Integrating Disaster Risk Reduction and Sustainable Development Goals through Youth Education

A series of international initiatives are leveraging educational tools to empower children as key agents in disaster risk reduction (DRR), directly contributing to the achievement of several Sustainable Development Goals (SDGs). These programs focus on building resilience and fostering a culture of safety, aligning with SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action).

Case Study 1: ExploRisk38 Initiative, France

In the Isère region of France, the ExploRisk38 project exemplifies a localized approach to integrating DRR into education, supporting SDG 4 and SDG 11.

• Methodology: The project combines digital learning with practical field observation. An online game, ExploRisk38, serves as a resource for teachers and students aged 8-13, while field trips, such as one to observe the aftermath of flash floods in La Bérarde, provide tangible context.
• Alignment with SDG 4 (Quality Education): The initiative directly addresses Target 4.7 by equipping learners with knowledge and skills for sustainable development and disaster preparedness. The dual approach of digital and ground-level observation enhances the educational experience.
• Alignment with SDG 11 (Sustainable Cities and Communities): By fostering a “culture of risk” and civic responsibility, the project aims to build community resilience from the ground up, contributing to Target 11.5 (reduce the impact of disasters) and Target 11.b (implement integrated policies for inclusion and disaster risk reduction).
• Outcomes: The project seeks to empower children, enabling them to become active participants in their own safety and that of their community, thereby creating more resilient and sustainable local environments.

Case Study 2: United Nations and Pan-European Campaigns

Global and regional bodies are scaling up efforts to embed DRR in educational frameworks, highlighting the importance of SDG 17 (Partnerships for the Goals) in achieving widespread impact.

1. UNDRR “Are You Ready” Campaign: Launched for the International Day for Disaster Risk Reduction 2024, this campaign positions children as “agents of change.” It provides educational toolkits and games, such as the “Stop Disasters” game, which has seen over one million plays. This directly supports SDG 13.3 by improving education and awareness on climate change adaptation and impact reduction.
2. Ministerial Roundtable (GPDRR 2025): A UN Global Forum roundtable emphasized making schools safer and integrating risk reduction into curricula, a key strategy for achieving SDG 4 and SDG 11.
3. Partnerships for Impact (SDG 17): The UN’s strategy relies on collaboration with teachers, local governments, and NGOs to disseminate resources and reach children effectively, demonstrating a multi-stakeholder approach to achieving sustainable development.

Case Study 3: The HuT Project and Icelandic Pilot

The European HuT project, with a pilot territory in Seyðisfjörður, Iceland, demonstrates how collaborative research and tailored tools can enhance community resilience to climate-induced hazards, with a strong focus on youth.

• Project Goals: The HuT project unites 10 European pilot territories to test and adapt DRR tools, aligning with the overarching goals of SDG 11 and SDG 13.
• Icelandic Implementation:
  • The Icelandic Civil Defence is developing a web portal with educational content for primary school children, supported by school workshops. This initiative addresses SDG 4 by providing tailored educational content and SDG 11 by preparing the community for local hazards like landslides.
  • The program acknowledges and addresses intergenerational trauma from past disasters, incorporating pedagogical solutions co-created with children and teachers.
• “Safe Haven” Serious Game:
  • Developed within The HuT project, this card game for children aged 11-17 teaches risk awareness, resource management, and community interaction in the face of natural hazards.
  • The game serves as an educational tool to advance understanding of concepts central to SDG 11, such as managing municipal resources to mitigate risk, and SDG 13, by illustrating the statistical nature of climate-related hazards.

Conclusion: Youth Empowerment as a Catalyst for Sustainable Development

The consensus within the disaster risk reduction community is that educating children serves a dual purpose. It builds their personal resilience while empowering them as future leaders and “agents of change” who can advocate for greater community preparedness. These initiatives demonstrate a clear pathway to achieving the goals of the Sendai Framework for Disaster Risk Reduction by directly contributing to core targets within the Sustainable Development Goals.

• SDG 4: By integrating DRR into curricula through innovative and engaging methods like gamification and field studies.
• SDG 11: By fostering a culture of risk awareness and civic responsibility, leading to more resilient communities.
• SDG 13: By educating the next generation on the realities of climate change and the importance of adaptation and resilience.

Ultimately, investing in DRR education for children is a strategic investment in building a more sustainable and resilient future for all.

SDGs Addressed in the Article

The article highlights issues and initiatives that are directly connected to several Sustainable Development Goals (SDGs). The primary focus is on education for disaster risk reduction, building community resilience, and addressing the impacts of climate change, particularly on children.

• SDG 4: Quality Education

  The article is centered on educational initiatives designed to teach children about natural hazards. It describes online games like “ExploRisk38” and “Stop Disasters,” a card game called “Safe Haven,” and the integration of risk reduction into school curricula in France, Italy, and Iceland. The goal is to “pass on a culture of risk, a memory of risk and a commitment to citizenship, civic responsibility and solidarity,” which aligns with providing comprehensive and relevant education.

