Let’s Learn to Prevent Disasters! is a printable educational kit with the Riskland board game designed to teach children aged ~6–12 about hazards, disaster risk reduction (DRR), and protective actions through interactive play and guided learning.
Map
Let's Learn to Prevent Disasters!
General Information
ISIG
A board-game-based educational toolkit that helps children understand hazards and disaster risk reduction through interactive gameplay and structured learning activities.
Co-produced by the United Nations Office for Disaster Risk Reduction (UNDRR) and UNICEF, the kit combines a Riskland board game with an educational booklet covering basic concepts (hazards, vulnerability, risk, community risk maps, family preparedness plans, and expressive activities) and interactive exercises. The materials are designed for adaptation to local hazard contexts and translation into multiple languages.
The kit is run as a facilitator-led educational session with board game play, discussions, activities, and reflective exercises drawn from the booklet, enabling learners to collaborate and internalise key DRR messages.
The toolkit addresses a need for child-friendly DRR education that goes beyond passive information to make risk concepts tangible, memorable, and actionable. It was first developed in 2002–2004 and has since been adapted and translated into numerous languages and used in many regions worldwide as an educational complement in schools and community settings.
Hazard Type
Geographical Scope - Nuts
Geographical Scope
Population Size
Population Density
Needs Addressed
- Children often receive disaster information passively, limiting retention. Interactive kits like Riskland turn risk concepts into hands-on learning with engaging content.
- Schools and educators need ready-to-use educational resources that integrate risk concepts with familiar classroom activities.
- Materials need to be adaptable to local hazard contexts and inclusive of diverse linguistic and cultural settings.
Primary audiences: children (6–12) and educators/teachers in school or community settings. No specific adaptations for disability access are detailed in the public materials; local adaptation is needed where necessary.
The solution showcases a hybrid governance model, combining central stewardship with decentralised delivery:
- Originally developed and endorsed by UNDRR and UNICEF, ensuring alignment with international DRR frameworks and child-centred learning principles.
- Implementation is decentralised and led by local actors (schools, NGOs, civil protection agencies), who adapt and deliver the materials according to local needs.
- Often implemented through partnerships between education authorities, disaster risk management bodies, and civil society organisations.
The solution supports early-stage and basic preparedness by building foundational knowledge and attitudes rather than operational response capacity:
- Introduces core DRR concepts (hazard, vulnerability, risk, prevention)
- Encourages protective behaviours at household and community level
- Supports family preparedness planning through guided activities
The solution requires minimal infrastructure and is designed for low-resource environments. Requirements include:
- Indoor space suitable for group activities (classroom, community room)
- Printed materials (board, cards, booklet)
- A facilitator (teacher, NGO worker, civil protection educator)
No digital infrastructure, specialised equipment, or permanent installations are required.
To help learners directly practice identifying hazards, understanding vulnerability, and discussing protective actions in an interactive group setting.
Board game play with question/surprise spaces, group problem-solving, risk maps activity, family preparedness exercises, and expressive tasks (art, reflection) from the booklet.
Participants shape their game decisions and discussions, but they do not influence the toolkit’s overall design or governance.
By combining gameplay with booklet exercises (e.g., community risk maps, family plans), the kit builds foundation-level hazard literacy and encourages learners to engage their communities and families in preparedness. The process supports knowledge retention and can influence safer behaviours over time.
Vulnerable Groups
Governance
Emergency Preparedness
Engagement Level
Empowerment Level
Implementation
- A consumable educational kit with printables that can be adapted to local hazards.
- The Riskland board game integrates hazard knowledge into gameplay where correct choices reduce vulnerability and improve preparedness outcomes along the path.
- Complementary booklet with activities, including community risk maps, family preparedness plans, vocabulary/glossary, and expressive tasks to embed learning.
- Designed to be adaptable and translatable to numerous languages and cultural settings.
- English
- Spanish
- German
- Greek
- Urdu
- Bangla
- …and many more translations available or in progress as part of distribution.
