Effect of disaster awareness strategies on preparedness in public primary schools in tharaka-nithi county, kenya

Abstract

In Tharaka South Sub-County, Tharaka Nithi County, primary schools frequently experience floods, drought, and ethnic conflict, exposing pupils and teachers to safety risks and educational disruptions. This study examined the impact of disaster awareness strategies on disaster preparedness in public primary schools, focusing on disaster awareness training, the availability of preparedness materials, school disaster management policies, and community participation. The study was guided by Social Learning Theory and Ecological Systems Theory and employed a descriptive survey design. Data were collected from 173 teachers, five head teachers, and four key informants using semi-structured questionnaires and interviews. Quantitative data were analyzed using SPSS Version 25, while qualitative data underwent thematic analysis. Results revealed significant positive correlations between disaster preparedness and disaster awareness training (r = 0.623, p < 0.01), availability of preparedness materials (r = 0.587, p < 0.01), school disaster management policies (r = 0.546, p < 0.01), and community participation (r = 0.605, p < 0.01). Schools with regular drills, accessible emergency kits, active safety policies, and strong community engagement recorded higher preparedness levels. Qualitative findings supported these trends and highlighted challenges, including inadequate funding, irregular training schedules, and weak policy enforcement. The study concludes that effective disaster awareness strategies significantly enhance preparedness in public primary schools. It recommends integrating disaster education into the curriculum, institutionalizing regular training, improving access to preparedness resources, strengthening policy implementation, and fostering community–school partnerships to enhance disaster resilience.