Taking care of children should be one of the main priorities of disaster risk reduction policies. The main risk for children and for those taking care of them, as well as the activities pursued for elimination of such risks should be included in DRR general strategies addressed to population. The children and young people affected by disasters can and should be actively involved in the disaster risk reduction activities.

1. DISASTER RISK REDUCTION: CHILDREN
“… The loss of one child is equivalent to loss of 40-70 years of efficient life”.
1. Whatcauseschildrentobemorevulnerableduringdisasters?
2. Whatarechildrenrelatedapproachesin DRRinternationaldocuments?
3. Whathavebeendoneatnationallevel?
4. Whatshouldbedonein thefuture?
According to UNICEF assessment, 50-60% of people affected by disasters per year are
children.Onlyin 2011outofalmost200mlndisastervictims100mlnwerechildren.
1. What causes children to be more vulnerable during disasters?
Key message
Taking care of children should be one of the main priorities of disaster risk
reduction policies. The main risk for children and for those taking care of them, as
well as the activities pursued for elimination of such risks should be included in
DRR general strategies addressed to population. The children and young people
affected by disasters can and should be actively involved in the disaster risk
reduction activities.
Figuresandfacts
Key message
During disasters, the risk of death is higher among children compared to adults or they
suffer from malnutrition in the future, are injured and die from diseases more.
Disasters can force them to leave their houses and even countries. Children are more
vulnerable while losing their kindered, families and can become victims of mercenary
adultsthatarereadytosuckadvantagefromsituation.

2. Figuresandfacts
In poor countries children experience disaster risk more. More than 99 of deaths
due to climate change took place in developing countries and children constitute more
than80%.
n s The
vulnerability of children during disasters include death, injures, diseases, family loss,
interruption of education, work and sexual exploitation and trafficking risks. Often
children experience more serious risks than adults as it is more difficult for children to
overcomesuddenandpainfulchanges.
- Children are more vulnerable to sudden hazards, extreme situations due to
lack of abilities, skills, life experience, moral and psychological unpreparedness and
otherobjectivereasons.
- There are also age physiological peculiarities that make children more
vulnerable, e.g. children and elder people are more vulnerable to global warming
causedbyweakthermoregulationabilities.
Disasters have unequal impact on poor countries and undermine
achievements of development. Disasters any demonstration of social
inequality.
- Disasters disrupt natural life of children, deprive them from care of the family
and parents and may cause violation of children rights. In many countries disaster
affected children are provided for adoption without waiting to find parents or
relatives.
High level of mortality among children is related to the safety of pre-school
and school buildings. Through the experience, it has been found that the collapse of
thesestructuresisnumberoneriskfactorforchildren.
%
According to UN assessment each year 66,5mln childre suffer from disa ters.
-
exacerbate
-
Figures and facts
Real story
During Spitak earthquake in 1988 more than 240 pre-school buildings and 277
schools were destroyed or damaged. There were no casualties in the private houses
of Gogaran village located next to Spitak town, whereas the number of casualties in
the schools reached 187. In Gyumri 2 thousand schoolchildren died under the
school ruins.
During the earthquake in West Iran in 2005 130 schools were destroyed and 36 000
schoolchildren were affected .
In earthquake of 2005 in Pakistan 17000 schoolchildren died, 50000 were seriously
injured. More than 10 000 schools were collapsed, in some regions almost 80% of
schools were destroyed.
During the hurricane in Philippines in 2006 90-100% of schools in 3 cities and 50-
60% of schools in another 2 cities were damaged.
In 2007 Sidr cyclone in Bangladesh destroyed 496 and damaged 2110 schools.
During earthquake in China in 2008 more than 10000 children died at schools,
about 7000 shool buldings were ruined.
In 2010 earthquake in Haiti about 1300 teachers and 38 000 children died, more
than 4000 schools were damaged or destroyed.
Theruinsofmychildhood
…We were reciting a poem I don't remember which one… and suddenly we heard
dreadful noise and it became dark… I don't know how long I stayed unconscious but
when I woke up I could not move any part of my body. I was cold and my left leg was
burning. From a distance human crying and shouting were heard. There was a small
hole in front of me from where a ray of light was penetrating. I didn't know how I
appeared under the roof (our group was in the second floor, and the kindergarten was a

