Understanding Safety Through Children’s Eyes: Disaster Preparedness Knowledge and Perceptions of Safety in Elementary Students: An Exploratory Case Study
Mohamed Zebda, Nyeomi McGaskey, Ashlynn McCall, Megan Vu, Temilola Adepoju, Jessica Carter, Omolola E. AdepojuBackground
Children are among the most vulnerable populations affected by natural disasters, yet limited research has examined disaster preparedness knowledge and perceptions of safety among elementary-aged students. In Houston, Texas, where hurricanes and flooding, are recurrent, early disaster preparedness education may play a critical role in building resilience.
Objectives
The objective of this study was to assess disaster preparedness knowledge among elementary school students who participated in a school-based disaster preparedness program.
Methods
Working with a title I elementary school, we implemented a disaster preparedness educational intervention, designed to enhance children’s knowledge, self-efficacy, and access to practical resources for navigating natural disasters. A total of 112 students participated in the training. Six months after the intervention, we assessed disaster preparedness knowledge, self-efficacy, and perceptions of safety among elementary-aged students who participated in the intervention. We used both descriptive analysis of close-ended survey responses as well as thematic analysis of open-ended items exploring factors that make children feel safe during natural disasters. Descriptive statistics were used to summarize quantitative responses. Qualitative responses were analyzed using inductive thematic analysis.
Results
Twenty-five students completed the 6-months post survey. 80% correctly identified appropriate safety behaviors, including avoiding flood waters, sheltering indoors during hurricanes, and preparing emergency kits. Prior disaster exposure was common, with 64% reporting experience with a hurricane or flood, especially among kids in 3 rd to 5 th grade. Twenty-four percent indicated that they felt confident helping their family prepare an emergency kit. Interest in continued learning was high, with 40% of students reporting that they “very much” wanted to learn more about how to help their parents prepare for hurricanes and floods. Qualitative analysis revealed that perceptions of safety were strongly rooted in family presence, preparedness, trusted adults, and emotional comfort.
Conclusions
Elementary-aged students retained disaster preparedness knowledge. Children’s perceptions of safety emphasize the importance of family-centered, disaster preparedness education. Integrating experiential learning and caregiver engagement may strengthen preparedness and resilience among young populations in hazard-prone regions.