The Impact of School-Based Disaster Education on Psychological Resilience in High-Risk Urban Areas of Türkiye: A Quasi-Experimental Study

The Impact of School-Based Disaster Education on Psychological Resilience in High-Risk Urban Areas of Türkiye: A Quasi-Experimental Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Impact of School-Based Disaster Education on Psychological Resilience in High-Risk Urban Areas of Türkiye: A Quasi-Experimental Study Fevziye Dolunay Cuğ This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8405717/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 24 Feb, 2026 Read the published version in BMC Psychology → Version 1 posted 13 You are reading this latest preprint version Abstract This study examines the impact of a school-based disaster education program aimed at enhancing psychological resilience among teachers, administrators, and students in high-risk urban areas of Istanbul, Türkiye. Unlike conventional programs focusing solely on physical preparedness, this intervention emphasizes cognitive, emotional, and social components to strengthen psychological readiness. Using a quasi-experimental pretest-posttest-control group design, data were collected from six schools across three high-risk districts. The findings indicate that the intervention significantly improved psychological resilience levels in the experimental group, with these gains sustained over a three-month follow-up period. Improvements were evident across all participant groups, while the control group showed only minor changes. This study contributes to the limited research on integrated, psychologically focused disaster education in urban contexts. The results highlight the importance of including psychological resilience in disaster preparedness policies and offer practical implications for enhancing school and community-based disaster readiness in earthquake-prone areas. administrators educational leaders teachers students school improvement Introduction Disasters, particularly earthquakes, are among the most devastating events that profoundly impact individuals and communities, especially in high-risk urban areas. In addition to physical destruction, disasters cause significant psychological consequences, including Post-Traumatic Stress Disorder (PTSD), depression, anxiety, and suicidal tendencies, particularly in heavily affected regions (Beaglehole et al., 2018 ; Jafari et al., 2020 ; Wang et al., 2023a ). For example, following the 2023 Syrian earthquakes, the prevalence of PTSD and anxiety was reported to be considerably higher in severely damaged areas (Soqia et al., 2023 ). Similarly, in the aftermath of the Kahramanmaraş earthquakes in Türkiye, communities in high-risk zones experienced extensive psychological distress (Çağlar, 2025 ). These findings highlight the urgent need for proactive, community-based, and culturally responsive interventions that address the psychological dimensions of disaster preparedness (Newnham et al., 2020 ). Psychological Resilience In the literature, resilience is typically defined as the ability to function effectively in the face of adversity. Firstly, Carver ( 1998 ) defines resilience as the ability to return to the previous level of functioning or even move to a higher level of functioning after a stressful event. Initially seen as the opposite of vulnerability, the concept of resilience has evolved to encompass post-disaster development, transformation, and adaptation as well as foresight, innovation, and proactivity (Graveline & Germain, 2022 ). The concept of resilience is multifaceted and has undergone significant evolution in disaster management and recovery. In the post-disaster recovery process, the concept of resilience is important in terms of reducing and limiting impacts and facilitating recovery activities (Zhang et al., 2021 ). As a result, resilience in post-disaster recovery encompasses a more comprehensive concept that goes beyond a simple return to pre-disaster conditions. In post-disaster recovery, resilience is important as it mediates the relationship between exposure to disaster and mental health outcomes. Research has shown that disaster resilience serves as a mediating factor in the relationship between disaster exposure and the development of depression and posttraumatic stress symptoms (First, 2024 ). This finding suggests that resilience may act as a protective factor and help individuals cope with the psychological effects of disasters. The concept of resilience is of particular interest in this respect as it goes beyond individual coping mechanisms to include community-level factors. Community resilience and social capital are often recognized as advantageous for facilitating emergency response and recovery (Hall et al., 2023 ). These factors can enable collective action after a disaster by providing self-organizing social, psychological, financial, and material resources (Partelow, 2021 ). As a result, resilience has been identified as a crucial characteristic that enables individuals to cope with challenges and maintain their mental well-being. Increasing psychological resilience through interventions, especially during critical periods such as adolescence, has been shown to have significant positive effects on mental health and overall well-being (Xing et al., 2023 ). As various studies have highlighted, effective disaster management and recovery are contingent on disaster preparedness and psychological resilience. Disaster preparedness is essential for building resilience and reducing risks at both the individual and community levels. Household preparedness, including material, behavioral, and awareness aspects, is imperative for disaster risk reduction (Wang et al., 2021 ). It plays a crucial role in the preparedness, response, and recovery of urban areas in the event of disasters. The effectiveness of pre-disaster preparedness in enhancing the resilience of urban systems is well documented (Zhang et al., 2021 ). Psychological resilience is particularly important during and after disasters. Research has demonstrated that the presence of robust social group connections before a disaster is associated with a reduction in psychological distress and an enhancement in resilience 12–18 months after the event (Cruwys et al., 2023 ). This finding indicates that disaster preparedness training should encompass both professional competencies and resilience-building strategies to ensure an effective disaster response. While preparedness has been shown to reduce risks and improve recovery capabilities, resilience