3. three-floor building). Slowly footsteps were approaching me. A man was shouting
“Armine…”. He approached the hole from where the light was penetrating, removed
the roof tiles and looked at me: “Are you alive”?- he asked. I was silently staring at the
man. He was removing quickly the stones and wood pieces. When he set free my feet
and hands he hugged me gently and asked: “Haven't you seen my Armine?” And the
tears began running from his eyes. We were still under the ruins of kindergarten. I
looked around, everything was under ruins, and there were not a single survived
house. An old man appeared on the roof of collapsed kindergarten. The man handed
me to this old man and continued digging the ruins by calling “Armine…”. Later I have
learntthanonly7kidsfrommykindrgardensurvived.
From the memeories of eartquake survivor Arusjak Simonyan
- In consequence of school collapse, children lose the opportunity of studying.
Disasters disrupt academic process as during disasters mass displacements take place.
In many cases survived school buildings are used as temporary shelters for the people
affectedbyhazardswhichisalsoareasonforinterruptingacademicprocess.
Elementary and secondary education requires great expenses whereas the
construction of school buildings without meeting construction norms and standards
increases these expenses for several times. For example, the investigations made
after Spitak earthquake revealed that
- The destruction of public health infrastructures brings to growth of mother
and child mortality. During the disasters, the employees of public health institutions
along with infrastructures are affected as well which also deteriorates general health
condition.Thus,in 2004duringtsunamiin IndianOcean30%ofmidwivesdied.
- The destruction of public health infrastructures and sanitary and hygiene
facilities contribute to epidemy of different diseases. In this case also children are
aseismic strength of schools were not correctly
calculated.
mostly affected. Because of disasters water supply is stopped, food is not provided in
sufficientquantities causingprogressionofdiseasesamongchildren.
During Spitak earthquake 250 public health institutions were destroyed or
damaged, thousands of health care workers died or were injured. Seventeen percent
of housing stock of the country was ruined, 530000 people became homeless. In
earthquake zone water and energy supply systems, transport and communication
services were completely collapsed. Sanitary and epidemic situation was
deteriorated by existence of natural focus of plague and tularemia requiring
permanent control and fighting against rodents. Full control over the situation in
the earthquake zone became possible only at the end of third day.
2.Whatarechildrenrelatedapproachesin DRRinternationaldocuments?
Protection of children's right of survival and development includes the right of
protecting the children from natural disasters and war risks which is one of the
priorities of United Nation Children's Fund (UNICEF). This right is reflected in all
the fundamental documents relating to children's rights starting from Declaration
of Children's Right (1959) to UN Convention on the Rights of the Child (1989).
Child protection 10 basic principles were fixed in the Declaration and Plan of
Action “A world fit for children” adopted in 2002, in special session of UN
Figuresandfacts
Keymessage
“Increase significantly the participation of children and young people in development
andDRRprocesses.

4. General Assembly devoted to the condition of children, including the necessity of
protecting children against natural disasters and impact of environmental
degradation. This approach is fixed both in Millennium Declaration and
Development Goals (2000), as well as in all the documents that formulated
Sustainable Development Goals after 2015.
In its “A post-2015” agenda, UNICEF proposes to be guided by several indicators for
increasing flexibility of children and communities during emergency situations:
Main priorities of necessary actions for mitigation of disaster and ciliate change
impacts are presented in the Children's Charter for Disaster Risk Reduction adopted
in the 3 session of DRR global platform in in Geneva. Through consultations
with more than 600 children from countries main priorities were identified.
rd
2011
21 5
-
-
-
- 2017
2030
- 50
-
50
-
Set as a goal poverty reduction considering strong connection between the poverty and
disasterrisk,
Consider the differences of boys and girls, different age and ethnicity groups and
capacitiesin all pursuedactivities,
Increase the access to high quality social services for more vulnerable and high risk
households,includingeducation,healthservices,
Not a single child should die because of disaster in the schools built after or schools
renovatedafter ,
Reducethenumberofmissedlessonscausedbystressorpsychictraumaby %,
Reduce the number of children leaving out of families caused by stress or psychic trauma
by %,
Increasesignificantlytheparticipationofchildrenin developmentandDRRprocesses.
According to children, education, child protection and access to DRR information
are necessary for their families and communities to mitigate disaster and climate
change impacts. This Charter is especially valuable as it promotes the children and
young people to become active participants of pursued activities.
Five priorities in DRR Chilren's Charter
Schools must be safe and education must not be interrupted
Children protection must be priority before, after and during a disaster
Children and young people have the right to participate and to access the
information they need
Local infrastructure must be safe and relief and reconstruction must help reduce
future disaster risks
Disaster risk reduction activities must reach the most vulnerable.
The priorities of Children's Charter are based on Hyogo Framework for Action
and are addressed in Sendai project of Disaster Risk Reduction
.
In case of correct management of disaster risks even small children can obtain
necessary skills, as well as become effective source of information for their families
and communities. During tsunami of in Tohoku city more adults died as the
children were better prepared and when they saw that the height of waves exceeds
that of the dam ey escaped the disaster zone. The adults felt themselves protected
and stayed behind the dam. The children definitely managed to explain to the
others that this is a dangerous zone, thus protecting many lives.
1.
2.
3.
4.
5.
2005-2015
2015–2030
2011
th
Best practice
ChildrenareimportantsourceofinformationfortheirfamiliesChildrenareimportantsourceofinformationfortheirfamilie

