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Disaster preparedness serves as a pivotal strategy to achieve the 2030 Sustainable Development Goals. Empowering children and youth in disaster risk reduction through the education system not only enhances present resilience, but also augments future sustainability. This study investigates the mediating role of disaster education between school preparedness and student preparedness, using data from a survey conducted in China, encompassing a substantial sample size of 3675. Employing multiple linear regressions and the Sobel–Goodman tests, the study estimates correlations while controlling for essential confounding variables, such as socioeconomic and demographic characteristics. The results reveal that both school preparedness and disaster education are positively correlated with higher levels of student preparedness. Notably, disaster education plays a mediating role between school preparedness and student preparedness. These findings underscore the paramount importance of seamlessly integrating effective school preparedness and disaster education initiatives, equipping students to confidently navigate potential disasters and emergencies. [ABSTRACT FROM AUTHOR]

Many megacities are facing potential threats from various disasters, especially in the face of climate change. However, evaluating the resilience of megacities is not well established in both the academia and practice field. Using Hong Kong, which is a megacity ranked as the city in Asia with the highest risk for natural disasters, as a case study, we demonstrated the effort of assessing the resilience of a megacity. The Sendai Framework Local Urban Indicators Tools that was developed by the United Nation Office for Disaster Risk Reduction (UNISDR) was adopted as the main tool in this study, and a mixed bottom-up participatory and top-down method was utilized in the evaluation process. This is an innovative and participatory approach that is not commonly adopted in assessing the resilience of cities. The study found that Hong Kong is disaster resilient in that it mainstreams disaster risk in its development and that it dedicates sufficient financial resources. However, Hong Kong may improve on its disaster governance and encourage cooperation between the government and society to identify disaster risk and share information, particularly in the face of climate change and calls for more sustainable development. [ABSTRACT FROM AUTHOR]

School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demographic characteristics used. The results highlight the importance of school climate on preventing school violence and bullying, and a whole-school intervention approach is needed for future intervention., Competing Interests: The authors declare no conflict of interest.