has been shown to support better mental health outcomes and community recovery. Investment in both directions has been demonstrated to engender more resilient individuals, communities, and health systems, which are better equipped to confront and recover from disasters (e.g., Alan et al., 2022 ; Cruwys et al., 2023 ; Wang et al., 2021 ). Individual and institutional resilience are crucial for disaster preparedness, significantly contributing to community resilience and effective disaster management. Personal disaster preparedness activities, including awareness-related preparedness and public participation, are positively associated with community resilience assessment (Sim et al., 2021 ). Furthermore, disaster education mediates the relationship between school and student preparedness, emphasizing the importance of integrating effective school preparedness and disaster education initiatives (Wang et al., 2023b ). The present study demonstrates that, institutionally, community resilience factors such as community connection maintenance, resource endowment, potential for change, disaster management, and information communication significantly affect residents' disaster preparedness (Ma et al., 2021 ). Consequently, both individual and institutional resilience are pivotal to effective disaster preparedness. These measures contribute to enhancing community resilience, reducing vulnerability, and enhancing the capacity to cope with and recover from disasters. To enhance resilience, strategies should be developed with a focus on building social capital, enhancing disaster education, improving institutional preparedness, and promoting collaboration among individuals, communities, and organizations (Fazeli et al., 2024 ). Finally, psychological preparedness—defined as the cognitive and emotional readiness to deal with disaster-related stress—is gaining recognition as an essential component of disaster readiness (Agarwal et al., 2020 ). Although some studies suggest that this aspect is often neglected in training programs, others highlight its growing integration, particularly in the health and education sectors. For instance, research in Türkiye and China has established strong links between psychological resilience and reduced mental health burdens among professionals following disasters (Ediz & Yanik, 2023 ; Wang et al., 2023a ). Problem and Purpose The literature suggests a growing recognition of the importance of psychological factors in disaster preparedness (Fazeli et al., 2024 ; Ni et al., 2025 ; Paton, 2019 ). However, there is a need for more comprehensive approaches that integrate both the physical and psychological aspects of disaster readiness, as highlighted by the call for "long-term systematic planning for promoting relevant skills and safety culture" (Fazeli et al., 2024 ). In the literature, school-based disaster preparedness programmes generally focus on evacuation drills, physical safety precautions, and basic disaster awareness (Authors, 2019 ; Authors, 2025 ). However, these programmes often ignore the emotional and psychological reactions of individuals (Widowati, et al., 2023 ). Addressing the trauma that the disaster will cause psychologically in advance is crucial for individuals to maintain their ability to function after the disaster. This is where practical, reflective, long-term, and supportive interventions aimed at developing psychological resilience come into play. Urban areas are increasingly vulnerable to disasters due to climate change, complex infrastructures, and health inequalities (Smith et al., 2022 ). Large cities such as Istanbul are particularly important in terms of disaster management, both because of past earthquakes and future risks. In this context, schools are not only educational spaces but also social centres where post-disaster intervention and social recovery processes can take place. Therefore, the psychological preparation of school communities for disasters plays a key role in increasing both individual and community resilience. While most of the studies conducted in the field of disaster education in Türkiye focus on physical preparedness, the dimension of psychological preparedness and resilience is neglected (Ediz & Yanik, 2023 ). The number of psychological intervention programmes that enable teachers and administrators to remain functional after a disaster is quite limited. In addition, studies on holistic education programmes developed for educators and measuring long-term effects are quite rare. With the motivation of filling this gap, this study is designed to examine the impact of a training program with an innovative and comprehensive structure, which aims to increase the psychological resilience levels of teachers, administrators and students working in schools in high-risk districts of Istanbul, and which is not only based on the transfer of knowledge, but also takes into account individual needs, focusing on the psychological dimension. The research questions are presented below: How effective is the disaster education program in increasing the psychological resilience of the school community? What are the psychological resilience levels of teachers, school administrators, and students before the intervention? Does the psychological resilience of teachers significantly change after the disaster education program? Does the psychological resilience of school administrators significantly change after the disaster education program? Does the psychological resilience of students significantly change after the disaster education program? What are the results of the follow-up test (sustainability) regarding the psychological resilience levels of teachers, school administrators, and students after the intervention? Methods Design This study followed a quasi-experimental design with a pretest-posttest-control group design, selected for its high degree of scientific control over internal validity threats, qualifying it as a "true experimental design" (Huck & McLean, 1975 ). The intervention groups were contrasted with a control group maintaining standard daily school routines. Pre-test data were collected before starting the training program from six schools in both groups. The training program’s aim was twofold: first, to include administrators, teachers, and students in the disaster education process; second, to contribute to the quality of life in society by increasing psychological resilience. The first step was to determine the needs of target individuals at schools. Based on the results, research and problem-solving