5. In international documents, the issue of child protection is strongly connected with
increase of women participation in DRR processes. Experience has shown that
during emergencies children are usually next to women-mothers and teachers. In
this respect gender sensitivity of the DRR projects is also a guarantee for security of
children. Gender approaches are important from another viewpoint also as boys
and girls have specific capabilities that can be used for reduction or prevention of
the risks.
What have been done at national level?
Joining the Convention on the Rights of the Child , in Armenia adopted
the Law on the Rights of Children which together with other issues regulates child
protectionissuesin emergencysituations.Article28ofthelawsays:
“RA National Strategy for Disaster Risk Reduction” developed with consideration of
lessons learnt from Spitak earthquake prioritizes creation of institutional grounds for
disasterriskreductionmanagement,aswell asintroductionofnecessaryprojects:
3.
(1992) 1996
Keymessage
“The activities directed to reduction of natural disaster risks start from the school”
“The state shall provide immediate and free assistance to the children in emergency
situation, take appropriate measures to evacuate them from high-risk zones, assist to
join their families and provide required medical assistance. The state and its relevant
bodies shall ensure social protection of children in emergencies meeting their first
priorityneeds”.
“Disaster risk reduction indicators were included in public education standards
enabling to provide disaster risk reduction education in elementary and secondary
schools,aswell asin pre-schoolinstitutions”.
Challenge
Figures and facts
Latest studies of the RA Control Chamber showed that the school buildings for the
reinforcement and renovation of which a lot of financial resources have been spent
need serious reinforcement from the seismic viewpoint. This announcement was
made by the RA Minister of Urban Development Narek Sargsyan during National
Assembly session on budget discussions. According to him the investigations made by
the ministry last year revealed that many schools built after the war do not meet
aseismic safety norms and they are “dangerous structures”. The Minster said that
currently investigations are being conducted to totally dismantle these schools and
buildnewones.
Safety of the schools in the DRR strategy means not only the safety of buildings, but
also organizational works of school management and other responsible persons,
awarenessoftheteachersandstudentsandappropriateskills.
The so called safe school” model includes also work with parents, cooperation of
the teachers and parents to teach the children safe behavior rules and skills. This is
also a method to activate and increase parents' safety knowledge and skills.
Teachers are very important actors not only for ensuring the safety of children, but
they can also work with the parents of children increasing their disaster risk
reduction knowledge.
“
Schools are in poor condition

