Disaster Risk Reduction Education Research Articles

Assessment of School Teacher's Disaster Preparedness by Using Comprehensive School Safety Framework

The Comprehensive School Safety Framework (CSSF) is a comprehensive strategy for a safe learning environment for teachers, students and school staff. This study assessed the disaster preparedness level of secondary school teachers in the public school district Attock. Three hundred twenty teachers were selected from district Attock public based on their age, gender, qualification, teaching level and teaching experience. A five-point Likert scale survey instrument using the CSS framework was used to analyze the disaster preparedness of secondary school teachers. The data was collected through Google Forms using a survey. Data was standardized on MS Excel for a smooth run on SPPS. The data revealed that the majority of the schools are prepared for disaster. There are safe learning facilities, school disaster management, disaster risk reduction and resilience education. However, no school was found to be highly prepared. At the end of the study, the researcher gives further research recommendations on school safety based on the CSS framework.

Disaster Risk Reduction Education in Geography at Schools in Greece

In Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.

Disaster Prevention and Risk Reduction Education Implementation in Special Education Schools in Indonesia: Teachers’ Challenges, Strategies, and Recommendations

Indonesia adopted the Comprehensive School Safety framework to increase the resilience of all its citizens to disaster. During a disaster, children with special needs and disabilities (SEND) are more likely to be abandoned. Hence, this research, targets to determine special education teachers’ disaster education plans and strategies, and the challenges they encountered in implementing Satuan Pendidikan Aman Bencana (SPAB). It was qualitative research that employed a purposive sampling technique in determining the study participants. The main participants were twenty-three (23) special education teachers and thirteen (13) school principals and community engagement officers from twelve (12) special education schools. Data gathering tools used were in-depth interviews, quick surveys, and observations. A qualitative descriptive approach was utilized in analyzing the data. The results build the evidence that amidst the country’s efforts over the past decades, children with SEND remain susceptible to disaster due to its delayed implementation in special education schools. A huge gap between the compliance of public and private special education units was identified. Implementation of locally adopted CSS was very recent. It was concluded that teachers’ competence influences mainly its implementation. Challenges were identified including the unavailability of Disaster Prevention and Risk Reduction Education (DPRRE) integrated modules, limited disability-inclusive teaching materials, and teachers’ limited training and knowledge about Disaster Risk Reduction and Management (DRRM). The findings suggest a necessity to evaluate the quality and suitability of education units’ compliance with the provisions of the SPAB program policy

Navigating Flood Resilience: Challenges, Solutions, and Lessons Learnt from the Dominican Republic

Recent unprecedented events worldwide, such as floods in Dubai, recurring heavy rainfall in Santo Domingo, and abrupt temperature changes in the United Kingdom (UK), underscore the tangible impacts of climate change. In response to escalating threats from natural disasters, global communities prioritise resilience and effective disaster management systems. This paper addresses best practices for managing abnormal floods, laying the foundation for the next generation of preparedness and mitigation plans. Focusing on flood risk in Santo Domingo, the study employs the Community Disaster Resilience Framework, conducting a workshop with over 100 stakeholders from government, private, and academic sectors. The assessment spans physical, economic, environmental, and social aspects, revealing common challenges in infrastructure upkeep, public awareness, urban planning, drainage, and economic disparities. The paper proposes technological solutions like predictive maintenance and smart drainage systems, emphasising the potential for implementation. Recognising the importance of community involvement and preparedness, insights from the United Kingdom guide initial steps in strategy development. The conclusions advocate for collaborative efforts among government, academia, and society to navigate the complexities of disaster management and community resilience, ultimately proposing a framework to address these challenges. Further research is suggested in expanding online platforms for disaster risk reduction education in the Caribbean region.

