1

NATIONAL STRATEGY
 


for 

YOUTH PREPAREDNESS EDUCATION
 


EMPOWERING, EDUCATING AND BUILDING RESILIENCE 
This document provides 

information and links to 

third party sites for your 

reference. FEMA does not 

endorse any non-government 

website, company, or 

application. All information 

provided here comes directly 

from the entities sponsoring 

each program. 
TABLE OF CONTENTS 

i Foreward 

Why Focus on Youth?
 01


Vision, Purpose and Goals 
 05
 of the National Strategy 

09 The National Strategy for Youth 

Preparedness Education—Priority Steps 

19 Building Momentum 

21 Conclusion 

22

Endnotes 

Appendix A: Partners in Youth 
 24
 Preparedness Education 
FPO
i

FOREWORD 

D isasters impact all segments of the population, but they do not affect 

everyone equally. The United Nations Children’s Fund (UNICEF) indicates, 

“Children typically represent 50-60 percent of those affected by disaster.”i 

The sheer number of children affected by disasters is likely to increase in the 

years ahead due to changes within both society and the environment that may increase 

the frequency and severity of disasters. 

The Federal Emergency Management Agency’s (FEMA’s) Strategic Foresight Initiative calls 

for a whole community approach to building resilience, including “infus[ing] emergency 

management principles and life skills across the entire educational experience...with 

community–tailored curricula shaped by the local 

environment.”ii Furthermore, Presidential Policy Directive 

8 (PPD-8)1 emphasizes the need for involvement from 

all sectors of society in preparing for and responding 

to threats and hazards. 

FEMA, the U.S. Department of Education (Department 

of Education) and the American Red Cross (Red Cross) have 

developed a strategy for mobilizing communities across the 

country in youth preparedness education. The National Strategy 

for Youth Preparedness Education: Empowering, Educating and Building 

Resilience is a call to our Nation to educate youth about actions 

that they and their families can take to protect their safety 

and well-being and that of their communities when disasters 

threaten or strike. With such education, our Nation’s youth can help prepare for, respond 

to and recover from disasters. Furthermore, the prepared youth of today can become the 

resourceful adults of the future. 

“Our national preparedness is the shared 

responsibility of all levels of government, the 

private and nonprofit sectors, and individual 

citizens. Everyone can contribute to safeguarding 

the Nation from harm.” 

- -from Presidential Policy Directive 8 

(PPD--8): National Preparedness 

1 Available at: 

http://www.dhs.gov/presidential-policy-directive-8-nationalpreparedness

National Strategy for Youth 

Preparedness Education
Development of the National Strategy was based on thorough review of current theory and 

practice about youth preparedness education programs and input and insights from a broad 

spectrum of stakeholders, including young people. Bringing Youth Preparedness Education 

to the Forefront: A Literature Review and Recommendations2

 summarizes the findings from 

the literature review. Stakeholder input was obtained during the 2010 National Summit on 

Youth Preparedness and from a series of regional and state youth preparedness workshops 

that took place during 2011 and 2012. 

The challenge we all share is to engage and empower youth and their families in becoming 

current and future generations of prepared citizens, and this National Strategy is the critical 

next step in facing that challenge. Implementing a nationwide movement focused on youth 

preparedness will require the dedication and committed efforts of an array of key partners. 

It is critical that national and community-based organizations share in the commitment 

to support and implement this National Strategy. 

Please join us in working to prepare our Nation’s children for the significant challenges 

that lie ahead. 

[Signature] 

Timothy W. Manning 

Deputy Administrator, 

Protection and National 

Preparedness 

Federal Emergency 

Management Agency 

[Signature] 

Russ Paulsen 

Executive Director, 

Community Preparedness 

and Resilience Services 

American Red Cross 

David Esquith 

Director, Office of Safe 

and Healthy Students 

U.S. Department of Education 

2 Available under Resources at: 

http://www.ready.gov/ 

youth-preparedness 

ii 
1

 

WHY FOCUS ON YOUTH?
 

W ith approximately 74 million children under the age of 18 in the United States 

in 2011, children make up nearly one-quarter of the entire U.S. populationiii. 

Children3

 are disproportionally impacted by disasters, yet insufficient 

attention has been given to preparing this population. 

Children compose a special population known as a “vulnerable group.” Such groups are 

more prone than others to damage, loss, suffering, injury and death in the event of a 

disaster. Though numerous factors can influence how vulnerable a particular child will be 

when faced with a potential risk, research shows that children, in general, are susceptible 

to three types of vulnerability during a disaster: psychological, physical and educational. 



-

Psychological vulnerability is when a serious or traumatic event, such 

as a natural or manmade disaster, can greatly impact the mental health of 

children. Most studies focus on post-traumatic stress disorder (PTSD) or similar 

conditionsiv v. Between 30 and 50 percent of children in disaster conditions may 

be likely to develop PTSD symptoms that will persist for long periods of time.vi

 Physical vulnerability refers to the actual physical harm a disaster can have on a

person. In the United States, infants and young children (0-to 4-year--olds) may -

be most likely to die of exposure to extreme heat, compared to other ages of

children and young adults; 5-to 14-year- -olds are most likely to die in storms -

and flood events; and adolescents and young adults (15-to 24--year--olds) are

most likely to die of excessive cold.vii

 Educational vulnerability refers to how destruction caused by a disaster may

negatively impact children’s academic performance, as it may cause children to

miss school and delay their progress. For example, some children may be forced

to change schools following a storm, with the average being three moves per child

over a three--month period following a severe storm.viii

3 For the purposes of this 

document, the terms “children” 

and “youth” are used 

interchangeably. The National 

Strategy focuses on youth of all 

ages, with the upper limit being 

the end of high school, rather 

than one specific age. 

National Strategy for Youth 

Preparedness Education
4

Available at: 

http://tdl.citizencorps.fema. 

gov/downloads/pdf/ready/212_ 

Youth_Summit_Report_508.pdf 

5

Available under Resources at: 

http://www.ready.gov/ 

youth-preparedness 

While children may face particular vulnerabilities during a disaster, they also have 

unique abilities to prepare themselves as well as their families, schools and communities. 

