Strengthening School Disaster Resilience: A Systematic Review of DRR Implementation Strategies, Community Involvement, and Key Success Factors

Doctoral Program of Public Health, Public Health Faculty, Universitas Diponegoro, Semarang, Central Java

^* Corresponding ekarosanti@students.undip.ac.id

Abstract

Elementary schools are key to early disaster preparedness, however, DRR programs remain ineffective and unsustainable. This study systematically reviews school-based DRR strategies, community involvement, and success factors. This study used a PRISMA-guided systematic literature review. Thirty-four articles were analyzed from Scopus, Science Direct, and Emerald-indexed databases between 2020– 2024, and wereselected based on relevant criteria. The study found that DRR strategies have been implemented through education (26%), including curriculum integration (18%) and manual-technology-based learning (9%); management and collaboration (65%) including school management (44%) and adoption of national and international programs (21%); and contextual aspects covering local context (9%). The community involvement before, during, and after a disaster consists of parents (70%), local government (43%), regional government (30%), NGOs and volunteers (30%), the community including the school committee (22%), community organizations (17%), as well as local traditional leaders (9%). The identified key success factors include the use of innovative and local learning media (32%), community involvement (32%), material integration into the curriculum (32%), school commitment (26%), collaboration with local and regional governments (21%), routine simulations (6%), availability of government budget (3%), positive student perception (3%), and self-efficacy (3%). These findings confirm that collaboration, contextual, and community support effectively reduce vulnerability.