Blueprints for resilience: Middle East/North Africa countries' disaster risk reduction education through experts' eyes

Abstract Background: All the existing frameworks of Health-Emergency Disaster Risk Management have put great emphasis on the use of educational strategies to be used as a mean of disaster risk reduction (DRR). Thus, this study was conducted to formulate experts' consensus on DRR educational strategies for Middle East/North Africa (MENA) countries. Methods: A Delphi study on expert's opinion for DRR educational strategies was carried out through surveys in two consecutive rounds through convenient sampling technique. Results: A total of 60 responses were included in this study. Most of the participants were Saudi nationals, physicians (36.7% vs. 33.3% in round 1 and round 2, respectively), and males (73.3%) with experience in disaster management (56.7%) of 5-10 years (60% vs. 53.3% in round 1 and round 2, respectively). Around 80% participants suggested that graduate health professional education should be through problem based learning (PBL) approach (36.7%) (P-value = 0.007). Universal Design for Learning (UDL) framework implementation required provision of multiple means of engagement as priority (P-value = 0.007). Best learning situation category was institution based (60%) with best approach for DRR learning as planned scheduled learning (P-value = 0.000). It was found that best learning situations were lectures and small group sessions (73.3% each) (P-value = 0.165) that were delivered through learning management system (90%) (P-value = 0.103), while the major stakeholders that should be involved in national DRR educational planning were Ministry of Health (90%) (P-value = 0.881). Conclusion: Experts have consensus opinion on DRR Educational strategies in MENA countries.

Blueprints for resilience: Middle East/North Africa countries' disaster risk reduction education through experts' eyes

Abstract Background: All the existing frameworks of Health-Emergency Disaster Risk Management have put great emphasis on the use of educational strategies to be used as a mean of disaster risk reduction (DRR). Thus, this study was conducted to formulate experts' consensus on DRR educational strategies for Middle East/North Africa (MENA) countries. Methods: A Delphi study on expert's opinion for DRR educational strategies was carried out through surveys in two consecutive rounds through convenient sampling technique. Results: A total of 60 responses were included in this study. Most of the participants were Saudi nationals, physicians (36.7% vs. 33.3% in round 1 and round 2, respectively), and males (73.3%) with experience in disaster management (56.7%) of 5-10 years (60% vs. 53.3% in round 1 and round 2, respectively). Around 80% participants suggested that graduate health professional education should be through problem based learning (PBL) approach (36.7%) (P-value = 0.007). Universal Design for Learning (UDL) framework implementation required provision of multiple means of engagement as priority (P-value = 0.007). Best learning situation category was institution based (60%) with best approach for DRR learning as planned scheduled learning (P-value = 0.000). It was found that best learning situations were lectures and small group sessions (73.3% each) (P-value = 0.165) that were delivered through learning management system (90%) (P-value = 0.103), while the major stakeholders that should be involved in national DRR educational planning were Ministry of Health (90%) (P-value = 0.881). Conclusion: Experts have consensus opinion on DRR Educational strategies in MENA countries.

BAH Agonoy: Exploring the Lived Experiences of Elementary Educators during High Tide in Hagonoy Bulacan

This qualitative analysis of the lived experiences of six (6) primary school teachers in Hagonoy, Bulacan, who had to deal with high tides. The research made use of in-depth interviews to reveal different courses that high water levels take: the hindrances and struggles in maintaining the quality of education, the strategies employed in different teaching styles, coping mechanisms, and the positive aspects of teaching in coastal areas. The findings of the study revealed that there were various challenges such as transport disruption and poor learning atmospheres. Additionally, the study covers measures that can be taken to address declining educational quality as well as digital divides. The study further explores educators’ strategies, shedding light on the importance of flexibility and innovation. Moreover, employing theoretical triangulation, this paper delves into the emotional and psychological challenges encountered by educators. It offers valuable insights to bolster resilience in coastal area elementary education, such as in Hagonoy, Bulacan, necessitating a transfor mative approach to Disaster Risk Reduction (DRR) Education.

Disaster Risk Reduction (DRR) Education from Social Disciplinary Theoretical Perspectives

Disaster Risk Reduction (DRR) Education from Social Disciplinary Theoretical Perspectives