Two key documents highlight the benefits of youth preparedness and help envision a 

future in which youth are fully engaged in preparedness efforts: the National Summit on 

Youth Preparedness: Summit Proceedings Report4

 and Bringing Youth Preparedness to the 

Forefront: A Literature Review and Recommendations5

. 

Identified below are three essential benefits that arise from youth preparedness efforts. 

Examples are provided of exemplary youth who have evidenced these benefits. It is 

important to keep in mind, however, that even small changes in youth behavior can 

have a big impact on community preparedness. 

2 
3 

1.		Empowered youth can help engage their families, their peers, and their communities

in disaster readiness.

 Children are positive influencers. Children involved in youth preparedness

programs can effectively help reach and spread important messages about

preparedness to their family members. Participating in emergency preparedness

activities—such as helping parents create a disaster supply kit, collecting items

for the kit, making a family preparedness plan or creating a list of emergency

numbers—not only empowers children but also educates adults about preparedness.

Family preparedness activities are an essential part of all community preparedness efforts.

Tiffany Espensen, a member of FEMA’s 2012 Youth Preparedness Council, shares

preparedness tips with her Twitter followers. Tiffany tweets about working with

FEMA, building a kit, making a plan and preparing for disasters such as hurricanes

and earthquakes. With nearly 15,000 Twitter followers, Tiffany encourages

schools, Community Emergency Response Teams (CERTs) and others to share

“TiffyTipTuesday” safety tips with their followers.

 Children can become leaders. By participating in youth preparedness programs,

children are empowered to become leaders at home and in their schools and

communities. Children who have participated in preparedness programs across

the Nation have responded in emergencies and taught others about preparedness.

Diesel Embrey is a 17-year-old member of FEMA’s 2012 Youth Preparedness

Council. He is certified at Virginia State Firefighter Levels 1 and 2 and as a

Virginia Certified Emergency Medical Technician (EMT), and holds several other

certifications, including those in CERT, Cardiopulmonary Resuscitation (CPR)/First

Aid, Hazardous Material (HAZMAT), Weapons of Mass Destruction Awareness,

Emergency Animal Shelter Operator, and Incident Command Structure (ICS).

Not only did Diesel respond to a massive 2,500-acre brush fire in Louisa County,

Virginia in February 2011, he also responded to a magnitude 5.8 earthquake in

Louisa County the following August, which damaged many homes and businesses.

Diesel was in class at the high school at the time of the quake. He assumed a

leadership role and helped to evacuate his fellow students and performed triage

on the injured students. Diesel responded to the Mineral Firehouse and helped

to establish an emergency evacuation shelter and triage center.

National Strategy for Youth 

Preparedness Education
 

 

2.		Youth are empowered through understanding of risks and knowing protective actions.

 Prepared children are more confident during an actual emergency. Studies

and anecdotal evidence support the idea that children who have learned about

emergency preparedness experience less anxiety during an actual emergency.

The knowledge of what to do during an emergency empowers them to act with

confidence and enables them to become active participants in emergency efforts.

Cadet Captain Jason Reed, a member of FEMA’s 2012 Youth Preparedness 
 

Council, has served for several years as a search-and-rescue ground team member. 
 

His training prepared him to respond to several tornadoes that struck Henryville, 
 

Indiana. He worked alongside Emergency Management Agency departments, 
 

FEMA, and other state and federal agencies. He was involved in performing health 
 

and wellness checks in the community, helping provide a perimeter around 
 

damaged areas, and distributing water and supplies to those impacted by the storm. 
 

3.		Today’s prepared children are tomorrow’s prepared adults.

 Given proper training, children can develop strong skills that they carry into

adulthood. Integrating disaster preparedness education into a child’s life on a

consistent, regular basis encourages children to view preparedness as a societal

issue with lifelong value rather than as an ad hoc exercise. Reinforcement of disaster

preparedness and mitigation, combined with active involvement in and practice

of preparedness efforts, increases confidence, empowers youth, and enhances the

likelihood that these behaviors and the associated sense of civic responsibility will

be carried into adulthood.

4 
5 National Strategy for Youth

Preparedness Education

 

 

 

VISION, PURPOSE AND GOALS OF 

THE NATIONAL STRATEGY 

W ith this vulnerable group’s sensitivities and abilities in mind, FEMA, 

the Department of Education and the Red Cross have jointly developed 

the National Strategy for Youth Preparedness Education: Empowering, 

Educating and Building Resilience (National Strategy). This document 

is based on research and information from an array of sources and is intended to serve as 

a starting point for a youth-focused preparedness effort. 

The vision of the National Strategy is to create a nation of prepared youth. Youth will be 

empowered to prepare for and respond to disasters; educated as to specific actions they can 

take before and after a disaster occurs; and prepared with knowledge and skills that will 

make them more resilient when faced with disasters. Instilling preparedness knowledge 

and skills in youth also will help develop a future population of prepared adults. 

The purpose of the National Strategy is straightforward: to couple national attention on 

emergency and disaster preparedness with community action that focuses specifically on 

youth readiness for disasters and related events. The National Preparedness Goal identifies 

preparedness as including “five mission areas: Prevention, Protection, Mitigation, Response, 

and Recovery.”ix The National Strategy’s envisioned alignment of attention to and action on 

youth preparedness can be realized with the support of organizations at the national, state 

and local levels that commit to engaging, empowering and building resilience in youth 

through preparedness education. 

In support of this purpose, there are three goals for the National Strategy: 

 Catalyzing efforts aimed at educating the youth of this Nation about preparing

for and responding to future disasters;

 Establishing partnerships with stakeholders that place a high priority on youth

preparedness; and

 Encouraging collaboration among groups at the federal, state and local levels,

as well as national and local non-governmental organizations and private sector

leaders, to implement and endorse this effort.

FEMA, the Department of Education, the Red Cross and their partners will work together 

to promote youth empowerment, facilitate acceptance of the concepts discussed in this 

document, develop disaster preparedness skills in youth, and generate momentum around 

this National Strategy. The goal is to have a variety of organizations affirm the National 

Strategy, such as school associations or school administrators, the Girl Scouts, the National 

Protection and Programs Directorate (NPPD), the Federal Bureau of Investigation (FBI), 

the Civil Air Patrol, and any other organizations interested in furthering the cause of 

youth preparedness. 
PARTNERS IN YOUTH PREPAREDNESS EDUCATION 

Achieving the vision of a nationwide movement focused on youth preparedness and, 

ultimately, a nation of youth educated about and empowered to respond to and recover 

from disasters, requires both nongovernmental and governmental partners committed 

to this initiative of incorporating youth preparedness into their goals and strategies and 

encouraging youth preparedness in homes, schools and communities. 

Numerous sectors of society bring important perspective and hands-on knowledge to the 

implementation of the National Strategy. Everyone, from the national level to the grassroots 

level, can play a role in the implementation of the National Strategy, including supporting 

or taking part in the following activities: 

 Youth preparedness program development;

 Youth engagement messaging campaigns;

 Youth and school-based drills and exercises;

 Technical assistance for youth and school preparedness practitioners;

 Strategic partnership development; and

 Youth and school preparedness research and evaluation.

Appendix A: Partners in Youth Preparedness Education will identify the partners that affirm 

the National Strategy. These partners agree to promote youth preparedness using forums 

or media applicable to their industries. Implementation of the National Strategy will be 

an ongoing effort, but the objective is to have 30 partners affirm the National Strategy by 

September 2013. Inclusion of supporters in Appendix A will be ongoing, as organizations 

align with and agree to promote the youth preparedness movement. 

6 
7 

 

 

PRINCIPLES GUIDING THE NATIONAL STRATEGY 

Six main principles guided the development of this National Strategy. Youth preparedness 

efforts must: 

1.		Take a whole community approach that involves youth and their families, educators,

nongovernmental and community groups, national organizations, and leaders at the

federal, state and local levels. This whole community approach ensures multichannel

delivery of messages, creating sound support for a culture of youth preparedness.

2.		Acknowledge that youth preparedness is a responsibility that must be shared by all

sectors of a community and those who govern it.

3.		Include youth of all cultures, abilities, skills and backgrounds and those with access and

functional needs in every aspect of disaster and emergency planning and preparedness.

4.		Understand that strong and dynamic collaboration between youth preparedness program

practitioners and emergency managers is central to successful youth preparedness

education programs.

5.		Ensure that youth programs are evidence based and age appropriate, and allow for

repetition and exposure over time.

6.	 	Recognize that youth preparedness strategies and policies must be ongoing and

self-sustaining to be effective.

National Strategy for Youth

Preparedness Education
8 
9 

 

THE NATIONAL STRATEGY FOR YOUTH 

PREPAREDNESS EDUCATION—PRIORITY STEPS 

T he National Strategy includes nine priority steps that are critical to fulfilling 

the purpose of creating a prepared youth community. Each step is associated 

with one or more short- and long-term activities that define how the priority 

step will move forward. The success of the National Strategy will require 

ongoing input from stakeholders and a commitment to making youth preparedness 

education a part of every child’s life. 

1. Elevate the importance of youth preparedness learning programs at the national,

state and local levels. Partners should demonstrate results and show how these programs 

are an integral part of the fabric of the community. 

n Develop and leverage youth-targeted preparedness curricula that are designed 

specifically to meet children’s educational needs. Children learn differently than adults, 

yet many existing disaster training programs and measures are geared toward more adult 

functions.x xi It is important that youth-targeted programs be developed and designed 

specifically to meet the needs of youth and delineate their roles in disaster preparednessxii 

FEMA’s Youth Preparedness Catalogue: Disaster Preparedness Education Programs and 

Resources6

 identifies many current programs. 

Build youth preparedness programs at the state and local levels that contribute to 

overall community preparedness goals. Research indicates that hazard education 

programs help youth increase hazard awareness and knowledge.xiii Furthermore, 

children who have been actively involved in disaster preparedness measures have not 

only increased their awareness of hazards but also have been able to discuss actions 

they could take to protect their families and loved ones and to seek help should their 

families be affected. Ongoing evaluation of preparedness programs and initiatives is 

essential to identify best practices and demonstrate the value of these programs.xiv 

n

n Develop communication channels for leaders of youth preparedness programs across 

the country to share best practices and highlight the importance of their work. The 

2010 National Summit on Youth Preparedness identified collaboration and sharing of best 

practices as one of the most important processes for advancing youth preparedness. This 

activity can work in many online formats, including posting data and information into 

a web-based portal or via social media such as a youth preparedness Facebook page or 

bulletin board pages that can serve as idea-exchange portals. Organizations also can make 

information part of their monthly print documents or routine electronic communications 

to members and local partners. These information-sharing tools, especially if they 

have a bulletin board or feedback function, also can serve to help program organizers 

troubleshoot or modify less effective areas of their programs and establish opportunities 

for nearby communities to unite for youth preparedness events and activities. Electronic 

channels also offer a great opportunity for friendly competition between communities, 

chapters, schools and others in the form of preparedness-related contests or games. 

6

Available under Tools at: 

http://www.ready.gov/ 

youth-preparedness

National Strategy for Youth

Preparedness Education
n Reinforce specific youth preparedness messaging before, during and after 

significant national and local disasters. Those involved with youth preparedness 

programs should, as appropriate, use disasters and emergencies to showcase the ways 

in which their activities supported prevention and mitigation efforts and helped 

the community recover more quickly. States with programs—as well as individual 

communities and youth-serving organizations—can publicize their proactive efforts 

and positive outcomes through local media, perhaps by organizing a pre-disaster/ 

preparedness event or a post-disaster/resilience event during which local elected 

officials congratulate the group for its readiness or how its preparedness actions 

mitigated disaster consequences. 

2. Evaluate the quality and effectiveness of existing and new youth preparedness

programs. Development of guidance and tools that support program evaluation can 

contribute to an understanding of the effectiveness of, and ways to improve, programs. 

n Establish program guidance for youth preparedness initiatives. Such guidance 

would provide a wealth of benefits, including incorporation of lessons learned and 

best practices from past experiences; provision of standardized components and 

formats that are customizable; provision for all persons, including individuals with 

access and functional needs; use of a common operating language; and ease of 

integration in working with emergency responders. 

Organizations can best implement this activity by following nationally accepted 

youth education best practices and incorporating those best practices into their 

preparedness education content; reviewing existing programs will help identify 

such content. FEMA recently has developed Youth Preparedness: Implementing a 

Community-Based Program7

, a guide written for communities and communitybased organizations interested in starting or sustaining an effective youth disaster 

preparedness program. 

Incorporate best practices and up-to-date protective actions. Organizations should 

regularly review programs to ensure that the programs contain information on 

the most up-to-date, age-appropriate protective actions for the hazards covered 

by the curriculum, with a focus on actions that individuals can take during and 

in the immediate aftermath of a disaster to reduce their risk of injury or death. 

Organizations should also build programs around the key principles of emergency 

management (i.e., comprehensive, progressive, risk-driven, integrated, collaborative, 

coordinated, flexible and professional).xvi It is important that practitioners look to 

research literature to inform their practice and that practitioners continue to review 

current literature in order to maintain an evidence base for their work.xvii

n

7

Available under Tools at: 

http://www.ready.gov/ 

youth-preparedness 

10 
11 National Strategy for Youth 

Preparedness Education

n Ensure the safety of youth participating in the preparedness program. 

Organizations must implement protective actions that are broad enough to ensure 

that youth participating in disaster preparedness programs are kept safe. Securing 

background checks for all adults involved in direct contact with youth during 

training and exercises is an essential component of a safe environment. Most 

school instructors will already have completed a background check, as most schools 

require it. Program implementers will most likely have to assume responsibility for 

ensuring that other participating adults have passed a background check. 

n Use interactive practice and simulations, which often align with the learning 

styles of youth, and offer specific guidance and practice, which help youth learn 

exactly what actions are called for by different disasters, hazards, threats, and 

related events. Further, preparedness educators should design programs in a way 

that allows youth to use their new knowledge and repeat skills they have learned. 

Simulations provide opportunities to practice using realistic scenarios that can better 

define and bring to life roles and responsibilities during disasters.xviii Programs 

should also include drills, exercises, simulations, and other practical strategies for 

effective knowledge retention and show youth the “why” behind the lessons to 

make the learning experience more meaningful. 

n Include an evaluation strategy that incorporates process, output and outcome 

in each initiative. Evaluation is essential in helping organizations determine 

whether programs are being run and delivered as effectively as possible, whether 

tweaks or mid-course corrections are advisable or necessary, and whether programs 

are resulting in the desired behaviors and actions. Furthermore, evaluation has 

the potential to provide a wealth of information including, for example, whether 

refresher materials are needed to help children retain information over time. 

Ongoing evaluation can serve as a means for assessing whether a program is being 

implemented as it was intended to be and for identifying whether services are 

“hitting the mark.”xix 

Evidence of program effectiveness is a critical component of attracting or 

maintaining program funding and the support of community and political youth 

preparedness education advocates. Organizations should integrate an evaluation 

component into all youth education efforts at the outset, including measures of 

evaluation, corresponding data to be collected, and means of collecting data. 

Organizations also should ensure that data collected from groups implementing a 

particular program can be aggregated and evaluated as a whole so that geographic, 

cultural or other aspects will not result in different success rates. 
 

3. Support the implementation of youth preparedness learning programs. 

No community, organization or school should face impediments in finding, obtaining and 

using preparedness education materials or developing a youth preparedness program. 

n Ensure access and remove barriers to implementing disaster education. Numerous 

organizations already have disaster preparedness educational materials posted on the 

web—a list of many of these resources is available through FEMA’s Youth Preparedness 

Catalogue: Disaster Preparedness Education Programs and Resources8

. These national and 

state-based resources are tailored to children and youth, and the Catalogue indicates 

the grade levels for which each is designed. The Catalogue also identifies key program 

components, including lessons with materials pertaining to preparedness, mitigation, 

response and recovery; interactive activities with families; guest speakers representing 

emergency management; and exercises practicing preparedness and response skills. 

n Implement programs in schools, before- and after-school programs, and youth 

clubs and societies. Most individuals attend school at some stage in their lives, 

so schools are an ideal setting for disseminating preparedness information. There are 

also a myriad of opportunities available for programming in addition to those situated 

solely in schools. These opportunities include before- and after-school programs, 

faith-based youth and family programs, and camps. While regular gatherings allow 

for learning a wider set of skills and opportunities for repetition, almost any meeting 

of young people can serve as an opportunity for disaster preparedness education. 

The Youth Preparedness Catalogue: Disaster Preparedness Education Programs and 

Resources9

 identifies existing community- and school-based programs. 

Dorian Gregory, a 2012 FEMA Youth Preparedness Council member, is a youth leader 

in his community and is heavily involved in activities, including 4-H, Students Against 

Drunk Driving (SADD), the Mt. Calvary Baptist Church Good Gang Ministry, BETA 

Club, and Student Council. He has also volunteered in community service projects 

that assist the disadvantaged and community restoration projects. He was affected 

by Hurricanes Katrina and Rita, and was forced to relocate due to damages brought 

on by floodwaters. He has participated in post-hurricane and tornado volunteer 

opportunities as a member of Mt. Calvary Baptist Church in Branch, Louisiana. 

n

12 

Promote the importance of making technical assistance support available for those 

implementing/enhancing programs. A small amount of technical assistance and 

coaching can reap huge dividends in terms of efficacy and positive results. Organizations 

can provide technical assistance in any number of ways, with telephone support (either 

individual or teleconference) and web-based support being especially cost-effective 

options to reach a national or geographically diverse audience. For example, the American 

Red Cross Youth Blog,xxi developed by the American Red Cross National Youth Council, 

features a chat box for users to ask questions and talk with other Red Cross Youth about 

preparedness. Group technical assistance sessions offer great flexibility as well, plus 

technical assistance can be archived and accessed by those who need them at any time. 

County, state, regional or national technical assistance sessions can be effective ways to 

convey information to those implementing programs, and allow participants to get to 

know each other and exchange ideas and information in person. 

8 Available under Tools at: 

http://www.ready.gov/ 

youth-preparedness

9

Available under Tools at: 

http://www.ready.gov/ 

youth-preparedness 
13 

 

n Harness the power of youth-led and youth-serving organizations. To make 

youth preparedness part of the fabric of our society, it is essential that as many 

organizations as possible be involved. Working with youth-led and youth-serving 

organizations with complementary programs can provide win–win opportunities. 

For example, the Girl Scouts of the USA has a youth preparedness patch program. 

The Civil Air Patrol (CAP) of the U.S. Air Force Auxiliary runs a teen cadet program 

for youth ages 12 to 18.xxii The program features instruction in the principles of 

aviation and aerospace flight, and it offers cadet encampments with activities in 

emergency services, engineering, technology, physical fitness, teambuilding, and 

flight training. The McGruff Club is supported by the National Crime Prevention 

Council and teaches youth about crime prevention and safety.xxiii Local fire 

departments also often provide preparedness and response training opportunities 

for youth. Junior fire programs and fire explorer programs are also settings in 

which youth can step into leadership roles within organizations to serve their 

communities through preparedness activities. 

4.		Create positive relationships between youth and the first responder community.

n Ensure that disaster preparedness education provides a window into the role 

of first responders. Educating middle school–aged and older youth about disaster 

response allows them to better understand, appreciate and respect the critical 

life-saving role of first responders. Additionally, learning about the roles that first 

responders play in case of a disaster or emergency helps youth recognize how 

their personal ability to respond to a disaster can enable first responders to focus 

on others who are most in need. 9-1-1 for Kids targets individuals ages 4 through 

adult and offers information about the purpose and use of 9-1-1 as well as links to 

training materials for public safety officials, community groups, parents, teachers 

and children. 

n Integrate first responders into program delivery. First responders already live 

and work in our communities and want to be viewed as the positive, contributing 

community members they are. Asking first responders to serve as speakers at schools, 

clubs or community events allows young people the opportunity to view them 

as individuals as well as professionals. Encouraging youth interaction with first 

responders also helps youth feel connected to caring, supportive and stable adults in 

the community. These mentoring relationships provide youth with supportive role 

models who can offer preparedness and safety guidance, and advocacy when needed, 

and help youth understand what it means to be connected with their communities. 

National Strategy for Youth 

Preparedness Education
 

 

 

 

5. Link youth preparedness to family and community participation, especially in

communities where English may not be the first language spoken (or understood) among 

adults, in other underrepresented communities, and inclusive of individuals with access 

and functional needs. 

n Recognize youth as advocates of preparedness in the community. Programs can 

offer child-friendly activities to do at home or school or in communities that can 

educate children on preparedness measures and encourage action at home and in the 

community. Children can then play a valuable role in communicating preparedness 

information to their friends and family members. This is especially helpful in families 

that speak more than one language or where English is not the primary language. xxv 

Research indicates that children can become “translators” who are able to bring the 

most relevant messages back to their communities, helping to bridge cultural and 

technical gaps. Young people from multicultural households can offer an important 

perspective on how disaster education can move from the community at large 

to their homes and families. As individuals who often bridge two cultures, they 

know what messages are culturally appropriate and will best resonate within their 

communities. Organizations should train program implementers to understand that 

cultural competence encompasses more than simply language and ethnicity. 

n Ensure that youth with disabilities and youth with access and functional needs 

are included in education programs. Organizations that implement programs 

should seek input and participation from underrepresented populations and 

those who serve them. These populations can include—but are not limited to— 

people with emotional, intellectual, physical or developmental disabilities or with 

communication disabilities, vision or hearing loss. To effectively reach and engage 

youth in these groups, programs must be inclusive and designed to reach them with 

sensitivity to and accommodation for their needs. 

Christian Chowen, a 2012 FEMA Youth Preparedness Council member, has 

participated in two community evacuations in his community in Hawaii. Christian 

has a mobility disability and has become a qualified trainer, helping others with 

disabilities to prepare for emergencies through Hawaii’s Feeling Safe, Being Safe 

program. In the fall of 2011, Christian, along with his brother Joey, was a guest 

speaker at a preparedness seminar in Honolulu at the invitation of the Hawaii state 

coordinator for Feeling Safe, Being Safe. As a result, Christian met Marcie Roth, 

Director of the Office of Disability Integration and Coordination for FEMA. From 

this meeting, Christian received an invitation to visit FEMA in Washington, D.C. 

to present his work to Marcie Roth and Administrator Craig Fugate and share his 

efforts to help youth with disabilities in Hawaii to prepare for emergencies. 

n Enlist youth to support better understanding of community needs. Youth can help 

identify language preferences, demographics and other aspects of neighborhoods or 

households that have relevance to disaster preparedness or response efforts. Helping 

to increase understanding of their neighborhoods encourages civic involvement 

and can help youth better understand why community engagement is essential in 

disaster preparedness. 

14 
15 

 

 

 

6. Make school preparedness a key component of youth preparedness. Schools provide

a natural venue for broad community participation, and school administrators already 

spend significant time and resources on school emergency issues. Schools should include 

preparedness programs as a core component of their emergency management plans, including 

curricula, drills and exercises for all local disasters, hazards, threats, and related events. 

n Appreciate that youth preparedness education taught in school supports disaster 

readiness anywhere. Children can apply their preparedness knowledge to any 

situation, including fires, chemical spills, tornados, injuries, illness, violence and 

other hazards they may face at any time or in any setting. Their training should 

focus on local disasters, hazards, threats, and related events. 

n Recognize the benefits of youth preparedness to overall school preparedness. 

Helping children gain a realistic view of disasters is vital in ensuring their 

comprehension and understanding when faced with a major disaster—particularly 

if it happens during the school day or at another time when they are separated from 

their parents and families. This knowledge can encourage children to develop civicminded behavior and a sense of individual and collective responsibility for others in 

the school environment. It also can increase resilience in youth who face a disaster. 

n Offer opportunities for youth participation in school-based efforts and in all 

levels of youth preparedness. Young people can have a unique and positive impact 

in motivating and empowering other young people and their communities, and 

their firsthand experience often provides them with the ability to identify areas in 

which preparedness needs are not being met. 

On many of today’s issues affecting youth, young people have shown their ability to 

help guide the direction of programming in national youth-serving, advocacy and 

other organizations—providing insight to ensure that activities and approaches will 

resonate effectively with their peers. Young people can be just as passionate as first 

responders about emergency preparedness. Organizations that develop initiatives 

and educational modules should harness this enthusiasm and firsthand knowledge. 

7. Build and strengthen productive partnerships among stakeholder agencies

and organizations. 

n Use in-person and online gatherings and forums as opportunities for training, 

exchange of ideas and best practices, and overall support for program partners and 

implementers. Meetings, such as the September 2010 National Summit on Youth 

Preparedness and the FEMA regional workshops, energize participants and allow for 

rich exchanges of ideas. The benefits of these forums and meetings extend well beyond 

their conclusion and greatly surpass the effort required to organize and hold them. 

National Strategy for Youth 

Preparedness Education
 

 

 

 

 

n Convene local stakeholders on a regular basis to discuss community needs and 

programs. Local leaders can collaboratively plan events designed to raise awareness 

of the importance of youth preparedness. These events can focus on policy matters 

related to implementing programs throughout a school district or community, and 

they may include members of Congress or state legislators as invited speakers or 

attendees. Members of FEMA’s Regional Advisory Councils can also play an integral 

role in these meetings. 

n Tap the ability of youth to be extraordinarily powerful advocates and leaders. 

When youth work to introduce legislation or move community efforts forward, 

they can be a force with which to be reckoned. Youth-led committees, such as 

the American Red Cross National Youth Council and FEMA’s Youth Preparedness 

Council, are key resources in advancing this National Strategy. Local and state 

partners and stakeholders are encouraged to engage teens as spokesperson activists, 

training and building their capacity to deliver messages and speak to school 

administrators and boards of education, the media, county councils, state legislators 

and even members of Congress. 

Teens also serve as powerful role models to younger children and enjoy the 

recognition and gratification of mentoring and teaching them, while building their 

own skills and confidence in the process. At a local programming level, youth can 

offer input into which currently available programs will resonate best with their 

peers. Local organizations should tap into the existing talent offered by teens and 

engage them in program implementation among younger children. 

Cayman Kirkhart, a 2012 FEMA Youth Preparedness Council member, designed, 

planned, organized, publicized and led a community-wide disaster preparedness 

event that featured involvement from 13 organizations. These organizations 

included local fire rescue and police units, the American Red Cross, the National 

Guard, the Coast Guard Auxiliary, the Health Department and the Office of 

Emergency Management. Every half hour, for the 4-hour public event, he planned 

classes or demonstrations to educate families about disaster preparedness. 

n Facilitate regular interaction among stakeholders to raise awareness of what local 

groups are doing to ensure that disaster preparedness education reaches every 

young person in a community. By working together towards common community 

goals, stakeholders can ensure that their messaging strategies and campaigns are 

comprehensive and coordinated. 

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17 

8.		Identify opportunities to embed youth preparedness in youth culture.

n Identify young people to serve as ambassadors. Young people, such as those 

who participated at the National Summit on Youth Preparedness and the FEMA 

workshops held across the country, effectively illustrate the value and need for 

youth preparedness. These young people serve as highly effective advisors and 

ambassadors, promoting the value of youth preparedness and readiness. 

n Identify local opportunities for stakeholders to display co-branded preparedness 

messages where youth and their families are present. Such opportunities are 

everywhere—the slides shown before the previews at movie theaters, the table 

cards in local eateries, flyers at local libraries and stores patronized by parents, teens 

and younger children, and more. Organizations can create materials or customize 

existing template materials and ask for a business or other partner to share print 

costs and distribute or display them. Local partnerships should involve mutual 

commitments to cross-promote messages in a compelling way. 

n Use social media and other online venues to disseminate and engage 

youth in preparedness messages. Entertainment companies, such as Disney, 

Sesame Street and Nickelodeon, can be highly effective in dissemination of 

preparedness messages. Facebook pages developed for youth preparedness and 

youth advocates and games and other social media applications are strong 

potential venues for delivery of youth preparedness messages and content. The 

American Red Cross Youth Network’s Facebook page 

https://www.facebook.com/groups/521286634590554/ is a good example of how 

social media can be leveraged to enhance youth preparedness. 

9.		Design a sustaining, locally driven model for developing, designing and

delivering programming.

n Organizations should plan a program that meets the unique needs of the 

communities they serve. There is no “one-size-fits-all” model for youth 

preparedness education at the local level; each program must meet the unique 

needs of the community and the threats it faces. That will require communities 

committing to having active involvement in and ownership of their programs. 

The concepts outlined in this National Strategy, and the efforts of committed 

partners, are critical for providing programmatic resources that can be adapted 

and customized locally. However, providing program modules is not enough; 

central to this effort is that organizations and communities are able to secure new 

local partnerships and funding sources so they can sustain youth preparedness 

programs over time. Strategies to support this important activity are included in 

Youth Preparedness: Implementing a Community-Based Program10. Additional ideas 

are being generated and shared through FEMA’s workshops and online forums, 

including IdeaScale at https://fema.ideascale.com and the National Preparedness 

Community website at http://community.fema.gov. 10Available under Tools at: 

http://www.ready.gov/ 

youth-preparedness

National Strategy for Youth

Preparedness Education
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BUILDING MOMENTUM 

T he desired outcome of this National Strategy is a nation of empowered youth 

who help engage their families in disaster readiness, response, and recovery 

and become prepared citizens of today and tomorrow. Achieving this outcome 

requires partnerships with critical stakeholders at the federal, state and local 

levels, as well as national and local nongovernmental organizations and private 

sector leaders. 

Numerous sectors of the community bring important perspective and hands-on knowledge 

to the implementation of the National Strategy. Children and teens will be crucial 

participants. Other participants include federal agencies and preparedness initiatives; 

national youth-serving community organizations; school, curriculum, and parent 

and teacher organizations; national emergency responder associations; and business, 

entertainment, media, technology and other organizations. All of these groups can 

play a key role in this effort, from advocating for programs to implementing and 

sustaining programs. 

Since the National Summit on Youth Preparedness in September 2010, the topic of youth 

preparedness education has generated great enthusiasm and energy across the country. 

Now is the time for stakeholders across the spectrum of youth preparedness to commit to 

the National Strategy and support its implementation. The following activities have been 

initiated to help build momentum for this effort: 

National Strategy for Youth 

Preparedness Education
 

CREATE A FEMA YOUTH PREPAREDNESS COUNCIL 

n This committee of young people builds on the success of and aligns with the 

American Red Cross National Youth Council and will help ensure that the voice 

and perspectives of youth are fully represented in advancing the National Strategy. 

The 2012 Youth Preparedness Council convened for an inaugural meeting in 

Washington, D.C., on August 6–7, 2012. Its membership comprises youth leaders, 

ages 13 to 17, from each of FEMA’s ten regions who are dedicated to public service 

and making a difference in their communities, and want to expand their impact as 

national advocates for youth preparedness. They are current and former students, 

youth Citizen Corps Council members, and members of youth clubs and faith-based 

organizations that are active in preparing their peers, families and neighborhoods 

for emergencies. FEMA also is encouraging its Regional Advisory Councils to 

include youth members to help strengthen their youth preparedness education 

efforts. The members of the Youth Preparedness Council are already implementing 

some of the activities identified in the National Strategy, and embody the positive 

impact that youth can have in preparing themselves, their families and 

their communities. 

OBTAIN STAKEHOLDER SUPPORT AND COMMITMENTS 

n FEMA, the Department of Education and the Red Cross are working to engage 

organizations representing a broad range of sectors and that can promote youth 

empowerment, facilitate acceptance, and generate momentum around the 

National Strategy. 

LAUNCH THE NATIONAL STRATEGY FOR YOUTH PREPAREDNESS EDUCATION 

n The leadership of FEMA, the Department of Education and the Red Cross will host 

an event to bring together partners and celebrate the launch of this critical initiative. 

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CONCLUSION 

Y outh face particular risks in disaster situations. However, substantial benefits 

can be reaped from empowering and educating youth with regards to disaster 

preparedness and response. This National Strategy seeks to couple national 

attention on emergency and disaster preparedness with community action that 

focuses specifically on youth readiness for disasters and related events. Organizations that 

focus on youth are encouraged to read this National Strategy, determine what role they can 

play in furthering a community of prepared youth, and affirm the National Strategy. 

National Strategy for Youth

Preparedness Education
ENDNOTES 

We are providing the following information and links to third party sites for your reference. FEMA does not endorse any non-government website, company, 

or application. All information provided here comes directly from the entities sponsoring each program. 

i

UNICEF. “UNICEF and Disaster Risk Reduction.” (p. 3) Retrieved on January 8, 2013 from http://www.unicef.org/files/DDR_final.pdf. 

iiU.S. Department of Homeland Security, Federal Emergency Management Agency. (2012). Crisis Response and Disaster Resilience 2030: Progress Report 

Highlighting the 2010–2011 Insights of the Strategic Foresight Initiative. Retrieved September 19, 2012 from 

http://www.fema.gov/library/viewRecord.do?id=4995. 

iiiChildstats.gov: Forum on Children and Family Statistics. POP1 Child Population: Number of Children (in millions) ages 0-17 in the United States by Age, 

1950-2011 and Projected 2012-2050. Retrieved January 18, 2013 from http://www.childstats.gov/americaschildren/tables/pop1.asp and 

United States Census Bureau. State & County QuickFacts. Retrieved January 18, 2013 from http://quickfacts.census.gov/qfd/states/00000.html. 

ivNorris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 disaster victims speak: Part I. An empirical review 

of the empirical literature, 1981–2001. Psychiatry, 65(3), 207–239. 

v

La Greca, A. M., Silverman, W. K., Vernberg, E. M., & Roberts, M. C. (2002). Introduction. In A. M. La Greca, W. K. Silverman, E. M. Vernberg, & M. 

C. Roberts (Eds.), Helping Children Cope With Disasters and Terrorism (pp. 3–8). Washington, D.C.: American Psychological Association.
 


viUdwin, O. (1993). Annotation: Children’s reactions to traumatic events. Journal of Child Psychology and Psychiatry, 34(2), 115–127.
 


viiZahran, S., Peek, L., & Brody, S. D. (2008). Youth mortality by forces of nature. Children, Youth and Environments, 18(1), 371–388.
 


viiiLauten, A. W., & Lietz, K. (2008). A look at the standards gap: Comparing child protection responses in the aftermath of Hurricane Katrina and the Indian
 


Ocean Tsunami. Children, Youth and Environments, 18(1), 158–201.
 


ixU.S. Department of Homeland Security. (September 2011). National Preparedness Goal. First Edition. (p. 2) Retrieved April 17, 2013, 
 

from www.fema.gov/pdf/prepared/npg.pdf.



