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Abstract
The purpose of this study is to explore how institutions of higher education are actively engaging students in emergency preparedness initiatives. The study seeks to identify best practices, challenges, and opportunities for improving student preparedness, contributing to a safer and more resilient campus environment.
Overview
Emergency preparedness is a critical component of campus safety in higher education institutions. Unlike traditional emergency management settings, college campuses present distinctive environments that demand strategies to mitigate, prepare for, respond to, and recover from emergencies (Farris & McCreight, 2014). Colleges and universities must ensure that students are well-informed and equipped to respond effectively to potential emergencies, ranging from natural disasters to security threats. However, student engagement in emergency preparedness initiatives remains a challenge, influenced by factors such as institutional resources, communication strategies, and student interest.
The purpose of this study is to examine how higher education institutions engage students in emergency preparedness efforts, identify best practices, and highlight implementation challenges. Through a comprehensive survey, this research explores key aspects of emergency preparedness, including institutional demographics, existing training programs, communication methods, and student participation levels. Additionally, it seeks to uncover the most effective strategies for improving student engagement and ensuring sustained preparedness over time.
By analyzing the responses from diverse institutions, this study will provide valuable insights into current practices and areas for improvement. The findings will contribute to the development of more effective policies and programs that enhance student awareness, readiness, and overall campus safety.
Methodology
Early in the planning phase, it was evident that there was an immense lack of information on the topic. Through extensive discussions with emergency management professionals across the United States and participation in listserv conversations regarding the challenges of engaging students in emergency preparedness, it was determined that surveying higher education institutions from around the country would yield valuable insights into the obstacles and effective strategies for enhancing student involvement. This led the author to utilize a survey research design to examine how higher education institutions engage with students in emergency preparedness. The survey aimed to collect data on current practices, challenges, and best practices for student engagement in emergency preparedness across 50 universities and college campuses nationwide.
The target population for this study consisted of emergency management professionals from higher education institutions across the United States. Participants included individuals responsible for emergency preparedness at their institutions, such as staff from emergency management departments, campus safety personnel, and administrators involved in student engagement programs.
A purposive sampling method was used to identify and recruit participants with direct knowledge of emergency preparedness efforts at their institutions. The survey was distributed to a diverse range of institutions, including public and private universities, community colleges, and technical or vocational schools, through the author’s participation in various emergency management associations and LinkedIn partnerships.
The survey consisted of 22 questions divided into five sections:
- University Demographics – Collected information about institution type, student population, and emergency preparedness oversight.
- Current Practices – Explored existing emergency preparedness training programs, communication methods, and student engagement strategies.
- Challenges – Identified barriers institutions face in engaging students in emergency preparedness initiatives.
- Best Practices – Gathered insights into successful strategies and partnerships that enhance student engagement.
- Future Plans – Investigated planned initiatives for improving emergency preparedness efforts on campuses.
The survey included multiple-choice, Likert-scale, and open-ended questions to allow participants to elaborate on their responses.
Quantitative data from closed-ended questions were analyzed using descriptive statistics, including frequency distributions and percentages, to identify trends in institutional practices. Open-ended responses were analyzed using qualitative content analysis to identify common themes and insights related to best practices and challenges in student engagement in emergency preparedness.
Participation in the survey was voluntary, and responses were collected anonymously to ensure confidentiality. The study adhered to ethical research guidelines, and participants were informed of the study’s purpose and how their data would be used.
The survey was shared across several listservs and Facebook groups focused on University and College Emergency Management. Those listservs included the Southeastern Conference Emergency Management and the International Association of Emergency Management University and College Caucus. The Facebook group, Emergency Management Higher Education Community, was also queried for participation in the survey.
Results and Findings
The study is organized into five sections: It begins by outlining the demographics of participating institutions and their emergency preparedness oversight, then examines current student engagement practices. The findings provide insights into the 50 institutions that responded, including their demographics, current student engagement strategies, challenges faced, successful best practices, and future plans to enhance emergency preparedness efforts on campuses.
Section 1: University Demographics
The survey received responses from 50 higher education institutions, with the majority (66.7%) representing public universities and colleges, followed by 22.9% from private universities and colleges, and 10.4% from community colleges. Regarding emergency preparedness oversight, 70% of respondents indicated that a dedicated Emergency Management Department manages their institution’s efforts. In comparison, 14% reported oversight by the campus police department, 10% noted shared responsibility across multiple departments, and 4% cited oversight by other departments, such as Environmental Health and Safety. The geographic distribution of respondents represented a diverse cross-section of institutions across the United States, with the Southeast the most heavily represented region and the West the least represented (Cundy, 2025). The size of emergency management departments at universities can vary widely, ranging from one or two staff members to a larger team, depending on the university’s size, resources, and the scope of its emergency management responsibilities.
