BE-Ready is a national preparedness education programme for primary schools that helps pupils learn practical “good reflexes” for emergencies and understand local risks in their environment.
Map
BE-Ready!
General Information
ISIG
A primary-school preparedness programme that teaches children what to do in emergencies through interactive lessons and an online game.
Developed by the National Crisis Centre, the programme consists of downloadable interactive teaching kits structured in three levels (aligned with primary education learning objectives), parent brochures to extend learning at home, and a web-based game (“BE-Ready”) that lets pupils practice choices under time pressure in simulated emergencies.
The programme addresses “what to do” guidance across a range of risks and preparedness behaviours (e.g., safe evacuation, fire response, storm damage prevention, first aid basics, emergency kit, reliable information sources, and cyber safety), with additional risk-specific lesson options.
The programme responds to a practical challenge: during emergencies, correct action depends on knowing local risks and having simple, memorisable reflexes. The initiative therefore targets children early, using classroom-ready materials that translate preparedness advice into age-appropriate activities and repeated practice (including game-based learning).
This case primarily supports preparedness and risk reduction through education, by building practical knowledge, safer behaviours, and basic crisis-information literacy (where to find correct information during a disaster). It is structured around teacher-led delivery: teachers download the teaching kits by grade level, run interactive lessons in class, share parent brochures, and optionally use supporting resources (videos, maps/templates). Pupils reinforce learning by playing the online BE-Ready game that simulates emergency decision-making.
Hazard Type
Geographical Scope - Nuts
Population Size
Population Density
Needs Addressed
This case addresses three concrete needs:
- Children need simple, practiced reflexes to react quickly and appropriately in emergencies (rather than only knowing abstract rules).
- Teachers need curriculum-aligned, ready-to-use materials to teach preparedness without designing lessons from scratch.
- Families benefit when learning extends beyond school, supported by parent brochures and home discussion prompts.
Primary target group is children (primary education). The programme also supports households indirectly via parent brochures.
The programme is designed and centrally provided by a national public authority, with implementation delivered through schools.
The case operates within an established national emergency management context and focuses on strengthening baseline public preparedness through education.
The programme can run with basic school infrastructure: printable/downloadable materials and optional online components (game/videos).
To make preparedness actionable for children by practicing correct behaviours in realistic, age-appropriate activities, and extending learning from school to home via parent materials.
Interactive lesson kits (three grade bands), classroom activities, parent brochures, and an online serious-game style exercise that reinforces decision-making under time pressure.
Decision-making sits with the national crisis authority that designs, hosts, and updates the programme and defines the learning structure and content. Schools and teachers have practical influence in how they apply the materials (which modules to use, pacing, integration into class activities, and whether to use the online game), but they do not co-decide the programme’s overall design or governance. Pupils participate actively in learning and practice, but they do not influence strategic decisions.
The programme builds capacity by giving children repeated, age-appropriate practice in recognising risks and selecting safe actions—skills that are transferable across hazard types and useful beyond school. Long-term empowerment is strengthened by the combination of (1) structured classroom learning, (2) the online game that reinforces decision-making under time pressure, and (3) parent brochures that extend learning to the household, increasing the likelihood that preparedness behaviours are discussed and retained over time.
Vulnerable Groups
Governance
Emergency Preparedness
Infrastructure Readiness
Engagement Level
Empowerment Level
Implementation
- Preparedness education becomes more effective when pupils can practice choices (interactive lessons + game) rather than only receive instructions.
- Teacher adoption improves when resources are curriculum-aligned and modular (grade-banded kits + learning objectives).
- National scalability benefits from multi-language availability and parent-facing materials that reinforce learning at home.
The programme is presented in Belgium’s national languages: French, Dutch, and German.
Lead implementer: the Belgian national crisis authority (National Crisis Centre).
Delivery implementers: primary schools/teachers across Belgium.
The National Crisis Centre is a core national DRRM actor with coordination responsibilities, indicating high DRRM experience; the education delivery is then operationalised by teachers using structured kits.