Originally developed by UNDRR and UNICEF. In other contexts it can be implemented by:
• Education ministries and school authorities
• Civil protection/emergency management agencies
• NGOs focused on youth, education, and community resilience
• Local risk reduction coalitions and community centres
UNDRR and UNICEF bring extensive experience in disaster risk reduction education, child-centred participatory methodologies, global dissemination and localisation of educational resources, integration of DRR into formal and non-formal education systems.
The solution can be effectively implemented by organisations with experience in education, youth work, or community outreach; basic understanding of disaster risk and preparedness: capacity to facilitate group learning sessions. Examples would entail:
- Ministries of Education
- Civil protection agencies
- Local authorities
- NGOs working in DRR, education, or child protection
- Community centres and youth clubs
No advanced technical or emergency response expertise is required.
- Primary school teachers and educators
- Civil protection and emergency management authorities
- NGOs and community-based organisations working with children
- Local government education and safety departments
- International organisations (for dissemination and adaptation support)
- Preparation
- Download materials; Translate and adapt hazard examples to local context; Prepare printed game components and booklet copies
2. Facilitator orientation
- Review the guide and learning objectives; Align examples with local risks and age group
3. Delivery
- Facilitate game sessions and guided discussions; Conduct complementary booklet activities (risk maps, family plans)
4. Reinforcement
- Encourage children to share learning at home; Integrate lessons into broader school or community activities
5. Review and adaptation
- Gather feedback; Update hazard scenarios and examples as needed
Human resources: 1 facilitator per group (teacher, NGO staff, civil protection educator)
Material resources: Printed board game and cards; Booklet copies; Stationery for activities
Financial resources: Low, primarily related to printing and translation
Time resources: Preparation: short (materials are ready-made); Delivery: flexible (single session or multiple sessions)
Phase 1 — Preparation: Download and (optionally) translate/localise materials, prepare printouts, review facilitator guidance.
Phase 2 — Delivery: Conduct sessions (single or multiple per group) with board game play and booklet activities.
Phase 3 — Reinforcement: Follow up with community/family activities (risk maps, family plans).
Phase 4 — Review: Collect feedback and update or localise content periodically.
Experience of the Implementing Organisation in DRM
Target Audience
Resources Required
Timeframe & Phases
Participation Results
- Interactive game-based formats improve engagement and retention over passive materials.
- Kids are more likely to connect DRR concepts to their lives when activities include family and community mapping.
- Translation and localisation boost relevance and uptake in diverse settings.
- Limited localisation: Generic content may lack local hazard specifics. Adaptation: customise hazards, cultural references, and language.
- Facilitation quality can vary: Facilitator skill affects learning outcomes. Strategy: use clear facilitator guidance in the booklet and training support.
- Translation and cultural relevance: Material must be adapted responsibly with credit to UN partners. Strategy: follow provided translation guidance notes.
Risk 1: Misinterpretation of risk content if not facilitated well.
Mitigation: Use facilitator guidance, debrief discussion, and local context examples.
Risk 2: Uneven access in low-resource settings.
Mitigation: Ensure print formats are low-tech; use community spaces for delivery.
Risk 3: Outdated hazard examples.
Mitigation: Update examples and refer to local hazard data.
Risk & Mitigation Plan
Scalability and Sustainability
The solution represents an open educational resource model: Once materials are downloaded and localised, the toolkit can be used repeatedly with minimal cost. Sustainability is supported by community ownership, periodic review, and integration into education routines.
High scalability: print and adapt in diverse settings; translations boost reach; can be integrated into curricula or community workshops. Local hazard examples can be inserted for relevance.
The innovation lies in interactive risk learning through gamification and adaptable education. Materials are low-tech but pedagogically designed for maximum engagement.
Low implementation cost per use once materials are set up; ongoing sustainability is supported by free access and local adaptation.
Direct costs likely involve printing, initial localisation/translation, facilitator briefing.
Operational costs likely include ongoing facilitator training, updates to content, distribution to schools/partners.
- Open, adaptable formats increase long-term uptake across regions and languages.
- Embedding the kit in school routines or regular community safety weeks enhances recurring use.
- Local adaptation and community validation make learning contextually meaningful and sustained.