x

National Commission on Children and Disasters. (2010). 2010 Report to the President and Congress. Washington, D.C. Retrieved September 21, 2012 
 

from http://cybercemetery.unt.edu/archive/nccd/20110426214356/http://www.acf.hhs.gov/ohsepr/nccdreport/index.html. 
 

xiRonan, K. R., & Johnston, D. (2003). Hazards education for youth: A quasi-experimental investigation. Risk Analysis, 23(5), 1009–1020.
 


xiiU.S. Department of Homeland Security, Federal Emergency Management Agency. (Summer 2010). Bringing youth preparedness education to the forefront:
 


A literature review and recommendations. Citizen Preparedness Review, 6. Retrieved June 5, 2012, 
 

from http://www.fema.gov/library/viewRecord.do?id=6744. 
 

xiiRonan, K., & Johnston, D. (2005). Promoting Community Resilience in Disasters: The Role for Schools, Youth, and Families (pp. 49–70). New York: Springer. 

xivU.S. Department of Homeland Security, Federal Emergency Management Agency. (Summer 2010). Bringing youth preparedness education to the forefront: 

A literature review and recommendations. Citizen Preparedness Review, 6. Retrieved June 5, 2012, from 

http://www.fema.gov/library/viewRecord.do?id=6744. 

22 
23 

xvU.S. Department of Homeland Security. (2011). National Summit on Youth Preparedness: Summit Proceedings Report. Retrieved September 9, 2012, 

from http://tdl.citizencorps.fema.gov/downloads/pdf/ready/212_Youth_Summit_Report_508.pdf. 

xviU.S. Department of Homeland Security, Federal Emergency Management Agency. (May 25, 2011). Fundamentals of Emergency Management: Independent

Study 230.b. Retrieved September 10, 2012. No longer available online.

xviiRonan, K., & Johnston, D. (2005). Promoting Community Resilience in Disasters: The Role for Schools, Youth, and Families (pp. 49–70). New York: Springer.
 


xviiiRonan, K., & Johnston, D. (2005). Promoting Community Resilience in Disasters: The Role for Schools, Youth, and Families (pp. 49–70). New York: Springer.
 


xixRonan, K., & Johnston, D. (2005). Promoting Community Resilience in Disasters: The Role for Schools, Youth, and Families (pp. 49–70). New York: Springer.
 


xxRonan, K., & Johnston, D. (2005). Promoting Community Resilience in Disasters: The Role for Schools, Youth, and Families (pp. 49–70). New York: Springer.
 


xxiAmerican Red Cross. (2012). Red Cross Youth. Retrieved September 10, 2012, from http://redcrossyouth.org. 
 

xxiiCivil Air Patrol. (2012). Teens. Retrieved September 10, 2012, from http://www.gocivilairpatrol.com/cap_home/teens/. 
 

xxiiiNational Crime Prevention Council “McGruff the Crime Dog.” Retrieved February 22, 2013, from www.mcgruff.org.



xxiv9-1-1 for Kids. (2012). Retrieved September 10, 2012, from http://www.911forkids.com. 
 

xxvCampbell, N. R., Ayala, G. X., Litrwnik, A. J., Slymen, D. J., Zavala, F., & Elder, J. P. (2001). Evaluation of a first aid and home safety program for Hispanic
 


migrant adolescents. American Journal of Preventive Medicine, 20(4), 258–265.

National Strategy for Youth

Preparedness Education
24

APPENDIX A: PARTNERS IN YOUTH 

PREPAREDNESS EDUCATION

Inclusion of supporters in Appendix A will be ongoing, as organizations align with and agree to promote the youth 

preparedness movement.

 Administration for Children & Families, Office of 

Human Services Emergency Preparedness & Response

 American Academy of Pediatrics

§§American Red Cross

§§Boy Scouts Troop 9 Petaluma, CA

§§Building Resilient Communities

§§Center for Faith-based & Neighborhood Partnerships, 

U.S. Department of Homeland Security

§§ Child Care Aware® of America

§§ Citizen Corps

§§ City of Costa Mesa Fire Department

§§ City of Los Angeles Emergency Management 

Department

§§ City of Nashua, Office of Emergency Management

§§ Civil Air Patrol

§§ CLASP Advisors

§§ Community Emergency Response Team (CERT) 

Program

§§ Corporation for National and Community Service

§§ Delta Sigma Theta Sorority, Inc.

§§ Department of Youth Affairs, Guam

§§ Eastside Technical Center (Fayette County Schools) 

Homeland Security Program

§§ Federal Alliance for Safe Homes (FLASH)

§§ Federal Emergency Management Agency (FEMA)

§§ FEMA Corps

§§ Girl Scouts of the USA

§§ Guam Homeland Security/Office of Civil Defense

§§ Harvest Christian Academy (HCA) Community 

Emergency Response Team (CERT) Club – Guam 

§ HOSA-Future Health Professionals

§ International Association of Emergency Managers

§ Medical Reserve Corps

§ Mississippi Youth Preparedness Initiative (MyPI)

§ National Center for Missing & Exploited Children

§ National Oceanic and Atmospheric Administration/

National Weather Service

§ National Voluntary Organizations Active in Disaster

§ Northeast Nevada Citizen Corps/CERT Program

§ Office of Disability Integration and Coordination, 

FEMA

§ Office of the Senior Law Enforcement Advisor, FEMA

§ Oregon State University Extension Service, Wasco 

County 4-H Youth Development Program

§ Points of Light Foundation

§ San Bernardino County Fire Office of Emergency 

Services

§ San Marcos Consolidated Independent School District

§ Save the Children

§ Simon Sanchez High School Tourism Academy

§ South Los Angeles Teen CERT Collaborative

§ Southern California Earthquake Center

§ Target

§ Texas School Safety Center

§ U.S. Department of Education

§ YMCA

§ Youth Preparedness Council, FEMA

§ Youth Service America 
National Strategy fo

Preparedness Ed

r Youth 

ucation 25