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

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.