processes, cooperation, effective communication and teamwork, instructional leadership, innovative learning approaches based on cooperation in disasters, and constructive activity development topics that will increase students' high-level thinking and decision-making skills were addressed for a period of three weeks. Activities related to psychological resilience were also implemented. In this context, teachers were presented with a training program that included the definition of psychological resilience, concepts that support psychological resilience, and how psychological resilience can be increased. In addition, this program was also designed and implemented for students based on an activity-based approach. In this context, the concepts of hope and cognitive flexibility, which are the most important elements of psychological resilience, were emphasized. In addition, the teachers were informed about the “Psychological First Aid” intervention approach that can be applied to children and adults facing a serious crisis, and they were provided with the opportunity to gain experience by role-playing with sample cases. Post-tests were conducted after the program ended, and follow-up tests were administered three months later for both experimental and control groups. Lastly, during the preparation of this work, the authors utilized ChatGPT, DeepL, and Paperpal, to verify language usage and refinement. The intellectual content, data, analyses, and conclusions presented in this manuscript are entirely the authors' original work. After using this tool/service, the authors reviewed and edited the content as needed and take full responsibility for the content of the publication. Research Setting: Population and Sample The population of this study consisted of administrators, teachers, and students of public schools in Istanbul, which is situated in a high-risk seismic zone, with scientific projections indicating a significant probability of a major earthquake occurring soon (Ersoy & Koçak, 2015 ). The city's dense population, complex urban infrastructure, and historical vulnerability to natural disasters heighten the urgency of preparedness efforts. Moreover, studies have shown that psychological readiness plays a crucial role in individuals’ ability to cope with and recover from disasters (Every et al., 2019 ). Focusing on Istanbul not only addresses a region of immediate risk but also provides insights that can inform disaster resilience strategies in other urban centers facing similar threats. Therefore, Istanbul provides a critical and relevant setting for testing the effectiveness of interventions aimed at enhancing psychological resilience in the face of earthquakes. In response to this critical need, the study focused on schools situated in Istanbul. The selection process was informed by the Istanbul Metropolitan Municipality report (IBB AKOM, 2020 ), which highlighted eight districts in the city as being at the highest risk for earthquakes. Schools from these districts were invited to join the study, and among those that volunteered, the six largest were chosen through purposive sampling to ensure both diversity and feasibility in the sample size. Ultimately, the study included three intervention schools and three control schools from the high-risk districts of Zeytinburnu, Güngören, and Esenler. While deciding on the grade of students, the national curricula issued by the Ministry of National Education were first reviewed to identify the grade level most likely to be familiar with disaster education content and concepts. An analysis of primary and elementary school curricula showed that the majority of relevant learning outcomes are taught in the 3rd, 4th, and 5th grades. Accordingly, it was decided to select 6th-grade students—those who had already completed these learning objectives— and their teachers as the target groups. Given the holistic nature of the training program, the administrators (principals and vice principals) of each school were also included in the sample to ensure data triangulation. Additionally, when selecting the schools to serve as experimental and control groups, careful attention was paid to ensuring similarity across variables such as school size, educational level, and physical infrastructure. The characteristics of selected intervention and control group schools and the volunteer participants in the study are summarized in Table 1 . Table 1 Characteristics of The Intervention and Control Schools. School Sizes Participants in The Study District School Students 6th Graders Teachers Adminis-trators 6th Graders Teachers Adminis-trators Intervention Group Esenler E1 1,988 551 51 6 259 17 3 Güngören E2 1,634 457 55 6 340 22 3 Zeytinburnu E3 2,018 526 74 7 61 3 3 Total 3 5,640 1,534 180 18 660 42 9 Control Group Esenler C1 1,766 415 41 5 283 15 2 Güngören C2 1,537 311 32 5 249 14 2 Zeytinburnu C3 1,651 398 43 5 421 13 2 Total 3 4,954 1,124 116 15 953 42 6 Note. There is one principal for each school. A total of 1,613 students participated voluntarily in the study, comprising 823 boys (51.1%) and 790 girls (48.9%). In addition, 99 school personnel (84 teachers and 15 administrators) were involved in the intervention and control schools, as shown in Table 1 . Each group (intervention and control) included 42 teachers and a total of 15 administrators. While Table 1 presents 99 adult participants, demographic analyses included 102 individuals due to the inclusion of three participants with incomplete school data but valid demographic information. Most participants were between 21 and 30 years old, with a balanced gender distribution in the control group and a higher proportion of male participants in the intervention group. The majority had 1–10 years of professional experience, held bachelor’s degrees, and a few had postgraduate qualifications. Notably, earthquake exposure differed: only 5 participants in the intervention group had experienced a major earthquake, compared to 18 in the control group. None of the participants had prior disaster education experience. Data Collection and Analysis To explore the effectiveness of the training program, the Brief Resilience Scale , developed by Smith et al. ( 2008 ) and adapted to Turkish by Doğan ( 2015 ), was used to test the psychological resilience of administrators and teachers. The goodness of fit values as a result of confirmatory factor analysis of the adaptation data of the scale by Doğan ( 2015 ) are as follows: χ2/df = 1.83; RMSEA = .05; GFI = .99; CFI = .99; IFI = .99. Cronbach's alpha value of the scale was determined as .83. Furthermore, to test the effectiveness of the training program for students, the Child and Youth Resilience Measure (CYRM-12) , developed by Liebenberg et al. ( 2013 ) and adapted to Turkish by Arslan ( 2015 ), was utilized. The goodness of fit values as a result of confirmatory factor analysis of the adaptation data of the scale by Arslan ( 2015 ) are as follows: χ2/df = 2.03; RMSEA = .06; GFI = .94; CFI = .97; IFI = .97. Cronbach's alpha value of the scale was found as .91. The tested hypotheses are: H₀. The training program has no significant difference in administrators’, teachers’, and students' psychological resilience scores. H₁. The training program has a significant difference in administrators’, teachers’, and students' psychological resilience scores. Descriptive statistics were performed to calculate the mean and standard deviation of each dimension and item of the survey before the intervention. The interval width was calculated using the formula 'range width/number of groups to be formed to determine the levels of occurrence based on the responses given by participants to the scale (Tekin, 1996 ). Accordingly, the interval width for all scales used was calculated as (5–1)/5 = .80. For evaluation, the arithmetic mean intervals were defined as follows: 1.00-1.79: ‘none’, 1.80–2.59: ‘low’, 2.60–3.39: ‘medium’, 3.40–4.19: ‘high’, and 4.20-5.00: ‘full’. Before conducting the statistical tests, the necessary assumptions were evaluated. Normality of the data distributions was assessed using histograms and p-p plots, as visual inspection is recommended for small to moderate sample sizes (Pallant, 2020 ). The data for teachers and students met the normality assumption, whereas the data for school administrators did not. Finally, in all groups, the data were examined for outliers, and no extreme values were detected. To examine the effectiveness of the training program on psychological resilience, paired samples t-tests were conducted for teachers and students to compare pretest and posttest scores. This test is appropriate for within-subjects designs when comparing two related means (Field, 2018 ). Cohen’s d was used to interpret the effect sizes, categorized as small (.2), medium (.5), and large (above .8) (Cohen, 2013 ). Furthermore, for school administrators, the Wilcoxon Signed-Rank Test—a non-parametric alternative suitable for related samples that do not meet the normality assumption—was applied (Field, 2018 ; Tabachnick & Fidell, 2019 ). As a nonparametric alternative to the paired samples t-test, the Wilcoxon test is suitable for assessing differences in related measurements (Wilcoxon, 1945). Effect sizes for this test were calculated using the r statistic, interpreted as small (.10–.29), medium (.30–.49), andlarge (≥ .50) (Cohen, 2013 ). For the follow-up tests, the effectiveness of the training provided to teachers and students was tested using one-way ANOVA for repeated measures, as the data were normally distributed. Multiple comparisons between the three tests were conducted using the Bonferroni method. Since the data for school administrators did not follow a normal distribution, the effectiveness of the training provided to them was analyzed using the Friedman Test. For multiple comparisons, the Wilcoxon Signed-Rank Test was used. In this context, the follow-up test data collected from teachers in the 21st month of the project were compared with the pretest and posttest data. Validity, Reliability, and Ethical Considerations Fraenkel et al. ( 2012 ) emphasized that researchers should take into account several factors that may threaten internal validity, such as subject characteristics, attrition, setting, measurement tools, testing effects, historical influences, maturation, participant attitudes, statistical regression, and the implementation process. In this study, due to the regulations governing the Turkish educational system, it was not feasible to randomly assign or match participants across groups. To minimize risks related to participant characteristics, researchers carefully selected schools that were comparable in key aspects such as socioeconomic background, student population size, and earthquake risk level. In addition, the study utilized multiple pairs of experimental and control groups to evaluate the training program’s impact across diverse school settings across three different districts. All intervention groups received the training from the same instructor, under similar classroom conditions, using consistent instructional materials. Both the pre-tests and post-tests were administered by the same researcher with the same measurement tools, thereby reducing potential threats related to setting, instrumentation, testing procedures, maturation, attitudes, and implementation fidelity. To further address threats such as historical influences, maturation effects, and regression to the mean, the sample included schools from districts with comparable disaster risk profiles, and participants had no prior exposure to any disaster education training other than regular school curricula. Finally, the assumptions required for conducting the t-test were checked before the statistical analysis. Reliability of the data was also tested by Cronbach's alpha values. To ensure the participants’ confidentiality, only district names were disclosed, while the school names were replaced by codes; E1, E2, E3 were used for the experimental group, and C1, C2, C3 were used for the control group schools. Results This section presents the findings of the study on the effectiveness of the disaster education program in enhancing the psychological resilience of the school community. The results are organized according to the sub-questions of the research. Psychological Resilience Levels At the initial stage of the research, the aim was to determine the psychological resilience levels of teachers, school administrators, and students before the intervention. Accordingly, the pretest results for each group are presented below. Table 2 Psychological Resilience Levels of Teachers and School Administrators According to Pretest Scores Teachers School Administrators Items M SD M SD 1. I can quickly pull myself together after difficult times. 3.53 .86 3.72 .82 2. I find it difficult to cope with stressful events. 2.72 1.06 3.01 1.02 3. I recover quickly after stressful situations. 3.38 .89 3.81 .89 4. It is hard for me to get over something bad that happens. 2.62 .88 3.09 .87 5. I get through tough times with very little difficulty. 