Disaster risk reduction education for children: A study in Bangladesh engaging children as co-researchers

In the last decade, a number of studies have been conducted on different types of disaster education programs for children. These studies suggest that such programs enable children to be more resilient, not only in terms of increased knowledge on disaster risk reduction (DRR) but also increased preparedness and confidence. However, despite the positive findings, significant challenges still remain. In spite of generating effective DRR outcomes, the area of program development and evaluation lacks a guiding model. This includes one that speaks to both effectiveness and sustainable implementation. Disaster education programs for children are mostly designed and implemented by non-formal educators such as development and humanitarian agencies. As a result, the literature is primarily based on the evaluation of programs (such as those of Non-Governent Organisations or NGOs). Many of these have been identified as having significant methodological limitations. Studies to date also typically rely on DRR knowledge indicators and do not identify the explicit elements of the programs responsible for generating specific positive outcomes. None of the studies has sought direct opinion from children regarding the process, efficacy and outcomes of such programs. Thus, this study aims to conduct rigorously designed research on DRR education for children in Bangladesh by involving children’s active input and participation. In so doing, it aims to identify the specific elements of the DRR education programs for children that produce positive outcomes. Another aim is to examine implementation factors, including those structural and process factors that facilitate rather than impede sustainable implementation and child-participation. Considering the role of active child participation in this research, this study sought to empower the children by engaging them as co-researchers. Since the power inequalities between child participants and adult researchers are inevitable for obvious reasons such as age gap, lack of experience of children in the field of research and, above all, the accountability mechanism in academia, child-participation literature recommends the intriguing idea of seeking children’s assistance in understanding their perspectives, instead of merely regarding them as research objects. This study therefore fostered children as co-researchers by involving them in various research activities, ranging from data collection to analysis, and importantly, in documenting the findings. To more effectively minimise the power differential, the study incorporated child-friendly methods and techniques that are built on children’s competencies and interests and ensured that the children had support from each other. This study makes a significant contribution to our theoretical understanding of DRR education for children by exploring its related challenges and achievements. It provides evidence for improvements in relevant policy and practice. The recommendations made by the child co-researchers can be used as guiding principles in the design and implementation of child-centred DRR education programs in Bangladesh. Most importantly, by bringing children on board as co-researchers, this study provides a framework for engaging children in research on disasters. It therefore encourages future researchers to empower children as co-researchers and foster their genuine participation in research.