6. Teachers are key actors
In one of the schools the teacher conducted a class in the sixth grade when
suddenly the walls started wobbling and partition walls fell down. The teacher
without getting into panic shouted: “Get out quickly to the yard”. She saved the
students of her class but then noticed tenth grade students in the corridor of the
second floor being in the flap and rushed upstairs. When the school started to
collapse the girls strongly held on the handrails of the staircase. During seconds she
managed to push them out… and jumped herself out
I was conducting a lesson in the first grade. The children were enthusiastically
learning the first letters of alphabet and suddenly they were stock-still. They started
feeling sick and having nausea… I opened the window and heard rumble and noise.
The air was overspread with dust. I immediately took the children out of the building
the classroom was on the second floor . When we were in the first floor the building
creaked, columns and stones fell down. Fortunately before collapse of the building the
children managed to run way from the school …… From the memories of D.
Grigoryan,teacherofStepanavanschoolnumber2.
These approaches are addressed in the activities of Educational Thematic Group set up
within the frame of National Platform Foundation having the goal to promote the
creation and development of safety and resilience culture at all education levels. The
realization of this goal is connected to the development of educational programs and
handbooks, development of disaster risk comprehensive management models and
theirintroductionin publiceducationsystem.
By the order and assistance of Ministry of Emergency Situations great number of
disaster risk management learning guides have been developed for children, several
studies have been carried out handbooks and programs worked out for children have
…
.
…
( )
/
,
been introduced in the schools. Crisis Management State Academy plays a critical part
in the DRR education process. Educational trainings are an integral part to DRR
education providing a possibility to strengthen theoretical knowledge with practical
skillsin emergencysituations.
In all its DRR projects Armenia closely cooperates with international organizations,
including the organizations dealing with child protection issues. Together with the
RA state structures, UNICEF, Armenian Red Cross Society, Disaster Risk Reduction
National Platform, Oxfam and Save the Children are involved in project
“Supporting community resilience in the South Caucasus” implementing within the
frame of European Commission Humanitarian Aid and Civil Protection.
Children are in the focus of attention
“Disaster risk reduction project in Armenia” carried out in Shirak, Lori, Aragatsotn,
Gegharkunik, Vayots Dzor, Tavush marzes (provinces) of Armenia is characterized
by gender sensitivity and pro-children approaches:
strengthening of local community capacities for revealing and addressing the
needs of more vulnerable people,
addressing the rights of vulnerable children including those with special needs in
the DRR policy,
strengthening of children's capacities and schools in the hazard prone areas to
be better prepared, mitigate and respond to disasters.
The project is implemented by the Armenian Red Cress Society, Unicef Armenia
Office, Oxfam Armenia and Save the Children organizations in cooperation with
the RA ministries of Emergency Situations, Education and Science, Labor and Social
Affairs and Disaster Risk Reduction National Platform.
DIPECHO
,
( )
Best practice

7. Voice of children
Best practice
… “I did not know about the evacuation forms in case of disasters” said the student of
fifth grade Lilit Hayrapetyan. However, during the lessons with the help of games and
presentations I have learnt how to evacuate, let us say, during the earthquake or flood.
She is one of the beneficiaries of “Supporting community resilience in the South
Caucasus”project.
In the DRR national documents, similar to international approaches, children are not
considered as passive information recipients. Children and young people will be
actively involved in disaster prevention activities. DRR culture is developed starting
from the kindergarten and school where children are thought that disaster risk
reduction is an issue of general responsibility. Active involvement and participation
at local level is one of the risk management module components. In some communities
there is already successful experience of young people participation in the risk and
vulnerabilityassessments.
DRR ambassadors
Oxfam and its partner “Support to Communities” organization set up 10 youth clubs
in Vayots Dzor marz considering the interests of young people in DRR and CCA
issues in order to assist and protect their families in case of natural disasters. These
activities are a part of “Supporting
project.
“I know that I have learnt a lot about disasters and how not to panic during
disasters and I share my knowledge with my family members who are not aware
about the behavior during emergencies. Hence young people act as DRR
ambassadors disseminating awareness about possible hazards from school into the
community resilience in the South Caucasus”
family” said Sos Martirosyan, the member of youth club of Arpi community.
The head of Vayots Dzor marz rescue service Tigran Petrosyan said: “Young people
give passion to our efforts. They can bridge us with their families which is not an easy
thing in reality. I am sure that with their participation our joint activities will become
morecomprehensiveandbringbetterresults.
Involvement of gender issues in rescue works is a part of activities for
communicating knowledge at community level. For example, women involved in
rescue voluntary community teams set up by Oxfam in Vayots Dzor marz take
active part in discussions relating to emergency and disaster related issues and
provide solutions.
In DRR sphere, children's protection activities are included in the RA National
program of children's protection for . According to the program special
legal protection is erquired not only for the the children affected by earthquake
and other natural disasters, but also for the children affected by military actions,
children of refugees. Currently this is a crucial issue given the fact of regular truce
violations in cross-border areas. Legal protection should be provided also to the
displaced Syrian Armenians finding refuge in Armenia.
Little frontier guards
Chinar village is located in Tavush marz on Azeri-Armenian borderline. Shells
from Azeri positions regularly hit the village.
Because of regular shells the farmers cannot cultivate the land, do livestock farming
and consequently they have no work and means of living. Very often the men of
Chinar village go for outreach work but cannot ensure decent life for their families.
2004-2015
Best pactice