- National crisis authority (content development, hosting, updates)
- Schools and teachers (delivery and facilitation)
- Pupils and families (participation and reinforcement)
- Supporting institutions via linked official resources (e.g., emergency number information and sectoral safety resources)
- Select grade band (Degre 1/2/3) and download the interactive kit + learning objectives
- Deliver classroom lessons and activities
- Share parent brochure (print or digital)
- Use the BE-Ready online game to practice emergency choices
- Optionally integrate risk-specific lessons relevant to local context (e.g., flood/storm) and use linked official resources
- Teacher time to deliver modules
- Printed or digital access to lesson kits and parent brochures
- Basic classroom setup; internet/device access optional for game reinforcement
Ongoing, reusable programme; can be delivered as a short module series or integrated periodically (e.g., annually).
Experience of the Implementing Organisation in DRM
Target Audience
Resources Required
Timeframe & Phases
Participation Results
- Preparedness education becomes more effective when pupils can practice choices (interactive lessons + game) rather than only receive instructions.
- Teacher adoption improves when resources are curriculum-aligned and modular (grade-banded kits + learning objectives).
- National scalability benefits from multi-language availability and parent-facing materials that reinforce learning at home.
Sustaining uptake in schools can be difficult due to time pressure and curriculum competition. The programme mitigates this by offering ready-to-use, curriculum-aligned kits and clear learning objectives, reducing preparation burden for teachers.
Another challenge is inclusivity and reach across language communities; the website navigation is therefore available in French, Dutch, and German, supporting national accessibility.
A further challenge is keeping risk content current and relevant; the structure “lesson by risk” and the availability of a coronavirus/pandemic lesson indicate capacity to add/update modules when needed.
A key risk is uneven adoption by schools. Mitigation measures include modular kits by grade band, clear objectives, and low-threshold materials that can be delivered without specialist equipment.
Another risk is digital divide (not all classrooms have equal internet/device access). Mitigation: core content is downloadable/printable; the online game is a reinforcement rather than the only delivery channel.
A third risk is misinterpretation or outdated guidance. Mitigation: central hosting by the national crisis authority and the ability to publish updated risk modules and official links.
Risk & Mitigation Plan
Scalability and Sustainability
A public-information and education toolkit model: sustainability depends on central stewardship (maintaining/updating materials and links) and continued integration by schools. Reinforcement at home through parent brochures supports longer-term behaviour formation.
This case is highly scalable nationally because materials are downloadable, modular by age group, and usable across schools without specialised infrastructure. It is also adaptable: the “lesson by risk” structure allows schools to prioritise locally relevant hazards (e.g., flood-prone areas).
Transfer to other countries is feasible if content is localised (hazard profiles, emergency numbers, governance messaging, and language/curriculum alignment).
Digital reinforcement is present via the online game; core delivery is not dependent on high tech.
Direct costs include content design, translation, interactive kit production, and game development.
Operational costs involve website hosting, periodic content updates, support for schools/requests (e.g., printed materials/maps where offered), and maintenance of linked official resources.
- Modular, curriculum-aligned design supports sustained use. Schools are more likely to keep using preparedness materials when they are ready-to-teach, clearly structured by age group, and aligned with learning objectives, reducing teacher workload and making annual reuse realistic.
- Blending classroom delivery with a digital game improves retention. A lightweight online game can reinforce key behaviours and keep children engaged, but it works best as an add-on to teacher-led learning rather than the only delivery channel.
- Parent-facing materials strengthen long-term impact. Sustainability increases when learning is extended to households through parent brochures, because preparedness becomes a topic of family discussion and can translate into home actions (plans, reflexes, risk awareness).
- Central stewardship is essential for credibility and longevity. National-level ownership helps keep content accurate, updated, and consistent with official guidance, particularly important when hazard information and best practices evolve.
- Design for unequal access from the start. Programmes remain usable when core content works offline/print and the digital component is optional, reducing exclusion caused by varying school connectivity and device availability.