Section 2: Current practices
Emergency preparedness programs differ significantly across institutions, often influenced by factors such as staffing constraints, budget limitations, and various other challenges. Despite these obstacles, colleges and universities must develop strategies to engage students in emergency preparedness throughout their academic journey while also equipping them with the knowledge and skills needed to handle emergency situations beyond their time on campus. While almost half of the institutions that responded to the survey advised they do not currently have a formal emergency preparedness program, all of the institutions are working to engage students in emergency preparedness. Between 58% and 80% of the institutions surveyed advised that they are using multiple methods to engage students to include online resources, social media campaigns, tabling events, emergency drills, orientation programs, and training workshops (Cundy, 2025).
While the majority of institutions reported incorporating emergency drills into their preparedness efforts, the frequency of these drills varied significantly. Of the 35 institutions that responded to the question regarding emergency drills conducted on campus, only 19 reported conducting drills on a semesterly basis, 13 indicated they hold drills annually, and just three institutions reported conducting drills monthly (Cundy, 2025). This variation suggests that while emergency drills are widely recognized as a valuable engagement tool, their implementation may be influenced by institutional capacity, risk perception, and available resources.
Institutions rely on a variety of platforms and tools to communicate emergency preparedness information to students, recognizing the importance of reaching them through multiple channels. Of the five primary communication methods identified—campus email, social media, mobile apps, SMS/text alerts, and digital signage—over 65% of the institutions surveyed reported using a combination of all these tools to ensure broad and effective outreach. Campus email was the most commonly used platform, with 93% of institutions utilizing it to disseminate emergency information, followed closely by social media at 89% (Cundy, 2025). This multi-channel approach reflects an understanding of students’ diverse communication preferences and the need for redundancy in delivering timely and critical safety information.
The survey also explored how institutions engage parents in emergency preparedness, recognizing the potential influence this may have on student involvement. Nearly half (48%) of the institutions reported that they do not currently offer programs specifically geared toward parents. However, 50% indicated they provide online resources, and of those using online resources, 13% distribute printed materials during orientation (Cundy, 2025). Students turn to their parents for guidance and support, and they consider their parents as their best advisers (Savage, 2009). In so doing, engaging parents through these channels may serve as an indirect yet valuable strategy to increase student awareness and participation.
Only 41% of the institutions surveyed reported involving student organizations or clubs in their emergency preparedness efforts, highlighting an area with potential for growth in student engagement. Among the institutions that do utilize this method, several cited active partnerships with Community Emergency Response Team (CERT) clubs, student-run Emergency Medical Services (EMS) organizations, Emergency Management clubs, and student safety ambassador programs (Cundy, 2025). These groups often play a vital role in promoting awareness and organizing campus-wide events. Some institutions also shared creative engagement strategies, such as collaborating with the student grilling society for a “Patties and Preparedness” event and hosting preparedness fairs. Survey responses regarding which student outreach programs are most effectively aligned with the involvement of student organizations highlight the positive impact that peer-led initiatives and club-based activities have on student engagement in emergency preparedness. As reported by responses from the participating institutions, hands-on activities such as workshops, simulations (games), and emergency preparedness festivals are where they receive the most engagement from the student body (Cundy, 2025). Students tend to learn and retain more from hands-on emergency preparedness activities, as these interactive experiences allow them to apply concepts and build practical skills in real-world scenarios actively.
Section 3: Challenges
Higher education institutions across the country face many of the same persistent challenges when engaging students in emergency preparedness. Emergency Management programs face four main challenges that hinder their progress: budget and finances, executive support, training and exercises, and their placement within an institution’s organizational chart (Morford, 2012). According to the responses to the survey, over 50% of the institutions surveyed cited a lack of student interest and limited resources or funding as significant obstacles. The most commonly reported barrier, identified by 68% of respondents, was limited staff or personnel within the emergency management field (Cundy, 2025). The ability of a higher educational institution “to manage a disaster varies on the number of resources invested in the area of Emergency Management and with personnel” (Graham, 2012). The lack of personnel can significantly affect the time an agency has to dedicate to emergency preparedness efforts.
Additional challenges included difficulty gaining consistent access to students, students’ tendency to struggle with internalizing risk, and a noticeable gap between students expressing interest in preparedness and their willingness to take actionable steps. Some institutions also noted a lack of support from upper administration, which can hinder the development and sustainability of comprehensive preparedness programs (Cundy, 2025). These shared challenges reflect the complex environment in which institutions are working to promote safety and resilience among their student populations. Failure to identify and solve factors that limit the effectiveness of emergency plans and responses means that students, faculty, staff, and guests of the institution may be placed at greater risk of harm (Morford, 2012).
