Preparing Europe’s youngest learners for an uncertain world – New Eurydice report on preparedness education in Europe

Climate disasters, cyber threats, pandemics and geopolitical instability are no longer distant risks: they are increasingly part of Europe’s everyday reality. Education plays a crucial role in helping children understand these risks and respond with confidence, solidarity and resilience. 

This new Eurydice report examines how preparedness education is embedded in early childhood and primary education across Europe. Based on data from the 2025–2026 school year, it analyses how education systems support children in developing essential preparedness skills: from risk awareness to effective cooperation in emergency situations. 

The findings show that preparedness is increasingly treated as a core dimension of education. Across Europe, innovative curricular approaches and school-level resilience plans are helping schools anticipate, absorb and respond to unexpected events, while nurturing a new generation that is informed, capable and ready to act. 

This work is firmly anchored in the EU policy context. In March 2025, the President of the European Commission, Ursula von der Leyen, underlined the importance of strengthening Europe’s crisis and security preparedness as a shared European responsibility. This political momentum was reinforced by the launch of the EU Preparedness Union Strategy, which highlights education as a key lever for population preparedness, in line with the objectives of the Union of Skills. 

Key findings at a glance: 

• Learning how to be prepared becomes more emphasised as children grow: references in curricula rise from around half of countries at early childhood education level to nearly three-quarters at primary level. Even in systems where preparedness education is not explicitly included in curricula, national authorities usually provide teachers with resources and tools to help children prepare for emergencies.
• Different focus by education level: In early childhood education, the focus is on helping young children notice danger, understand simple safety rules, and practise protecting themselves through everyday routines and play.  

In primary education, this foundation expands into more practical, action-oriented skills, with children understanding why rules are needed and how to respond more independently:

• Life protection skills are central: most countries emphasise life protection skills in early childhood and primary education, guiding children to recognise different types of risks, practise protective behaviours and build resilience in unpredictable situations.
• Teacher education remains uneven: in most European education systems, preparedness is not a formal requirement in initial teacher education. Where it is required, training typically covers national safety policies and practical emergency responses.
• Policy dialogue on preparedness education is gaining momentum across Europe. A growing number of countries integrate preparedness education into national resilience plans, align with EU frameworks and make use of EU financial and technical support.
• Expansion planned: around half of the education systems plan to strengthen preparedness education nationally, often through a whole-school approach involving leadership, staff and learners. 

Discover how European education systems are building resilience from the earliest years.

 Download the full report