Integrated Disaster Risk Management in the Education Process in Schools

Research in educational disaster mitigation has developed and is widely carried out, especially in schools. This research explores good practices based on the experience of teachers in Indonesia regarding the possibility of integrating DRR (Disaster Risk Reduction) education into the learning process in schools. This study used research and development (R and D) methods with the APPED model (preliminary analysis and research, design, production, evaluation and dissemination), which was carried out for two years. In particular, this paper reports the results of the first year’s research with research activities including: (i) analysis and preliminary research and (ii) design. In the initial analysis and research stages, the research team carried out several activities, including analysis of material coverage, learning outcomes, and learning activities through literature review and document analysis, combined with case studies and FGD (Focus Group Discussion) involving 87 teachers in Yogyakarta, Malang, and Ciamis. Furthermore, the results of the activities in the second stage, (Design), are in the form of an analysis of the needs of students in DRR (Disaster Risk Reduction) education based on Ecosystem-based Disaster Risk Reduction (Eco-DRR). Studies reveal that DRR (Disaster Risk Reduction) education has the potential to be integrated into educational activities in schools. Practically, the main components of DRR (Disaster Risk Reduction) education include: coverage of materials, learning outcomes, and learning activities. The research results also show that the integrated interdisciplinary curriculum model has the potential to be adopted in the implementation of DRR (Disaster Risk Reduction) education, through intra-curricular, extra-curricular and co-curricular learning activities. This finding has implications for the need for teacher involvement in the next research stage, where production, evaluation, and dissemination processes are carried out. Good practices that have been carried out by teachers have become one of the important instruments in implementing integrated disaster risk management with the educational process in schools . Further, important to consider the integration of science and indigenous knowledge (ISIK) in implementing DRR education in schools, through intra-curricular, extra-curricular and co-curricular. The disaster and mitigation knowledge were empirical, genuine, participatory and interactive, within the localities context. Schools can be good agents for dissemination of the ISIK perspective in disaster and mitigation studies. Although the relation between scientific and indigenous knowledge is proposed by the participants, but theoretically and practically needed follow-up studies, especially to reduce the level of vulnerability.

Evaluating The Turkish Textbooks In Terms Of Sufficiency Of Disaster Education

This study evaluated the appropriateness of disaster-themed texts and activities in Turkish textbooks for disaster education competence. The evaluation was based on the criteria established by the United Nations International Strategy for Risk Reduction (UNISDR) for the education curricula of developing countries. The method used for the study was document analysis, with content analysis used to analyze the data. The sample of the study consists of Turkish textbooks. Expert opinion was sought for validity, while inter-rater agreement was determined for reliability (Reliability = 90%). The study revealed that the texts and activities in Turkish secondary school textbooks are inadequate in reflecting regional and local hazards, vulnerabilities, and the possible effects of disasters in terms of disaster education competence. Particularly, texts at the 6th-grade level are unsatisfactory in creating the desired behavior due to the type of text used. Furthermore, disaster risk reduction is not discussed in most of the texts, highlighting the insufficiency of Turkish textbooks. Even though disaster-themed texts are included in Turkish textbooks, they fail to create a holistic consciousness for disaster education that covers the before, during, and after aspects of disasters. As a result, it can be concluded that Turkish textbooks are inadequate in terms of disaster risk reduction and disaster education in general

Learning and Teaching of Climate Change, Sustainability and Disaster Risk Reduction in Teacher Education in England and Japan

Abstract This paper reports the study which explored the learning and teaching of the topics of climate change, sustainability and disaster risk reduction in secondary-level teacher education programs in England and Japan. Through interviewing teacher educators, the study particularly probed how teacher education programs used local knowledge and collaboration in discussing the above topics. Geography tends to be the main subject area for these global agendas, but its crammed curriculum is “an ongoing challenge” for teacher education. Some researchers demonstrate that university-based initial teacher education has “ignored” training teachers on how to implement environmental and sustainability education at schools. Besides, the inquiries into how initial teacher education equips geography teachers for the learning and teaching of disaster risk reduction are still scarce. This paper aims to fill this gap by bringing together the fields of geography education, climate change and sustainability education, disaster risk reduction education and initial teacher education.

