The Contribution of Family Education and School Programs in Disasters Preparedness: The Hakkari Example

Abstract

Family and educational institutions play a decisive role in shaping individuals' knowledge,
aeitudes, and behaviors during the disaster preparedness process. Especially in regions like
Hakkari, where disaster risks are high, family education and school-based programs are critical for developing disaster awareness and increasing social resilience. This study qualitatively examined the contributions of family education and school programs to disaster preparedness in the case of Hakkari province. The research design was phenomenological, the sampling was purposive, and the data analysis was based on descriptive and thematic analyses. Based on this, qualitative interviews were conducted with 30 participants in Hakkari province, including students and families from different age groups, as well as teachers and parents, and data were collected and analyzed using the MAXQDA24 program. The findings indicate that informing families about disaster awareness positively impacts children and youth's preparedness behaviors, while school programs increase students' awareness and confidence, particularly regarding basic disaster information, evacuation drills, and emergency plans. However, in Hakkari province, it was determined that disaster education practices were not adequately adapted to regional differences, family-school collaboration was not sustained, and that region, ethnicity, and family culture were directly related to disaster awareness. Furthermore, data obtained from the Hakkari province example revealed that family education and school programs are complementary elements in disaster preparedness. Furthermore, the study recommends identifying local needs, completing preparatory phases, and developing family disaster awareness, sensitivity, and holistic disaster education programs for more effective city disaster management.