatic elements represented. There was minimal focus on the process of learning (i.e., developing understandings of how and why DRR learning occurs). As a consequence, understandings of what constitutes effective DRR learning, and therefore effective DRR education, remain largely unclear. The findings indicate a field that is highly fragmented and that lacks a unifying focus and clear direction. A research agenda is needed to move the field forward that is both learner-centric and learning-centric
Business · Disaster risk reduction · Environmental health · Environmental planning · Disaster Management and Resilience · Diverse Approaches in Healthcare and Education Studies · Educational Systems and Policies · Engineering · Environmental Science · Medicine
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Conceptualising ‘Disaster Education’
Long-term evaluation of proactive attitudes toward disaster education in Nepal
Disaster risk reduction education that enhances the proactive attitudes of learners
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Disaster Education
The Protective Action Decision Model
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Bridging the divide between studies on disaster risk reduction education and child-centred disaster risk reduction
The effects of fatalism and denial on earthquake preparedness levels
Fulfilling the promise of participation by not resuscitating the deficit model
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |