Disaster risk management in basic education

Abstract

This article analyzes the perceptions and participation of students and school staff regarding flood risk prevention and management in elementary schools in Tabasco, Mexico. Using a qualitative approach with tools such as questionnaires and observation, data were collected from 86 children aged 9 to 12 and 14 teachers,  administrative and support staff.  The findings reveal direct risk experiences, limited school prevention practices, and a strong willingness among children to learn about the topic. The study identified categories such as risk experience, preventive culture, school participation, and perception of floods. The research is framed within the 2024–2030 State Development Plan, the Sustainable Development Goals, and the Sendai Framework, highlighting the need to strengthen climate governance and educational resilience through an integrated approach.