While children are one of the groups at risk in disasters, they can also take an active part in disaster management, provided that the opportunity is given. This research examined the effect of disaster experience, disaster education, country, and city socioeconomic status on children's perceived risk and preparedness with a survey of 1335 children between 11 and 14 years old, in Nepal and Turkey. The survey used questionnaires and the pictorial representation of illness and self measure (PRISM) tool. Results showed that (1) children's risk perceptions were in line with their country‐specific objective risks; (2) there were differences between the countries in relation to perception of risk for all the hazards except wildfire; (3) socioeconomic status had a statistically significant effect on children's perceptions of risk and preparedness for earthquakes, wildfires, that is, children who live in wealthier places had higher perceived risk and preparedness; (4) children in both countries showed similar trends in their knowledge of the correct protective actions to take in the event of a hazard occurrence. However, there is still room to enhance children's knowledge, in terms of safety behaviors, as the children selected many incorrect protective actions. There are important implications in terms of child‐centered disaster management which hopefully will make life safer and help to create more resilience to disaster in society as a whole.

The aim of this study was to examine the effects of a disaster education intervention on children's risk perception and preparedness. It also sought to advance longitudinal studies, during an 18‐month time period, of risk perception and preparedness by using a quasi‐experimental methodology in child‐centred disaster research. This study used a quasi‐experimental longitudinal research design to measure the effects of disaster education on children. These effects were examined on children's risk perception and preparedness in the Van and Kocaeli provinces of Türkiye during the 18‐month period, with a sample of 720 school children. Experimental and control groups were randomly allocated, controlling for age, school grade and school enrolment. The disaster education intervention was designed to improve the children's awareness of natural hazards and their knowledge of disaster risk reduction using discussion, visual materials and interactive teaching of emergency management. The results indicate that the disaster education intervention had a positive effect on children's risk perception and perceived importance of preparedness in both study locations. It also helped children to understand the risks and hazards in their living environments. More importantly, this study showed that disaster education enhanced the protective measures taken by children for disasters. This is the first study using the quasi‐experimental longitudinal research design to measure the effects of disaster education on children's risk perception and the importance of preparedness. The findings are of relevance for organisations such as government departments and non‐government organisations when designing or improving disaster education programmes.