Effects of web geographic information system (GIS) technology and curriculum approaches on education for disaster risk reduction

Abstract. Disaster risk reduction education (DRRE) is a strategy to mitigate the harmful effects of disasters. The implementation of DRRE in schools is on the rise, and web geographic information system (GIS) technology in DRRE is becoming increasingly prevalent. However, little knowledge exists about whether students can improve their understanding of disaster risk reduction (DRR) through web GIS technology and which factors affect their learning of web hazard maps. This study has provided materials and curricula for DRR education in Chinese and Japanese high schools and utilized them eight times in the classroom between 2020 and 2022. These classes had three forms of implementation due to the COVID-19 pandemic: online, on-site and online–on-site mixed. The students first answered a pretest. Then they learned about DRR using the explanatory web pages and the web hazard maps by answering quizzes shown on the pages. After that, they answered a posttest and a questionnaire. Most students exhibit improved results after utilizing the digital DRR materials. This improvement is pronounced for the on-site implementations, while the mixed online–on-site implementation proves less effective. The pretest scores for the implementations using local disaster cases are low, but the subsequent improvement is significant. The ability of students to utilize electronic devices affects the learning of GIS-related content rather than other aspects. The daily use of online maps and attention to disaster prevention and mitigation affect the learning of all the materials. Increasing the use of online hazard maps is key to realizing social DRR.

Inclusivity in online and distance disaster education: A review of educators' views

Future exemplary education should foster inclusive and respectful learning environments to meet new challenges like digital inequality and power concentration. In the new normal of education due to COVID-19, inclusive online disaster risk reduction (DRR) education is essential. Therefore, this article aims to investigate the current status quo of inclusive online and distance DRR education and its benefits. Expert interviews were conducted with 40 educators with experience in 13 countries. The experts were selected based on their experience in designing and/or delivering courses/modules related to disaster management and/or disaster risk reduction at the tertiary level. The interview questions covered 3 key aspects i.e., 1. the effectiveness of online delivery methods, 2. the status quo of online and distant DRR education and 3. the unique benefits of online education for DRR. The key findings suggest that an online setting works best when it is scientifically designed for the right audience, the right subject area, and the right mix. In creating inclusivity in DRR education, the digital divide needs to be acknowledged and interactive learning should be diversely designed. This study identifies gaps in digital disaster education, urging policy and practice changes to support diverse DRR communities beyond education providers and recipients.

Geography curriculum in türkiye according to international disaster risk reduction education standards: A content analysis

Bu araştırmanın amacı, 2018 yılında güncellenerek uygulanmaya başlanan coğrafya dersi öğretim programının uluslararası standartlara göre afet risklerini azaltma eğitimi bağlamında analizini yapmak ve sözkonusu programda afet risklerini azaltma eğitimine yer verilme düzeyini tespit etmektir. Nitel bir araştırma olan bu çalışmada doküman analizi tekniği kullanılarak elde edilen veriler araştırmacılar tarafından geliştirilen kontrol listesine göre değerlendirilerek yorumlanmıştır. 2018 coğrafya dersi öğretim programının afet risklerini azaltma eğitimi bağlamında analiz edilmesinde kullanılan kontrol listesi, araştırmacılar tarafından UNICEF ve UNESCO iş birliğinde yürütülen okul müfredatında afet riskinin azaltılması çalışmasında önerilen kontrol listesinden uyarlanmıştır. Elde edilen bulgulara göre 2018 coğrafya dersi öğretim programının afet risklerini azaltma eğitimi bağlamında öğrencilere afet bilinci kazandırmada ve öğretmenlerin sınıflarda etkili afet riskini azaltma eğitimi yapmalarında rehberlik edebilme düzeyi az bulunmuştur. Buna göre coğrafya öğretim programının afet eğitimi ve afet risklerini azaltma bağlamında söz konusu uluslararası standartlara göre güncellenmesi önerilmektedir. Elde edilen bulgulara göre uygulanmakta olan 2018 coğrafya öğretim programında yer alan içerik ve açıklamalar coğrafya dersini alan öğrencilerde afet ve afetlere ilişkin yeterli bilgi, beceri, değer ve tutum oluşturmayı sağlayacak nicelik ve nitelik düzeyinde değildir.