3.00 .97 3.41 .97 6. It takes me a long time to recover from the effects of negative experiences in my life. 2.71 .90 3.12 .89 Overall 2.99 .42 3.36 .43 According to the data presented in Table 2 , some differences can be observed in the psychological resilience levels of teachers and school administrators before the intervention. Based on the overall means, school administrators demonstrated higher levels of psychological resilience ( M = 3.36, SD = .43) compared to teachers ( M = 2.99, SD = .42). Among school administrators, the highest mean score was found in the item 3 “I recover quickly after stressful situations” ( M = 3.81, SD = .89), while the lowest was in “I find it difficult to cope with stressful events” ( M = 3.01, SD = 1.02). For teachers, the highest mean was observed in the item “I can quickly pull myself together after difficult times” ( M = 3.53, SD = .86), whereas the lowest was in “It is hard for me to get over something bad that happens” ( M = 2.62, SD = .88). Overall, it was determined that both groups demonstrated a ‘medium’ level of psychological resilience. Table 3 Psychological Resilience Levels of Students According to Pretest Scores Items M SD 1. There are people in my life whom I can look up to. 3.77 1.28 2. Education is important to me. 4.01 1.23 3. My family knows a lot about me (for example, who my friends are and what I like). 3.77 1.34 4. I try to finish what I start. 3.78 1.19 5. When things don’t go my way, I can handle the situation without harming others or myself (e.g., without using violence or saying bad things). 3.33 1.39 6. If I need help, I know where to get it. 3.87 1.27 7. I feel a sense of belonging to my school. 3.51 1.39 8. My family is there for me during difficult times (e.g., when I am sick or in trouble). 4.20 1.24 9. My friends are there for me during tough times. 3.56 1.38 10. I am treated fairly in the community I live in. 3.43 1.32 11. I have the opportunity to develop skills that could be useful to me in the future. 3.77 1.27 12. I like my family’s traditions and culture. 3.99 1.29 Overall 3.83 .83 According to the data presented in Table 3 , the overall mean, students demonstrated a relatively strong level of psychological resilience ( M = 3.83, SD = .83). The highest mean score was observed in the item “My family is there for me during difficult times (e.g., when I am sick or in trouble)” ( M = 4.20, SD = 1.24). This was followed closely by “Education is important to me” ( M = 4.01, SD = 1.23) and “I like my family’s traditions and culture” ( M = 3.99, SD = 1.29). On the other hand, the lowest mean was found in the item “When things don’t go my way, I can handle the situation without harming others or myself (e.g., without using violence or saying bad things)” ( M = 3.33, SD = 1.39). Overall, the data suggest that students possess a ‘medium to high’ level of psychological resilience before the intervention. Effect on Teachers’ Psychological Resilience In this part of the study, the aim was to examine whether the psychological resilience levels of teachers changed significantly after participating in the disaster education program. For this purpose, pretest and posttest scores were compared and the results were shown in Table 4 . Table 4 Paired Samples t-Test Results of Psychological Resilience Scale Scores of Teachers Factor Groups Pretest Posttest t df Cohen’s d M SD M SD Psychological Resilience Experimental 2.98 .52 4.17 .87 -7.55* 28 1.66 Control 3.01 .30 3.91 .86 -5.64* 28 - * p < .05. M : Mean, SD : Standard deviation, t : t-value, df : Degrees of freedom. It was found that there was a significant difference between the pre-test and post-test scores in terms of teachers' psychological resilience levels in both the experimental [t₍₂₈₎=-7.55, p < .05] and control groups [t₍₂₈₎=-5.64, p < .05]. The difference between the pretest and posttest scores of the experimental group was greater than that of the control group, indicating that the implemented program had a “large” effect (Cohen d ≥ .80) on teachers' psychological resilience levels. Therefore, the null hypothesis was rejected for teachers. Effect on School Administrators’ Psychological Resilience This section examines whether there was a statistically significant change in the psychological resilience levels of school administrators after participating in the disaster education program. The relevant findings are presented below. Table 5 Wilcoxon Matched-Pairs Signed-Rank Test Results of Psychological Resilience Scale Scores of School Administrators) Factor Groups Pretest Posttest Z p r M SD M SD Psychological Resilience Experimental 3.66 .42 4.59 .32 -2.53 .01* .84 Control 3.04 .44 3.63 .31 -2.20 .03* - * p < .05. M : Mean, SD : Standard deviation, Z : Z-score, p : p-value, r : Effect size value. Table 5 shows a significant difference between the pretest and posttest scores of the psychological resilience levels of administrators in both the experimental [ Z =-2.53, p < .05] and control [ Z =-2.20, p < .05] groups. In the experimental groups, a significant increase was observed in the posttest scores compared to the pretest scores. These results indicate that the implemented program had a “large” effect on the psychological resilience levels of administrators ( r ≥ .50). Therefore, the null hypothesis was rejected for schooladministrators. Effect on Students’ Psychological Resilience In this section, the focus was on evaluating whether the disaster education program had a significant impact on the psychological resilience levels of students. Comparisons between pretest and posttest scores were conducted to assess the change. Table 6 Paired Samples t-Test Results of Psychological Resilience Scale Scores of Students Factor Groups Pretest Posttest t df Cohen’s d M SD M SD Psychological Resilience Experimental 3.83 .83 4.34 .45 -16.77* 502 .76 Control 3.88 .77 3.94 .73 -2.46* 714 - * p < .05. M : Mean, SD : Standard deviation, t : t-value, df : Degrees of freedom. Table 6 presents a significant difference between the pretest and posttest scores in terms of students' psychological resilience levels in both the experimental [t₍ 502 ₎=-16.77, p < .05] and control [t₍ 714 ₎=-2.46, p < .05] groups. The difference between the pretest and posttest scores of the experimental group was greater than that of the control group, indicating that the implemented program had a “moderate to large” effect (.50 < Cohen’s d < .80) on students' psychological resilience levels. Therefore, the null hypothesis was rejected for students. As a result, the analysis of the data obtained from teachers, school administrators, and students shows that the implemented