Invited perspectives: Building sustainable and resilient communities – recommended actions for natural hazard scientists

Abstract

Abstract. Reducing disaster risk is critical to securing the ambitions of the Sustainable Development Goals (SDGs), and natural hazard scientists make a key contribution to achieving this aim. Understanding Earth processes and dynamics underpins hazard analysis, which (alongside analysis of other disaster risk drivers) informs the actions required to manage and reduce disaster risk. Here we suggest how natural hazard research scientists can better contribute to the planning and development of sustainable and resilient communities through improved engagement in disaster risk reduction (DRR). Building on existing good practice, this perspective piece aims to provoke discussion in the natural hazard science community about how we can strengthen our engagement in DRR. We set out seven recommendations for enhancing the integration of natural hazard science into DRR: (i) characterise multi-hazard environments; (ii) prioritise effective, positive, long-term partnerships; (iii) understand and listen to your stakeholders; (iv) embed cultural understanding into natural hazard research; (v) ensure improved and equitable access to hazard information; (vi) champion people-centred DRR (leaving no one behind); and (vii) improve links between DRR and sustainable development. We then proceed to synthesise key actions that natural hazard scientists and research funders should consider taking to improve education, training, and research design and to strengthen institutional, financial, and policy actions. We suggest that these actions should help to strengthen the effective application of natural hazard science to reduce disaster risk. By recognising and taking steps to address the issues raised in these recommendations, we propose that the natural hazard science community can more effectively contribute to the inter-/transdisciplinary, integrated work required to improve DRR.

Using paired teaching for earthquake education in schools

“…Geoscience and natural hazard researchers' contribution to developing resilient communities is often through engagement in disaster risk reduction (Gill et al, 2021). We hope that lessons learnt in this study can benefit the scientific and wider DRR community by highlighting some of the key factors that influence the teaching and learning of geohazard content.…”

“…Scarce resources, inadequate building codes, and unskilled building professionals are often cited as the underlying drivers for unsafe school buildings (Sharma et al, 2016;Bilham and Gaur, 2013;Erdik and Durukal, 2008). Other contributing factors include a lack of science-based earthquake education, awareness of hazards and mitigation measures, and sociocultural factors influencing knowledge, beliefs, and practices (Lownsbery and Flick, 2020;Cavlazoglu and Stuessy, 2017;Halvorson and Hamilton, 2007). In some societies, the lack of access to science-based earthquake information can hinder preparedness by cultivating misconceptions, such as those relating to fatalism and God's will (Yari et al, 2019;Paradise, 2005) or by blaming and shaming specific population groups (Simpson, 2011;Halvorson and Hamilton, 2007).…”

“…Other contributing factors include a lack of science-based earthquake education, awareness of hazards and mitigation measures, and sociocultural factors influencing knowledge, beliefs, and practices (Lownsbery and Flick, 2020;Cavlazoglu and Stuessy, 2017;Halvorson and Hamilton, 2007). In some societies, the lack of access to science-based earthquake information can hinder preparedness by cultivating misconceptions, such as those relating to fatalism and God's will (Yari et al, 2019;Paradise, 2005) or by blaming and shaming specific population groups (Simpson, 2011;Halvorson and Hamilton, 2007). Previous work has identified schoolbased disaster risk reduction (DRR) education as one of the main contributors to the long-term resilience and empowerment of communities (Subedi et al, 2020;Oktari et al, 2018;UNICEF, 2014;Twigg, 2009).…”

Risk perception of local stakeholders on natural hazards: implications for theory and practice

“…The need for a "culture of preparedness and prevention" (Oz-men, 2006;Adame, 2018) that is nowadays underestimated should be addressed as a long-term educational, behavioural, and knowledge-based approach. Another essential issue in disaster risk reduction and management is the involvement of scientists in local committees for emergencies, with specific roles (Gill et al, 2021), such as identification and characterization of potential multi-hazard areas; prioritizing effective, positive, long-term partnerships; sharing the experiences of others communities in best-practice risk management through improved access to hazard information; and embedding cultural understanding into the local natural hazard environment.…”

Review article: Potential of Nature-Based Solutions to Mitigate Hydro-Meteorological Risks in Sub-Saharan Africa

“…As such, it is unclear where the fine line should be drawn between age-old traditional practices and NBS or whether they should be considered NBS at all. Adopting the cocreated citizen science approach, which brings lay people and experts together for knowledge co-creation (Gill et al, 2021), could help to incorporate such traditional practices, which are effective, into NBS and promote inclusivity and sustainability.…”