A Review of Evidence on Effectiveness of Mock Drill Based Intervention on Knowledge and Awareness of Disaster Risk Management Among School Students
Lincy Samson1, Jebakumari Sutha2, Grace Jebakani sweety3, Nandhini4
1MSc (N) II-Year Student, Ganga College of Nursing, Coimbatore - 22, Tamil Nadu, India.
2Principal, Ganga College of Nursing, Coimbatore - 22, Tamil Nadu, India.
3HOD, Research and Development Cell, Ganga College of Nursing, Coimbatore - 22, Tamil Nadu, India.
4Professor, Research and Development Cell, Ganga College of Nursing, Coimbatore - 22, Tamil Nadu, India.
(Affiliated to the Tamil Nadu Dr. MGR Medical University, Chennai, Tamil Nadu, India.)
*Corresponding Author E-mail:
ABSTRACT:
Disaster risk management is a critical component of school safety education, particularly in disaster-prone regions. School students often demonstrate inadequate knowledge and preparedness toward disaster response, highlighting the need for effective educational interventions. This study aims to review and synthesize existing evidence on the effectiveness of mock drill–based interventions in improving knowledge and awareness of disaster risk management among school students. Peer-reviewed research on disaster preparedness education, simulation-based training, and mock exercises was used in a systematic review of the literature. Mock exercises, frequently in conjunction with structured training programs, greatly improve students' knowledge, awareness, and practical reaction skills, according to evidence from quasi-experimental and interventional research. Pre and post intervention assessments consistently demonstrate statistically significant improvements in knowledge scores and preparedness levels following such interventions. Simulation-based methods, including tabletop exercises and drills, have been shown to improve not only cognitive understanding but also behavioral responses and teamwork during emergencies. Additionally, studies highlight that students generally begin with average or low baseline knowledge, which can be effectively improved through interactive and experiential learning approaches such as mock drills. The review concludes that mock drill–based interventions are an effective and practical strategy for enhancing disaster risk management knowledge and awareness among school students. Integrating regular mock drills into school curricula can foster preparedness, reduce panic during emergencies, and promote a culture of safety. Future studies should concentrate on the scalability of these treatments in a variety of educational contexts and the long-term retention of knowledge.
KEYWORDS: Disaster risk management, Mock drills, School students, Awareness, Preparedness, Simulation-based training.
INTRODUCTION:
Disasters, both natural and human-made, pose significant threats to human life, property, and the environment. In recent years, the frequency and intensity of disasters such as floods, cyclones, earthquakes, and fires have increased, particularly in vulnerable regions like Tamil Nadu. Schools are among the most critical institutions affected during disasters, as children represent a highly vulnerable population with limited capacity to respond effectively in emergency situations. Disaster Risk Management (DRM) in schools focuses on preparedness, mitigation, response, and recovery to minimize the impact of disasters. However, several studies have reported that school students often lack adequate knowledge, awareness, and practical skills related to disaster preparedness and response. Traditional classroom-based teaching methods may not be sufficient to equip students with the necessary competencies to handle real-life emergencies.
Mock drills have emerged as an effective experiential learning strategy that simulates real disaster scenarios, enabling students to practice appropriate responses in a controlled environment. These drills enhance not only theoretical knowledge but also practical skills, coordination, and confidence among students. Experiential learning approaches align with principles of active participation and retention, making them more effective than passive instructional methods.Despite increasing emphasis on school safety programs, there remains a need for evidence-based evaluation of mock drill interventions in improving disaster preparedness among students. Therefore, this study was undertaken to assess the effectiveness of a mock drill–based intervention on knowledge and awareness of disaster risk management among school students.
To evaluate the effectiveness of a mock drill–based intervention on knowledge and awareness regarding disaster risk management among school students.
OBJECTIVES:
· To assess the Pre-intervention knowledge and awareness of disaster risk management among school students.
· To implement a mock drill–based disaster preparedness intervention.
· To evaluate the post-intervention knowledge and awareness among students.