training program was effective in improving the target group's disaster preparedness and psychological resilience levels, thereby enhancing their overall resilience. Follow-Up Results on the Sustainability of Psychological Resilience Levels Lastly, the study examined whether the changes in psychological resilience levels observed after the intervention were sustained over time. To evaluate the long-term effects of the program, follow-up test results for teachers, school administrators, and students were analyzed. The results were shown in Table 7 . Table 7 Follow-Up Test Results on Psychological Resilience Levels of Teachers Factor Source of Variance Sum of Squares df Mean Squares F p Partial η2 Significant Difference Psychological Resilience Measurement 1231.48 1 1231.48 1057.45 .00* .97 1–2, 1–3 Error 32.61 28 1.17 *p < .05. df : Degrees of freedom, F : F-value, p : p-value, Partial η² : Partial effect size. 1: Pretest, 2: Posttest, 3: Follow-up test. The results of the one-way ANOVA for repeated measures test on teachers' psychological resilience scale scores show a significant difference between the pretest, posttest, and follow-up test scores [F (1,28) = 1057.45, p < .05]. No significant difference was found between the posttest and follow-up test scores. This finding indicates that the psychological resilience levels of the teachers who participated in the training significantly increased after the intervention and in subsequent measurements, and that the resilience levels after the intervention did not differ from those in later follow-up tests, meaning the effect of the intervention persisted and sustainability was achieved. As shown in Table 8 , according to the results of the Friedman test for school administrators' psychological resilience, a significant difference was found between the pretest, posttest, and follow-up test scores [ ꭓ 2 =14.30, p .05]. This finding indicates that the psychological resilience levels of school administrators who participated in the training significantly increased after the intervention; furthermore, the resilience levels after the intervention did not differ from the measurements taken in subsequent follow-up studies, meaning the effect of the intervention persisted and sustainability was achieved. Table 9 Follow-Up Test Results on Psychological Resilience Levels of Students Factor Source of Variance Sum of Squares df Mean Squares F p Partial η2 Significant Difference Psychological Resilience Measurement 26150.02 1 26150.02 33584.12 .00* .99 1–2, 1–3 Error 390.88 502 .78 * p < .05. df : Degrees of freedom, F : F-value, p : p-value, Partial η² : Partial effect size. 1: Pretest, 2: Posttest, 3: Follow-up test. As shown in Table 9 , according to the results of the one-way ANOVA for repeated measures based on students' psychological resilience scale scores, a significant difference was found between the pretest, posttest, and follow-up test scores [F (1,502) = 33584.12, p < .05]. No significant difference was found between the posttest and follow-up test scores. This finding indicates that the psychological resilience levels of the students who participated in the training significantly increased after the intervention and in subsequent measurements; furthermore, the resilience levels after the intervention did not differ from the follow-up test results, demonstrating that the effect of the intervention persisted and that sustainability was achieved. Discussion and Conclusion Within the scope of this study, it is anticipated that the psychological resilience of administrators, teachers, and students in schools where the education program is implemented will increase, thereby contributing to the quality of social and cultural life. To this end, an education program was conducted to promote a cultural transformation aimed at increasing resilience to disasters by making disaster preparedness a way of life for the target audience. The results revealed that the school-based disaster education program significantly increased the psychological resilience of teachers, school administrators, and students in high-risk urban areas of Istanbul. The findings showed that the effects were found to persist not only immediately after the intervention but also after a three-month follow-up period. The results showed a significant increase in the psychological resilience levels of both the experimental and control groups of teachers. However, the more pronounced improvement in the experimental group indicates that the program had a greater impact on increasing teachers' psychological resilience compared to the control group. The significant increase in teachers' psychological resilience levels reflects improvements in their ability to manage stressful events. This finding is also supported by Yalçın and Saygı ( 2021 ), who emphasize that the increase in teachers' psychological resilience also strengthens teachers’ professional commitment. Furthermore, equipping teachers with these skills is also crucial for them to fulfill their leadership roles in the social functioning of the school following a crisis (Çiriş Yıldız & Yıldırım, 2022). Findings related to school administrators reveal a significant increase in psychological resilience levels from the pre- to the post-test in both the experimental and control groups (Janzarik et al., 2022 ). This increase in psychological resilience may enable school administrators to be more effective in their managerial decision-making processes. Baytiyeh ( 2019 ) and Ma et al. ( 2021 ) emphasize that managerial capacity and organizational readiness are crucial in strengthening social resilience. In this context, psychological preparedness programs for school administrators appear to contribute to both individual and organizational resilience. The observed increase in students' psychological resilience levels may be linked to factors such as social support, a sense of belonging, coping skills, and future expectations. The support students receive from their families and schools may have improved their capacity for emotional regulation. Siyez (2006) emphasized the importance of maintaining consistency within the teacher-family-school triangle to increase psychological resilience. Similarly, Xing et al. ( 2023 ) demonstrated the effectiveness of interventions focused on psychological resilience are effective for adolescents when shaped around concepts such as hope and flexibility. Overall, significant improvements in psychological resilience levels were reported for all participant groups in both the experimental and control