Exploring the elements of strengthening online higher education in disaster risk reduction: a perspective of sustained strategy in post COVID-19

Purpose The COVID-19 pandemic has compelled higher educational institutions to implement alternative educational strategies that rely heavily on internet accessibility and utilisation to monitor and evaluate students. This study aims to find certain indicators for planning and designing future courses of inclusive online education in the domain of disaster risk reduction (DRR). Design/methodology/approach The study reviews and analyses online teaching and learning experiences of DRR courses. It uses online surveys and interviews to derive the perspectives of selected students and educators in universities in Asia and the Pacific region. Findings Active engagement is considered to be achieved when students are active in chat boxes, through presentations, through assignments and when the video cameras of students are turned on. On the contrary, students perceive active engagement differently because they face emotional disturbances and health issues due to prolonged screen/digital device use, have inadequate information and communications technology infrastructure or have digital literacy deficiencies among others. The study finds that online courses have many sets of strengths, weaknesses, opportunities and threats, when they are balanced, they can improve DRR courses in the future. Research limitations/implications The study is based on the outcome of interviews with 10 experienced educators in DRR courses as well as students from different schools taking courses in DRR education. However, the students are not necessarily taking the courses of the educators interviewed due to the inability of some educators to avail themselves and the challenge of contacting the students. This notwithstanding, the results of this study give a general overview of the situation to be considered in the planning and design of online and distance education. Social implications The results do not reflect the reaction of students and tutors of the same course. Future studies of collecting and analyzing the responses from the students and the educators with the same course could provide tailored solutions. Originality/value This study attempts to find solutions to bridging two different perspectives on teaching and learning. The results would be important to strengthening and designing future online courses.

Exploring the interplay between curriculum and textbooks in disaster risk reduction education: Insights and implications

This study aimed to enhance our understanding of governmental curriculum policies regarding disaster risk management by analyzing the curricula and textbooks of compulsory courses. Through document analysis, the study focused on the development of the concept of disaster risk reduction (DRR) and examined how DRR education is integrated into the curriculum in Turkiye. Content analysis was employed to establish connections and identify patterns among various concepts. The findings revealed a lack of emphasis on DRR-related tasks in the early stages of education and highlighted the prevalence of an understanding that perceives disasters as natural and inevitable.

Towards an Inclusive Disaster Education: The State of Online Disaster Education from the Learner’s Perspective

Disaster Risk Reduction (DRR) education endorses educational initiatives that advocate for reducing existing disaster risks. The COVID-19 pandemic challenged the social order around the world, including the education sector. The rise of the pandemic paved the way to significantly convert the education sector towards online/distant learning via digital platforms. Online distance learning was a challenging emergency shift for many who had to change their teaching and learning strategies. This study is an investigation of the significant challenges associated with online learning in DRR education. The objectives of the study were to consider the online learning strategies used in formal DRR education at the tertiary level and to identify the associated challenges faced by the learners. This study presents the findings of an online survey conducted as part of a research collaboration titled INCLUsive Disaster Education (INCLUDE). INCLUDE is a collaborative research project co-funded by the EU Erasmus+ program aimed to reimagine online distance learning education. The survey was conducted in the country contexts of the research partners, which include Lithuania, Japan, Sweden, and the UK, with DRR learners who are engaged in online learning. The findings suggest that Learning Management Systems, synchronous learning, and flipped classrooms are the dominant learning strategies that engage learners. The findings further suggest that challenges in online DRR education lie in inadequate ICT infrastructure and digital literacy, health-related disturbances, and professional and personal commitments that lead into learning discontinuity. Hence, the study concludes that in order to enhance the inclusivity of online DRR education, the overall social and vulnerability contexts of the learners should be considered.

Strengthening Disaster Management Discourse: An Evaluation of Disaster Education in Africa’s Regional Platforms for Disaster Risk Reduction

