When we think about who plans for disasters, we often imagine experts, policymakers, and emergency responders gathered around a table, not seven-year-olds with crayons. Yet when emergencies happen and people die, we are often dissatisfied with how these same people planned the response, so perhaps they alone are not enough.

Our study reviewed posters created by UK primary school pupils during climate change workshops, where they were asked to imagine packing a flood evacuation kit. The results were insightful.

Challenging assumptions about children and risk

Nearly every child included essentials such as food, water, and medicine, demonstrating a grasp of survival priorities. Others went a step further, adding toys, games consoles, or comfort items, suggesting desire for supporting their emotional wellbeing during crisis situations, which is well situated in past literature.

These findings challenge the perpetual exclusion of children from disaster discourse in the Western world due to beliefs that children are too young to meaningfully engage in preparedness or that such topics are not age-appropriate for them. As lead researcher, I found that the children’s ability to identify critical items reflected a key part of resilience, a practical understanding that in times of crisis priorities shift towards thinking about essentials.

As I explained in the study, “Our findings challenge the assumption that children are too young to engage with disaster preparedness. Far from being passive, children can identify what matters most in emergencies. This shows the importance of involving them in disaster education from an early age.”

This insight matters because children are often among the most vulnerable during disasters, yet they are also capable of contributing to risk reduction if given the opportunity. Globally, research has shown that child-centred approaches can strengthen community resilience by transforming how families and schools think about safety, responsibility, and preparedness.

From research to resilience education

To ensure accuracy, our research team analysed dozens of posters using consistent criteria, excluding any that lacked clear annotations. We then created a frequency table to capture the children’s collective priorities.

Disasters do not discriminate between adults and children. By equipping young people with the knowledge and confidence to respond, we can help protect lives and strengthen community resilience.

Dr Kaori Kitagawa, from the UCL Institute of Education

The study’s implications extend beyond individual preparedness. They invite educators and policymakers to rethink how disaster learning is introduced in UK schools. Indeed, there is no mandatory or standardised DRR learning; rather, much of what is taught relating to disasters forms a small part of the geography and social studies curriculum.

At a time when climate-related risks are increasing, from floods and storms to heatwaves, integrating preparedness into early education can no longer be seen as optional.

A case for early engagement

Engaging children in disaster education is not about instilling fear. It’s about empowerment. When children learn what to do before, during, and after an emergency, they become more confident, less anxious, and more capable of supporting others. Evidence from programmes in countries such as Japan and the Philippines shows that children who are taught preparedness skills often act as information bridges, bringing lessons home and even influencing family plans. Across both countries there is direct integration of DRR education within the curriculum.

In the UK, where disaster education has traditionally been less centralised, there is a growing opportunity to adopt similar models.

Indeed, the level of DRR knowledge across geography teachers in the country is not equal, and hence the level of exposure to DRR across schools is not consistent, as the government does not mandate a specific level of DRR teaching. At the same time, the curriculum is already constrained, and it takes time to update it with integrating disaster risk reduction.

In this context, schools could embed simple, age-appropriate preparedness co-curricular activities wherever they feel works for them as learning opportunities. These activities could support a transition towards curriculum change later, especially if this evidences positive outcomes within the UK context more widely.

Bringing children into the conversation

Listening to children’s perspectives is not just an educational exercise it’s a matter of inclusion and equity. Disasters affect everyone, but children’s voices are often overlooked in both policy and practice. By creating opportunities for children to express what they know and how they feel about risk, we can identify where there may be misconceptions and where knowledge needs to be strengthened.

Moreover, their participation can help bridge the gap between technical knowledge and lived experience. Adults may focus on logistics and infrastructure, while children often remind us of the human and emotional dimensions of disaster response. A soft toy in an evacuation kit may seem trivial, but it represents continuity, security, and hope.

By taking these steps, we can cultivate a generation that not only understands risk but feels equipped to act, supporting efforts to establish a sustainable future for all.

A call to value children’s insight

Children may be small, but their perspectives are powerful. Their simple representations of “what to take in a flood” reveal a depth of understanding that adults too often underestimate. In a world where climate-related disasters are growing more frequent and severe, listening to these young voices is pivotal, especially as it’s their future.

If we truly aim to build resilient societies, we must start in the classroom with the youngest members of our communities – not as passive recipients of knowledge, but as active participants in shaping a safer future for all of us.

This blog was originally published by PreventionWeb on 25th November 2025. You can view the original here.