schools. However, the experimental group showed a more pronounced increase in their pre- and post-test scores than the control group. The larger difference in scores between the pre-test and post-test in the experimental group than in the control group highlights the program's effectiveness. The “moderate to large” effect size further supports the practical importance of the intervention (Janzarik et al., 2022 ). Nevertheless, the improvement observed in both groups raises the possibility of a Hawthorne effect, where participants’ awareness of being part of a research study may have influenced their responses or behaviors (Kaligis et al., 2023 ). Additionally, natural maturation processes, such as personal development, emotional growth, and increased self-awareness during the study period, could have contributed to resilience gains in both groups (Hughes et al., 2023 ). Although the researchers carefully monitored school processes to ensure that the control groups did not receive any formal disaster education during the study period, the unique context of Istanbul as a high-risk earthquake zone presents additional challenges. In these areas, local municipalities and district-level AFAD (Disaster and Emergency Management Authority) offices regularly conduct public training sessions and awareness activities targeting adults. Likely, students, their parents, and school personnel in the control schools were indirectly exposed to these community-based initiatives, which may have influenced their psychological resilience levels. Future studies should consider these uncontrollable external factors and adopt strategies such as longer follow-up periods, mixed-method approaches, or qualitative interviews to better distinguish the specific effects of the intervention. The results of this research support the notion that psychological resilience is a skill that can be developed and enhanced through structured interventions. This aligns with Carver’s ( 1998 ) perspective, which characterizes psychological resilience as both an individual resistance mechanism and a developmental capacity. The program’s focus on topics such as hope, cognitive flexibility, and psychological first aid for teachers and students is consistent with suggestions in the literature on increasing resilience at both the individual and community levels (Evans et al., 2023 ; First, 2024 ). Furthermore, the study's findings align with the existing literature, which emphasizes the importance of integrating physical and psychological preparedness, as highlighted by Paton ( 2019 ) and Baytiyeh, H. ( 2018 ). While traditional disaster training usually focuses on evacuation drills and physical safety, the program developed in this study offered a holistic approach with cognitive, emotional, and social dimensions. Implications and Recommendations The study's findings reveal that the intervention effectively enhanced psychological resilience among students, teachers, and school administrators. Significant differences in pre-test, post-test, and follow-up test scores suggest that the program had a positive and lasting impact on participants' resilience levels. In conclusion, these results highlight the potential of targeted psychological interventions to strengthen resilience in educational settings. The sustained improvement in resilience levels among various stakeholders—students, teachers, and administrators—demonstrates the broad applicability and effectiveness of the intervention. Future research could identify the specific components that contributed to the intervention's success and examine its long-term effects on other aspects of school life, such as academic performance, teacher retention rates, and the overall school environment. These findings imply that disaster education programs should extend beyond physical preparedness to include psychological components that foster community-wide resilience. This study is also particularly significant for policymakers in earthquake-prone countries such as Türkiye, as it shows that school-based interventions can serve as both preventive and recovery mechanisms. Based on the results, several recommendations for counselors can be made: Guidance and psychological counseling education programs should be updated to incorporate disaster-focused psychological resilience studies, and school guidance teachers should receive professional training in this area. Despite the promising results, this study has limitations. Firstly, the sample was confined to a selection of schools in Istanbul, meaning the findings may not be applicable to rural or low-risk areas. Secondly, follow-up measurements were limited to three months, and the long-term effects were not evaluated. Future studies could employ mixed-method designs that incorporate qualitative insights and conduct long-term follow-ups (e.g., after six or twelve months). They could also explore teacher-student-family dynamics in resilience development. Disaster preparedness can be enhanced through physical measures and the psychological preparedness of individuals and communities. Schools, where students, teachers, and school administrators come together, are crucial venues for implementing such measures. According to scientific predictions, Istanbul, Türkiye's largest metropolis, is a region with a high likelihood of experiencing a major earthquake in the near future. Therefore, continuous professional development programs for teachers working in high-risk disaster areas should include psychological first aid and resilience training. School-based interventions should be structured using a social ecosystem approach that includes family participation. Declarations Ethics approval and consent to participate All participants gave written informed consent in accordance with the Declaration of Helsinki. This research was approved by the Aksaray University Ethical Committee with approval number ECA849F9-57F7-49FF-BDD5-FD9F1D516B77 Funding The financial support was provided by Scientific and Technological Research Council of Türkiye- supported project with the code 121K651. Consent for publication Not applicable Author Contribution FDC wrote the main manuscript text. Data Availability The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. References Agarwal, V., Goel, A., Sharma, S., Aggarwal, S., Misra, D. P., Agarwal, V., Gupta, L., & Davalbhakta, S. (2020). COVID-19 and psychological disaster preparedness - An unmet need. Disaster Medicine and Public Health Preparedness, 14 (3), 387–390.https://doi.org/10.1017/dmp.2020.219 