Flood risk perception and preparedness in Nicaraguan educational contexts: A study of student perspectives
Gema Velásquez-Espinoza, Irasema Alcántara-Ayala
Abstract
This study examines student perceptions of flood risk and preparedness in Nicaraguan schools, focusing on Tola, a flood-prone rural municipality. It explores two key aspects: students' awareness of flood hazards and school preparedness measures and the effectiveness of communication strategies for disaster risk education. Using an exploratory design, the study surveyed 197 primary and secondary students across six schools, assessing their risk perceptions, experiences, and preparedness actions. Findings reveal varying levels of awareness, with many students lacking confidence in their schools’ flood preparedness. Disparities in communication strategies highlight strengths and areas for improvement in DRR education. The study recommends enhancing disaster resilience through more effective, student-centred educational approaches.