I think that it is important from a child/youth perspective that they are seen as contributors to disaster prevention rather than passive observers who are 'taught what to do'. I have been running a scheme of work with more than 300 students and 6 weeks after they completed their unit on 'dangerous geography' they have been responding to an online survey where over 178 completed surveys have been collected that indicate how successful they educational resources and teaching was at engaging students and their parents in disaster preparedness and planning. So far 175 respondents have an emergency kit at home made by students, whereas only 38% of parents have talked to their children about making a family emergency kit! I'm now going to liaise with the local authority to get simple information out to these families about how to prepare...but this all started with well thought out and tested educational materials put together but with children evaluating the materials while providing their teacher (me) with an idea if what they had learned and retained as well as what they engaged with most (making their own films) as well as what was the most useful knowledge (protective behaviour and making up emergency kits for their family, thereby feeling useful members if their community!
This has worked well for me and I have will be using this in the future. All too often projects are delivered but honest non biased evaluation is harder to obtain. Is this a possible answer?