· To compare pretest and post test scores and determine their association with selected demographic variables.
Ronan and Johnston (2005) Ronan and Johnston reported that school-based disaster education programs play an important role in improving children’s disaster-related knowledge and preparedness behaviors. Their study emphasized that students who receive disaster education become more aware of risks and safety measures during emergencies. The authors highlighted that experiential learning methods such as mock drills and practical activities are more effective than theoretical teaching alone. They concluded that involving schools, families, and communities together can strengthen disaster resilience among children.1
Kapucu (2008): Kapucu highlighted the importance of practical training methods in disaster preparedness and emergency management. The study explained that simulation exercises and mock drills help participants improve coordination, communication, and teamwork during emergencies. It also showed that practical exposure enhances decision-making and emergency response skills more effectively than classroom lectures. The author emphasized that collaborative disaster training programs increase public preparedness and community safety.2
Johnson et al. (2014): Johnson and colleagues evaluated the effectiveness of earthquake and tsunami mock drills conducted among school students. The study found that students who actively participated in mock drills demonstrated significantly better preparedness knowledge and adaptive response skills compared to those who received only theoretical instruction. The drills helped students understand evacuation procedures and emergency responses in real-life situations. The researchers concluded that repeated practice through drills improves confidence and reduces fear during disasters.3
Sharma and Kaur (2019): Sharma and Kaur conducted a study among school students to assess the effectiveness of mock drill interventions on disaster management awareness. The findings revealed that students showed a significant improvement in knowledge and awareness after participating in mock drills. Post-test scores were notably higher compared to pre-test scores, indicating the success of the intervention. The study emphasized that practical disaster education is essential for enhancing preparedness among school children.4
Alim et al. (2020): Alim and colleagues concluded that simulation-based disaster preparedness training programs are highly effective in improving response capacity and preparedness levels. Their study showed that students and community members who participated in drills gained better understanding of emergency management procedures. Practical exercises also improved communication, teamwork, and confidence during disaster situations. The authors recommended incorporating simulation-based training into regular educational programs.5
Saha (2021): Saha observed that many students initially had inadequate knowledge regarding disaster preparedness and emergency response. After receiving structured teaching sessions combined with mock drill interventions, students demonstrated significant improvement in awareness and preparedness levels. The study highlighted that experiential learning methods increase students’ confidence and understanding during emergencies. It also emphasized the need for regular disaster preparedness training in schools.6
Kumar and Priya (2022): Kumar and Priya reported that mock drills are an effective educational strategy for improving disaster awareness and practical response skills among school students. Their study found that participation in mock drills enhanced students’ confidence, coordination, and ability to respond appropriately during emergencies. The intervention also reduced fear and confusion related to disaster situations. The authors recommended conducting regular mock drills in schools to promote safety and preparedness.7
Patel et al. (2023): Patel and colleagues emphasized that integrating disaster preparedness programs and mock drills into school curricula contributes to better long-term retention of knowledge and safer practices among students. Their study showed that repeated exposure to disaster education improves awareness, preparedness behavior, and emergency response skills. The authors highlighted that practical training methods help students respond calmly and effectively during disasters. They strongly recommended including disaster preparedness education as a regular component of school safety programs.8
RESULTS AND DISCUSSION:
The present study assessed the effectiveness of a mock drill–based intervention on knowledge and awareness regarding disaster risk management among school students in selected schools of Tamil Nadu.
RESULTS:
After implementation of the mock drill–based intervention, a marked improvement was observed in the post-test scores. The majority of students demonstrated adequate knowledge and improved awareness regarding emergency response procedures, evacuation plans, and safety measures. The mean post-test score was significantly higher than the pretest score, indicating the effectiveness of the intervention.
Statistical analysis using a paired t-test showed a significant difference between pretest and post-test scores (p < 0.05), confirming that the mock drill–based intervention was effective in improving knowledge and awareness.
No significant association was found between post-test knowledge scores and selected demographic variables such as age, gender, or class of study.
