Effectiveness of Structured School-Based Disaster Risk Reduction Education on Preparedness Outcomes Among Junior High School Students: A Systematic Literature Review

This systematic literature review examines the effectiveness of structured school-based disaster risk reduction (DRR) education in enhancing preparedness outcomes among junior high school students aged 11–15 years, based on studies published between 2021 and 2025. Following PRISMA guidelines, the review synthesizes empirical evidence on diverse instructional approaches, including curriculum integration, simulation-based learning, technology-supported instruction, and context-responsive models. The findings indicate that structured DRR interventions consistently improve students’ disaster-related knowledge, risk perception, and self-efficacy, demonstrating strong effects on cognitive and affective dimensions of preparedness. However, a persistent knowledge–behavior gap is observed, where improvements in understanding do not consistently translate into actual preparedness actions. Variations in implementation quality, resource availability, and contextual factors further influence program effectiveness. Overall, the evidence suggests that while school-based DRR education is effective in strengthening foundational preparedness competencies, its impact is maximized when combined with experiential learning and sustained practice-oriented strategies that support behavioral application.