Survey responses indicated that student participation in emergency preparedness programs remains relatively low at most institutions, with the majority reporting that less than 20% of their student body actively engages in these initiatives. Institutions also identified specific student populations that are particularly difficult to reach, including off-campus residents, nontraditional students, and international students (Cundy, 2025). These groups often face unique barriers such as limited access to campus resources, differing schedules or priorities, and cultural or language differences that may impact their understanding of or interest in preparedness efforts. These findings underscore the need for more targeted, inclusive strategies to improve engagement across all segments of the student population.
Emergency managers at universities face many challenges when deciding which methods to use to prepare their higher education communities for emergencies (Morrow, 2021). Survey responses to the question “How does your institution address the challenge of maintaining student engagement in emergency preparedness over time?” revealed a diverse range of strategies and levels of engagement. Many institutions reported using a mix of creative, evolving approaches, with frequent mentions of social media campaigns, interactive events (such as escape rooms or earthquake drills), and student-led initiatives as key components. Several institutions noted that student interns and leaders are vital to their efforts, helping tailor outreach and messaging to be more relevant and engaging for their peers (Cundy, 2025).
Others highlighted the importance of ongoing outreach and multimodal communication, including workshops, tabling events, and hands-on simulations. A few campuses have established or partnered with student organizations, such as CERT teams or Registered Student Organizations (RSOs), to increase visibility and ownership among students. Despite these efforts, many institutions acknowledged challenges, including limited feedback, departmental coordination issues, and resource constraints. Notably, several responses indicated that efforts are still evolving, with institutions striving to find the right mix of education, engagement, and innovation to keep emergency preparedness relevant and accessible to students over time (Cundy, 2025).
Section 4: Best Practices
When engaging college students in emergency preparedness, developing and maintaining effective programs requires a multifaceted approach. Successful programs often include hands-on learning opportunities, targeted messaging, and incentives that resonate with students.
Learning from other institutions’ successes, such as themed events, student-led initiatives, or creative incentive-based campaigns, can provide valuable insight and inspiration. By focusing on these key areas, colleges and universities can build more resilient, prepared student populations while continuously improving their outreach and education efforts.
Analysis of survey responses revealed a variety of best practices that institutions are using to increase student engagement in emergency preparedness. As mentioned above, hands-on activities, particularly those incorporating games, simulations, or training exercises like fire extinguisher use, were frequently cited as effective. Tabling events remain one of the most popular engagement strategies, especially when paired with prizes, food incentives, or interactive elements. Some institutions use creative tactics like “doughnuts for downloads” or withholding swag until students follow emergency pages or download public safety apps (Cundy, 2025).
Social media emerged as a critical communication tool, both for sharing information and running contests or campaigns that incentivize student participation. Schools that engage student ambassadors, student groups, or organizations like CERT reported greater success, especially when outreach felt peer-driven rather than authoritative. Others highlighted the importance of timing and placement, suggesting events aligned with high-traffic campus days or linked to orientation or student employment requirements were more impactful. The use of microcredentials and preparedness festivals further expanded engagement by tying emergency preparedness to skill-building and broader campus culture (Cundy, 2025). Ultimately, the institutions that reported the most success focused on consistency, relatability, and visibility, emphasizing the need for sustained, student-centered programming.
Strong and diverse partnerships have proven to be a cornerstone of successful student engagement in emergency preparedness. Survey responses reflect a wide range of effective collaborations both on and off campus. Internally, many institutions partner with campus police, EMS/EMT student groups, nursing programs, recreation departments, student medical services, and student affairs. These partnerships provide expertise and credibility, while also offering engaging training opportunities like CPR, Stop the Bleed, and Rape Aggression Defense (R.A.D.) courses. Offices such as Student Life, Student Involvement, and Environmental Health and Safety play a critical role in mobilizing student volunteers and amplifying outreach efforts. Externally, collaborations with local emergency managers, county EMS, the National Weather Service (NWS), and organizations like Grainger add depth and visibility to programming through special events, tabling, and access to premium resources and giveaways. Events like preparedness fairs and concerts further enhance these efforts (Cundy, 2025). Collectively, these partnerships expand reach, bring in valuable resources, and create memorable, high-impact engagement opportunities for students.
