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A main weakness in the evaluation of disaster education programs for children is evaluators' propensity to judge program effectiveness based on changes in children's knowledge. Few studies have articulated an explicit program theory of how children's education would achieve desired outcomes and impacts related to disaster risk reduction in households and communities. This article describes the advantages of constructing program theory models for the purpose of evaluating disaster education programs for children. Following a review of some potential frameworks for program theory development, including the logic model, the program theory matrix, and the stage step model, the article provides working examples of these frameworks. The first example is the development of a program theory matrix used in an evaluation of ShakeOut, an earthquake drill practiced in two Washington State school districts. The model illustrates a theory of action; specifically, the effectiveness of school earthquake drills in preventing injuries and deaths during disasters. The second example is the development of a stage step model used for a process evaluation of What's the Plan Stan?, a voluntary teaching resource distributed to all New Zealand primary schools for curricular integration of disaster education. The model illustrates a theory of use; specifically, expanding the reach of disaster education for children through increased promotion of the resource. The process of developing the program theory models for the purpose of evaluation planning is discussed, as well as the advantages and shortcomings of the theory‐based approaches.

Purpose
– The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource.


Design/methodology/approach
– Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource.


Findings
– The main intervening factors between resource promotion and school teachers' awareness of the resource are word of mouth among school teachers and teachers' proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource.


Practical implications
– Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements.


Originality/value
– An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.

Purpose
– Emergency management groups aiming to address community resilience work with complex systems which consist of multiple interacting dynamics. The purpose of this paper is to help ensure that information is displayed in a way which supports strategic performance, to address longer term challenges faced by these groups.


Design/methodology/approach
– Ten professional emergency managers completed an online simulation of complex, community resilience related tasks faced in their normal working lives. They responded to either table-or diagram-based information about a relevant emergency management strategy. Responses were rated by academic and practitioner experts using 0-5 point Likert scales.


Findings
– Analyses of the expert ratings found that certain components of macrocognitive performance reached large degrees of inter-rater reliability (ρ=0.76, p=0.003; ρ=0.58, p=0.03; ρ=0.53, p=0.05). Current situation awareness increased by an average of 29 per cent in the diagram condition. Prospective amendment quality also increased, by an average of 38 per cent. A small sample size meant that these increases are difficult to generalise.


Research limitations/implications
– Extensions of this pilot research could use larger samples and more generic simulation conditions, to increase confidence in the claim that certain displays help improve strategic emergency management planning.


Practical implications
– It is recommended that further research continues to focus on current and prospective situational awareness, as measures of strategic emergency management performance which can be reliably expert rated.


Originality/value
– This research provides novel methodological considerations for supporting a more strategic approach to emergency management, with a focus on longer term implications.

This research analysed strong opinions, held by emergency management practitioners and researchers, about developing a regional framework of community resilience indicators. A group of practitioners and another group, of researchers, were planning an International Centre of Excellence, focused on community disaster resilience in Wellington, New Zealand. Five participants from each of the researcher and practitioner groups volunteered to better identify opinion factors among these groups, using Q‐methodology. One perspective supporting complicated analysis to inform strategic decisions was particular to the researcher group. Practitioners shared an opposition to insular, top‐down decision making. Both groups perceived a need to evaluate opportunities for improving post‐disaster outcomes. These perspectives helped develop the International Centre of Excellence and inform comparable approaches to community disaster resilience.