The findings of the present study clearly indicate that mock drill–based interventions are highly effective in improving disaster risk management knowledge and awareness among school students. The improvement in posttest scores suggests that experiential learning methods are more effective than traditional lecture-based teaching.These results are consistent with previous studies that have highlighted the effectiveness of simulation-based disaster education in enhancing students’ preparedness, confidence, and response skills. Repeated exposure to mock drills helps students understand real-life emergency situations and reduces panic during actual disasters.The improvement in awareness and knowledge also reflects the importance of integrating disaster preparedness programs into the school curriculum. Early exposure to structured disaster education can play a crucial role in building a culture of safety and preparedness among students.Overall, the study emphasizes that mock drills are an essential and practical tool for strengthening disaster readiness in school settings.
The present study concluded that the mock drill–based intervention was effective in improving knowledge and awareness regarding disaster risk management among school students in selected schools of Tamil Nadu. There was a significant improvement in posttest scores compared to pretest scores, indicating that experiential learning through mock drills enhances students’ understanding of disaster preparedness and response.The findings highlight that traditional teaching methods alone are not sufficient, and practical, simulation-based approaches are more effective in developing essential safety skills. Therefore, integrating regular mock drills and disaster preparedness training into the school curriculum is strongly recommended to build a culture of safety, improve emergency response behavior, and ensure better preparedness among students for real-life disaster situations.
REFERENCES:
1. Ronan, K. R., and Johnston, D. M. (2005). Promoting community resilience in disasters: The role for schools, youth, and families. Springer. https://doi.org/10.1007/b102725
2. Kapucu, N. Collaborative emergency management: better community organizing, better public preparedness and response. Disasters. 2008; 32(2): 239–262. https://doi.org/10.1111/j.1467-7717.2008.01037.x
3. Johnson, V. A., Johnston, D. M., Ronan, K. R., and Peace, R. Evaluating children’s learning of adaptive response capacities from ShakeOut, an earthquake and tsunami drill in two Washington State school districts. Journal of Homeland Security and Emergency Managemen. 2014; 11(3): 347–373. https://doi.org/10.1515/jhsem-2014-0012
4. Bhattacharya, S., Singh, A., Semwal, J., Marzo, R. R., Sharma, N., Goyal, M., and Vyas, S. Impact of a training program on disaster preparedness among paramedic students of a tertiary care hospital: A single-group before–after study. Journal of Education and Health Promotion. 2020; 9: 5. https://doi.org/10.4103/jehp.jehp_511_19
5. Alim, S., Kawabata, M., and Nakazawa, M. Evaluation of disaster preparedness training and disaster drill for nursing students. Nurse Education Today. 2020; 35: 25–31. https://doi.org/10.1016/j.nedt.2014.12.012
6. White-Lewis, S., Beach, E., and Zegers, C. Improved knowledge of disaster preparedness in underrepresented secondary students: A quasi-experimental study. Journal of School Health. 2021; 91(6): 490–498. https://doi.org/10.1111/josh.13023
7. Agoyaoy, N. G. Developing a dynamic approach to disaster preparedness in selected secondary schools: Barriers and facilitators. Asia Pacific Journal of Advanced Education and Technology. 2022; 1(1): 20–29. https://doi.org/10.54476/apjaetv1i1mar20226040
8. Patel, R. K., Pamidimukkala, A., Kermanshachi, S., and Etminani-Ghasrodashti, R. Disaster preparedness and awareness among university students: A structural equation analysis. International Journal of Environmental Research and Public Health. 2023; 20(5): 4447. https://doi.org/10.3390/ijerph20054447
|
Received on 11.05.2026 Revised on 30.05.2026 Accepted on 16.06.2026 Published on 05.08.2026 Available online from August 10, 2026 A and V Pub Int. J. of Nursing and Med. Res. 2026; 5(3):113-116. DOI: 10.52711/ijnmr.2026.24 ©A and V Publications All right reserved
|
|
|
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License. |
|