Survey responses highlighted a variety of effective initiatives that have significantly boosted student engagement in emergency preparedness. Hiring student interns proved especially impactful, as interns not only helped implement visible safety improvements but also served as peer liaisons, encouraging two-way communication and broader outreach. Interactive experiences, such as escape rooms, simulations, and town hall-style discussions with student organizations, helped tailor content to student needs and build stronger connections. Institutions also reported success with large-scale events like CPR marathons, preparedness festivals, and Safety Week. Overall, a combination of peer-led engagement, interactive training, visible presence at student-centered events, and strategic communication emerged as key drivers of success.
Section 5: Future Plans
Looking ahead, campuses are embracing a more dynamic, student-centered approach to emergency preparedness. A major priority is to continuously update trainings and presentations to ensure relevance and effectiveness, while enhancing drills to create more informed and confident students. Expanding outreach through social media campaigns, especially by adopting new platforms and tones (like humor or viral content), is also gaining momentum to keep pace with changing student preferences.
Institutions are focusing on decentralizing and diversifying leadership, empowering student-led programs like Campus CERT, EMS, and student ambassador programs. These initiatives help not only in peer-to-peer education but also in fostering a culture where students become stakeholders in their own safety. Plans to develop microcredentials, train-the-trainer models, and emergency preparedness competitions aim to build a more skilled and motivated student body. Some campuses are even exploring interactive technologies like virtual reality (VR), gamified training experiences, and immersive simulations to increase engagement and retention.
Stronger faculty partnerships and the integration of preparedness content into academic courses and orientations remain top goals, particularly as institutions recognize that faculty buy-in can dramatically amplify messaging. There’s also growing interest in launching emergency management minors or certificates, allowing interested students to pursue more formal education in the field.
However, the ambitious vision for the future is tempered by ongoing staffing and budget limitations. Many programs are operated by small teams already stretched thin, which limits what can be implemented and sustained. To overcome this, campuses are planning more strategic outreach, such as high-impact preparedness fairs, pop-up tabling events, and student-generated messaging, while leaning on partnerships and digital tools to maximize reach.
Lessons Learned
Survey responses revealed several important lessons for improving student engagement in emergency preparedness within higher education. One of the most pressing challenges noted across institutions was staffing shortages, which continue to strain emergency management programs. Limited personnel impact the ability to consistently host events, develop new initiatives, and maintain ongoing training efforts. Some institutions have successfully mitigated this by leveraging student interns, ambassadors, and campus partners to extend their reach and keep programs active despite limited staffing.
Interactive, hands-on activities were repeatedly cited as the most effective engagement strategies. Whether through CPR marathons, emergency simulations, or escape rooms, these activities not only educate but also create a lasting impression. Incentives such as food, prizes, and branded swag boost participation, especially when tied to actions like downloading safety apps or following emergency programs on social media.
Partnerships on campus and with the local community play a critical role in both expanding capacity and enhancing program relevance. Collaborations with campus police, fire departments, academic programs (like nursing and public health), student organizations, and external agencies like local emergency management and public health departments provide valuable content, manpower, and credibility to preparedness efforts.
In addition, student-led initiatives have emerged as a powerful tool for engagement. Interns and peer educators don’t just deliver messages; they open two-way communication, helping departments understand student needs while promoting preparedness in a more relatable and culturally competent way.
Lastly, institutions can find great value in learning from one another and adapting successful ideas from peer institutions, like coffee-sleeve messaging during National Preparedness Month, as it allows for creative outreach without reinventing the wheel. This culture of collaboration and shared innovation is essential, especially in an environment where resources are limited and the demand for preparedness is growing.
Summary
Emergency preparedness in higher education is a vital yet complex undertaking that requires tailored strategies to effectively engage students. Through a national survey of 50 institutions, this study reveals the varied approaches, challenges, and successes of colleges and universities in promoting student involvement in emergency preparedness. While many institutions face common barriers, such as limited staffing, funding, and student interest, they are also employing creative strategies like interactive events, peer-led programs, and social media campaigns to foster awareness and participation. Best practices emphasize hands-on learning, targeted communication, and strong campus-community partnerships. Looking ahead, institutions are prioritizing innovation, inclusivity, and sustainability in their preparedness efforts, with a focus on empowering students as active contributors to campus safety. The insights gained from this research provide a valuable foundation for shaping more effective and student-centered emergency preparedness initiatives across higher education.
References
Cundy, Natasha. (2025). “How Higher Education Institutes engage students in emergency preparedness”. Questionnaire.
Farris, D., & McCreight, R. (2014). The professionalism of emergency management in institutions of higher education. Homeland Security and Emergency Management, 11(1), 73-94. https://doi.org/10.1515/jhsem-2013-0074
Graham, T. (2018). Assessing disaster preparedness capabilities of Tennessee State University, a Historically Black College University. Emergency Management Institute.