8. The kindergarten of Chinar village is also under regular fire. The walls are covered
with bullet markings. The children told that they are not afraid of shooting. Little
Masis says that in case of sharp fire they go to the shelter. “I am not afraid, simply
comrade Aghasyan tells us to enter “the dark room” says Masis and shows the
shelter. When the fire stops the children usually play and most of all they like to
enrank and sing their beloved song “Fly eagle…”. Last year by the financial
resources of the RA Government 200m security wall was built to protect the
kindergarten, school and the road leading to school from shells.
“Sand castles” help to forget the war
“One year training program is conducted for 21 Syrian Armenians in the “Sand
castle and painting on the sand” development center
Karine Harutjunyan, the director of the center stated that our compatriots and their
children from Syria that immigrated two-three years ago were relatively in favorable
condition from the psycilogical viewpoint than those that have been immigrated
recently. She says “They have quite different perception of Armenia, difficulties to
adapt to new environment and differences of everyday language. They have also
psychological problems and for their recovery a lot of efforts should be made. Children
that witnessed shells need tranquillizing therapy and painting on the sand helps them
to get rid of negative emotions”. The project is carried out with the support of Kasa
SwissHumanitarianFoundationandUNHCRArmenianoffice.
“I wish I never use this knowledge”
Since 2010 Oxfam Armenia office together with “Support to communities” NGO
have been carrying out activities in 10 communities of Vayots Dzor marz for raising
awareness in communities, developing emergency preparedness and response skills.
For this purpose, regular trainings with participation of students are conducted.
…
Best practice
Best practice
5. What should be done in the future?
Message to the governments, NGOs and other stakeholders
2015–2030
- Include basic DRR components in educational programs, develop DRR
national educational program;
- Ensure the participation of children in emergency response systems;
- Provide coordinated DRR education schools, i.e introduce as subject
technology, “Me and Environment”, Geography, Natural Sciences, Biology, Phisics,
Chemistry, Information Technologies
- Organize extracurricular groups from high grade students to teach them
specific disaster behavior skills;
- Include disaster prevention topics in school programs;
- Enhance cooperation of parents and teachers for teaching safety behavior
rules and developing skills, invite parents to DRR le sons if they express
willingness
- Increase the understanding and responsibility level of the parents about
safety of children promote development of safety culture among the parents
through DRR education;
- Strengthen the control schools for realizing the planned
programs;
- Make child protection one of the priority directions in the RA Disaster Risk
Reduction State Strategies revised according to Sendai Framework for Disaster Risk
Reduction ;
- Maintain age disaggregated statistics in DRR sphere;
at , s,
. Studying these subjects the children will
obtain clear knowledge and capabilities;
s
;
,
at school
- Provide schools with textbooks;
Key message
Develop DRR culture“ in the society through children”

9. - Assist education, emergency situations and other related institutions to develop,
test and pro-children, gender sensitive DRR educational materials;
- Teach, train and upgrad DRR teachers
- Involve children and young people in DRR development and realization process at
- local levels;
- Contribute to development of models for disaster risk comprehensive management
schools
- Promote to collection, revision and dissemination of best practices in regard to
disaster risk management schools through exchange of experience, conferences,
rou d tables, awareness and interest protection activities, formal and non formal
education;
- Contribute to strengthening of capa of public education institutions for
providing p sicological and social assistance to the children during emergencies;
- Take measures for ensuring complete safety and seismic resistance of pre-school
educational institutions and schools;
- Develop cooperation of international organizations, local NGOs state structures
/national regional, / carrying out DRR projects;
- Contribute to str ngthening of capabilities of educational for
organizing education
disseminate
e ' qualifications. Provide mandatory DRR
trainings for the directors and deputy directors of the schools;
at and introduction in the public education system;
at
n
cities
h
,
, local
e institutions
during emergencies.
Main principles of activities carried out with children before and after disaster
The activities should be planned and fulfilled by qualified specialists demonstrating
flexible approach to meet the needs of children.
Children require posttraumatic psychological rehabilitation. They should tell
what they have experienced during the disaster. Children can deny that they
experienced fear or other emotional stress. In case of not providing psychological
assistance, in the future it can cause posttraumatic psychological disorders. Stress
recoveryresourcesofchildrenarelimited andtheyneedhelp.
Rehabilitation of houses, schools hospitals, and playgrounds may require a
long time; however their main functions should be maintained through temporary
structures. The children should continue their education even in the tents. After
disaster it is more important to revive the functions rather than the buildings.
Children should stay with the people whom they trust and who will take care
of them. Family members should be assisted to find each other. Children should
receive answers to their question about the disaster. Playing possibilities should be
providedtothechildrenthatwill helpthemtoexpressemotions.
.
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