• SDG 11: Sustainable Cities and Communities

  The initiatives discussed aim to make communities safer and more resilient to natural disasters. The article mentions flash floods in La Bérarde and landslides as examples of hazards. Projects like “The HuT” bring together 10 pilot territories across Europe to “test and adapt risk-reduction tools, avoid losses, generate innovation and gain social, environmental and cultural benefits.” This directly supports the goal of making human settlements resilient, especially in the face of increasing climate-related events.

• SDG 13: Climate Action

  The article explicitly states that “Natural hazards are more frequent and intense due to climate change.” It highlights the vulnerability of children, noting that “1.2 billion children currently live in areas under climate threats.” The educational programs and disaster risk reduction efforts are presented as a direct response to the need for climate adaptation and strengthening resilience to climate-related hazards.

Specific Targets Identified

Based on the article’s content, several specific SDG targets can be identified:

1. Target 4.7: Education for sustainable development and global citizenship

   This target aims to ensure all learners acquire knowledge and skills for sustainable development. The article details how programs like “ExploRisk38” and the UNDRR’s campaigns are designed to educate children (aged 8-17) about their environment, risk resilience, and civic responsibility. The objective is to empower children as “agents of change” and future decision-makers, which is a core component of education for sustainable development.

2. Target 11.5: Reduce the number of people affected by disasters

   This target focuses on significantly reducing deaths, the number of people affected, and economic losses from disasters. The entire premise of the initiatives described, from the “ExploRisk38” game about flash floods to the “Safe Haven” card game about landslides, is to reduce the impact of disasters by preparing communities. The article emphasizes that “every citizen is responsible for their own safety and that of their fellow citizens,” promoting a culture of preparedness to mitigate disaster effects.

3. Target 11.b: Implement policies for disaster risk reduction

   This target calls for integrated policies and plans for disaster risk reduction in line with the Sendai Framework. The article mentions the “UN Global Forum on Disaster Risk Reduction 2025” and the “Sendai 2030 Framework’s goals of protecting children and of empowering them to reduce risks.” The European project “The HuT” and the work of the Icelandic Civil Defence are concrete examples of implementing holistic disaster risk management at local and regional levels.

4. Target 13.1: Strengthen resilience and adaptive capacity to climate-related hazards

   This target is about strengthening the ability to adapt to climate-related disasters. The article discusses building “children’s disaster resilience” in response to hazards made “more frequent and intense due to climate change.” The pilot information web portal in Seyðisfjörður, Iceland, and the educational programs are tools to enhance the adaptive capacity of communities, starting with their youngest members.

5. Target 13.3: Improve education and awareness on climate change

   This target focuses on improving education and awareness-raising on climate change adaptation and impact reduction. The article is a showcase of this target in action. The UNDRR’s “Are You Ready” campaign, the development of educational games, and the integration of disaster risk into school curricula are all direct efforts to raise awareness and build human capacity to deal with the impacts of climate change.

Indicators for Measuring Progress

The article implies several indicators that can be used to measure progress towards the identified targets, even if official SDG indicator codes are not mentioned.

• Indicators for Education (Targets 4.7 & 13.3)

  • Number of educational tools developed and deployed: The article mentions the launch of the “ExploRisk38” online game in March 2025, the UNDRR’s “Stop Disasters” game, and “The HuT” project’s “Safe Haven” card game.
  • User engagement with educational tools: The “Stop Disasters game” is cited as having “over 1 million plays and 570,000 downloads in 2024,” providing a quantifiable measure of reach.
  • Integration of risk reduction into school curricula: The article notes that risk reduction is being embedded “into school curricula, like in France or Italy,” and that Iceland is integrating educational content supported by “workshops and themed weeks within school curricula.” The extent of this integration can be tracked.

• Indicators for Community Resilience (Targets 11.5, 11.b & 13.1)

  • Number of communities implementing risk reduction programs: “The HuT” project is working with “10 pilot territories across Europe” to test and adapt risk-reduction tools. This number serves as a direct indicator of implementation.
  • Development of integrated information systems: The creation of a “pilot information web portal” in Seyðisfjörður, Iceland, for decision-making in extreme weather is a measurable output.
  • Adoption of international frameworks: The article’s reference to actions aligning with the “Sendai 2030 Framework” indicates that adherence to and implementation of this framework is a key measure of progress.
  • Number of awareness campaigns and resources: The UNDRR’s “Are You Ready” campaign and the provision of “activation toolkits” for teachers are tangible outputs that can be counted and assessed for their reach.

Summary of SDGs, Targets, and Indicators

Source: youris.com