Morford, Robert C., “Emergency management in higher education: Challenges and solutions” (2012). Senior Honors Theses & Projects. 289. https://commons.emich.edu/honors/289
Morrow, E. (2021). The challenges of educating the higher education community on emergency preparedness. Emergency Management Institute.
Savage, I. (2009). The case for parental involvement. Stetson University College of Law Higher Education Conference. https://www.stetson.edu/law/conferences/highered/archive/media/higher-ed-archives-2009/i-savage-case-for-parental-involvement.pdf
Appendix A
Qualtrics Survey:
We value your feedback! This short survey aims to explore how higher education institutions engage with students in emergency preparedness. Your insights will help us enhance communication, readiness, and safety measures on campuses. Thank you for participating!
Section 1: University Demographics
- What type of institution do you represent?
- Public University/College
- Private University/College
- Community College
- Technical or Vocational School
- Other (please specify)
- What is the approximate student population at your institution?
- Less than 5,000
- 5,000 – 15,000
- 15,001 – 30,000
- More than 30,000
- What percentage of students live on campus?
- Open Comment Box or sliding percentage
- Who is responsible for emergency preparedness at your institution?
- Emergency Management Department
- Police Department
- Environmental Health and Safety
- Multiple Departments/no single department leads this
- Other (Please Specify)
- Does your institution offer an emergency management academic program?
- Yes, bachelor’s degree or higher
- Yes, certificate
- No, we do not have an academic program
- Where is your institution located?
- Northeast
- Southeast
- Midwest
- West
- Southwest
Section 2: Current Practices
7. Does your institution have a formal emergency preparedness training program for students?
-
- Yes
- No
- In Development
8. What methods does your institution use to educate students about emergency preparedness? (Select all that apply)
-
- Orientation programs
- Training workshops
- Online resources
- Emergency drills
- Social media campaigns
- Tabling events
- Other (please specify)
9. Do you have emergency preparedness programs geared towards parents?
-
- Training
- Printed resources
- On-line Resources
- Not at this time
- Other (please specify)
10. How frequently are emergency preparedness drills conducted on your campus? (i.e. tornado drills, earthquake, severe weather)
-
- Monthly
- Semesterly
- Annually
- Other (please specify)
11. What platforms or tools are used to communicate emergency preparedness information to students? (Select all that apply)
-
- Campus email
- SMS/text alerts
- Mobile apps
- Social media
- Digital signage
- Other (please specify)
12. Are student organizations or clubs involved in emergency preparedness efforts, such as assisting with booths, organizing preparedness events, and/or volunteering with the program?
-
- Yes
- No
- Not Sure
Section 3: Challenges
13. What challenges do you face in engaging students in emergency preparedness initiatives? (Select all that apply)
-
- Lack of student interest
- Limited resources or funding
- Difficulty in coordinating with other departments
- Limited staff or personnel
- None
- Other (please specify)
14. What emergency preparedness programs receive the best feedback from students?
-
- Orientation programs
- Training workshops
- Online resources
- Emergency drills
- Social media campaigns
- Tabling events
- Other (please specify)
- Open comment box for addition information
15. Overall, what percentage of your student body actively participates in emergency preparedness programs?
- 0-10%
- 11-25%
- 26-40%
- 41-55%
- 56-70%
- 71-85%
- 86-100%
16. Are there specific demographic groups (e.g., international students, first-year students) that are more difficult to engage in preparedness efforts? If so, please specify.
-
- International
- First year
- On-campus residents
- Greeks
- Off-campus students
- Nontraditional students
- Other (please specify)
17. How does your institution address the challenge of maintaining student engagement in emergency preparedness over time?
Section 4: Best Practices
18. What strategies or practices have been most successful in engaging students in emergency preparedness? (Open-ended)
19. Are there any partnerships (e.g., with local emergency services, community organizations) that have helped enhance student engagement?
-
- Yes (please specify)
- No
20. How do you measure the effectiveness of your emergency preparedness programs? (Select all that apply)
-
- Student participation rates for workshops
- Student attendance rates for training events
- Surveys or feedback forms
- Drill performance metrics
- Other (please specify)
21. Can you share a recent example of a successful initiative or event that improved student engagement in emergency preparedness? (Open-ended)
Section 5: Future Plans
22. What plans or initiatives do you have for improving student engagement in emergency preparedness in the future? (Open-ended)
Thank you for your valuable input! Results for the overall study will be published https://netc-library.libguides.com/home if you would like to review the final data.
We appreciate your time and effort in helping us understand and improve emergency preparedness at higher education institutions.