Purpose: Considering that the pedagogic space for disaster risk reduction (DRR) education is critical for enhanced resilience to disaster risks, this paper interrogates regional DRR education discourse in Africa. The focus is on the scope and depth to which DRR education has been mainstreamed into high-level regional meetings/platforms in the African continent. For this to be realised, first, the paper assesses whether the Africa Regional Platforms (ARPs) and high-level Ministerial Meetings for DRR perceive DRR education as a critical tool for mitigating disaster risks. Secondly, the paper gauges the depth to which identified determinants of DRR education have been integrated into the ARPs and High-Level Ministerial Meetings for DRR.
 Methodology: By utilising a post-positivist qualitative research approach, the paper has scrutinised primary data from all the ARPs and High-Level Ministerial Meetings for DRR spanning close to twenty-five years. All sourced documents were sorted, coded and thematically analysed. The coded categories captured the extent of DRR education discussed in the regional platforms/meetings, the number of determinants of DRR education discussed in the various platforms and the depth with which the determinants of DRR education were discussed. A Likert scale grading ranging from “Poor” as the lowest and “Excellent” as the highest was used to assess the enquiries and inform the findings.
 Findings: Through critical analysis and assessment, the findings have revealed the limited integration of DRR education during high-level DRR meetings in Africa. The analysis reveals an inconsistent and unsystematic DRR discourse during the Platforms/Meetings. Based on the Likert Scale grading, the two main enquiries of this research (scope of DRR education and the integration of DRR education determinants during the various Platforms) were both deemed to be “mediocre to fair”. Although this assessment is subjective, it paints a good picture of the integration of DRR education into risk aversion discourses at the highest level in the African continent. 
 Unique Contribution to Theory, Practice and Policy: This paper pioneers the first in-depth assessment of DRR education discourse at the highest regional level in Africa. It contributes by augmenting the literature on DRR education discourse and determinants of DRR education; provides DRR insights to educators, students and practitioners and has policy implications for the governance of disaster risks at the highest African regional level. Considering the pivotal role of education in strengthening resilience to disaster risks, the findings provide a compelling argument for mainstreaming DRR education into the ARPs and high-level Ministerial Meetings for DRR. Arguably, this would expedite DRR education uptake by African countries.

Training and Assistance in the Implementation of Disaster Safe Schools/Madrasahs (SMAB) as an Effort to Reduce Disaster Risk in Muhammadiyah 1 High School Malang City

Until now, schools in Indonesia that have received disaster education, whether facilitated or only limited to socialization, are still recorded at around 9%, which is still very few. SMA Muhammadiyah (SMAM) 1 Malang City, one of the schools in a potential disaster area, is located in a watershed area (DAS), a one-way road that has a risk of disaster, such as traffic accidents, landslides, and fires. Meanwhile, the vulnerabilities include building maps which tend to be difficult for the evacuation process in the event of a disaster. In 2018 and 2019 every rainy season there are always schools affected by landslides at the back of the school which is right in the Brantas DAS caused by the erosion of the river banks. Training and Assistance in the Implementation of Disaster Safe Schools/Madrasahs (SMAB) as an Effort to Reduce Disaster Risk at Muhammadiyah 1 Middle School Malang City based on Law no. 24 of 2007 concerning Disaster Management. It clearly states that everyone has the right to receive education, training, counselling, and skills in disaster management, both in situations where a disaster does not occur or when there is a potential for disaster. Through education it is hoped that disaster risk reduction efforts can achieve broader targets and can be introduced earlier to all students, by integrating disaster risk reduction education into the school curriculum as well as into extracurricular activities. Preparation for the implementation of disaster-safe schools/madrasas (SMAB) begins with compiling materials on the SMAB framework and transformation of implementation information based on guidelines from BNPB/BPBD and the Ministry of Education and Culture/Disdikbud. The second step is to arrange training for educators and education staff regarding the framework and assistance for SMAB implementation. The last stage is compiling disaster risk reduction learning practices for students in subjects and compiling activities to increase students' knowledge and skills about first aid, protection and rescue.

Safer and resilient schools in seismic regions: a systems perspective

ABSTRACT Sustainability of school infrastructure and resilience of educational communities to natural hazards are of paramount importance to provide the safety and protection against various natural and man-made threats children face. The 2015 Nepal earthquake and its impact on schools confirms this approach at multiple levels, since schools are built as structures, supported as financial entities by the state, and function as social clusters within each community. In the literature, there are various guidelines and frameworks for safety and resilience of schools. Notable amongst these, the UNISDR’s Comprehensive School Safety Framework consists of three pillars including safe school facilities, school disaster management and risk reduction education. A systems perspective requires a holistic approach to resilience of schools incorporating the safety of school buildings, governance and funding, provision of supporting infrastructure, school curriculum and more importantly, the resourcefulness of educational communities. The purpose of this paper is two-fold: first, to present a quantifiable, holistic framework for the resilience of schools, and second, to demonstrate how the framework is rooted in a systems thinking perspective. The novelty of the proposed framework lies in resilience assessment using a participatory, multi-disciplinary and holistic approach tailored to the salient features of a low-income country. This work is part of a Special Issue on Systems Perspectives: Clarity through Examples (see Dias 2023).