Alan, H., Sen, H. T., Bacaksiz, F. E., & Eskici, G. T. (2022). Nurses’ disaster core competencies and resilience during the COVID-19 pandemic: A cross-sectional study from Turkey. Journal of Nursing Management, 30 (3), 622–632.https://doi.org/10.1111/jonm.1355 Arslan, G. (2015). Çocuk ve genç psikolojik sağlamlık ölçeğinin (ÇGPSÖ-12) psikometrik özellikleri: Geçerlilik ve güvenirlik çalışması. Ege Eğitim Dergisi, 16 (1), 1–12.https://doi.org/10.12984/eed.23397 Authors. (2019). Authors. (2025). Baytiyeh, H. (2018). Can Disaster Risk Education Reduce the Impacts of Recurring Disasters on Developing Societies? Education and Urban Society , 50 (3), 230-245. https://doi.org/10.1177/0013124517713111 (Original work published 2018) Baytiyeh, H. (2019). Why School Resilience Should Be Critical for the Post-Earthquake Recovery of Communities in Divided Societies. Education and Urban Society , 51 (5), 693-711. https://doi.org/10.1177/0013124517747035 Beaglehole, B., Mulder, R. T., Frampton, C. M., Boden, J. M., Newton-Howes, G., & Bell, C. J. (2018). Psychological distress and psychiatric disorder after natural disasters: Systematic review and meta-analysis. The British Journal of Psychiatry, 213 (6), 716–722.https://doi.org/10.1192/bjp.2018.210 Carver, C. S. (1998). Resilience and thriving: Issues, models, and linkages. Journal of Social Issues, 54 (2), 245–266.https://doi.org/10.1111/0022-4537.641998064 Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge. Cruwys, T., Stanley, S. K., Calear, A. L., Walker, I., Greenwood, L.-M., Macleod, E., Heffernan, T., Kurz, T., & Evans, O. (2023). Social group connections support mental health following wildfire. Social Psychiatry and Psychiatric Epidemiology, 59 (6), 957–967.https://doi.org/10.1007/s00127-023-02519-8 Çağlar, A. (2025). The mediating role of difficulties in emotion regulation and earthquake stress coping in the relationship between posttraumatic cognitive attribution and posttraumatic stress disorder in Türkiye 2023 Earthquake survivors. Psychiatric Quarterly, 96 (1).https://doi.org/10.1007/s11126-025-10118-w Çiriş Yildiz, C., & Yildirim, D. (2022). The effects of disaster nursing education program on beliefs in general disaster preparedness, disaster response self-efficacy, and psychological resilience in nursing students: A single-blind, randomized controlled study. Nursing Education Perspectives, 43 (5), 287–291.https://doi.org/10.1097/01.nep.0000000000001011 Doğan, T. (2015). Kısa psikolojik sağlamlık ölçeği’nin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. The Journal of Happiness & Well-Being, 3 (1), 93–102. Ediz, Ç., & Yanik, D. (2023). Disaster preparedness perception, psychological resiliences and empathy levels of nurses after 2023 Great Türkiye earthquake: Are nurses prepared for disasters: A risk management study. Public Health Nursing, 41 (1), 164–174.https://doi.org/10.1111/phn.13267 Ersoy, Ş., & Koçak, A. (2015). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. Geomatics, Natural Hazards and Risk, 7 (4), 1307–1336.https://doi.org/10.1080/19475705.2015.1060637 Evans, W. R., Meyer, E. C., Moore, B. A., & Peterson, A. L. (2023). Psychological flexibility training to enhance resilience in military personnel. Journal of Military Social Work and Behavioral Health Services, 12 (3), 1–13.https://doi.org/10.1080/21635781.2023.2246900 Every, D., McLennan, J., Reynolds, A., & Trigg, J. (2019). Australian householders' psychological preparedness for potential natural hazard threats: An exploration of contributing factors. International Journal of Disaster Risk Reduction, 38 , 101203.https://doi.org/10.1016/j.ijdrr.2019.101203 Fazeli, S., Haghani, M., Mojtahedi, M., & Rashidi, T. H. (2024). The role of individual preparedness and behavioural training in natural hazards: A scoping review. International Journal of Disaster Risk Reduction, 105, 104379.https://doi.org/10.1016/j.ijdrr.2024.104379 Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage. First, J. M. (2024). Post-traumatic stress and depression following disaster: Examining the mediating role of disaster resilience. Frontiers in Public Health, 12. https://doi.org/10.3389/fpubh.2024.1272909 Fraenkel, R. J., Norman, E. W., & Helen, H. H. (2012). How to design and evaluate research in education (8th ed.). The McGraw-Hill Companies, Inc. Graveline, M.-H., & Germain, D. (2022). Disaster risk resilience: Conceptual evolution, key issues, and opportunities. International Journal of Disaster Risk Science, 13 (3), 330–341.https://doi.org/10.1007/s13753-022-00419-0 Hall, C. E., Wehling, H., Stansfield, J., South, J., Brooks, S. K., Greenberg, N., Amlôt, R., & Weston, D. (2023). Examining the role of community resilience and social capital on mental health in public health emergency and disaster response: A scoping review . BMC Public Health, 23 (1).https://doi.org/10.1186/s12889-023-17242-x Huck, S. W., & McLean, R. A. (1975). Using a repeated measures ANOVA to analyze the data from a pretest-posttest design: A potentially confusing task. Psychological Bulletin, 82 (4), 511. Hughes, Z., Ball, L. J., Richardson, C., & Judge, J. (2023). A meta-analytical review of the impact of mindfulness on creativity: Framing current lines of research and defining moderator variables. Psychonomic Bulletin & Review, 30 (6), 2155–2186.https://doi.org/10.3758/s13423-023-02327-w IBB AKOM. (2020). Engellileri ve yaşlıları depreme hazırlıyoruz [We prepare disabled and elderly people for earthquakes].https://akom.ibb.istanbul/Haberler/ENGELLILERIveYASLILARIDEPREMEHAZIRLIYORUZ-268 Jafari, H., Sayfouri, N., Heidari, S., & Heidari, M. (2020). Risk factors for suicidal behaviours after natural disasters: A systematic review. Malaysian Journal of Medical Sciences, 27 (3), 20–33.https://doi.org/10.21315/mjms2020.27.3.3 Janzarik, G., Wollschläger, D., Lieb, K., & Wessa, M. (2022). A group intervention to promote resilience in nursing professionals: A randomised controlled trial. International Journal of Environmental Research and Public Health, 19 (2), 649.https://doi.org/10.3390/ijerph19020649 Kaligis, F., Prasetyo, S., Sourander, A., Ismail, R. I., Calvin, N., Gunardi, H., ... & Magdalena, C. C. (2023). Effectiveness of an online mental health strengthening module to build resilience and overcome stress for transitional aged medical students. Frontiers in Digital Health, 5 .https://doi.org/10.3389/fdgth.2023.1207583 Liebenberg, L., Ungar, M., & LeBlanc, J. C. (2013). The CYRM-12: A brief measure of resilience. Canadian Journal of Public Health, 104 (2), 131–135. https://doi.org/ 10.1007/BF03405676 Ma, Z., Deng, X., Xu, D., & Guo, S. (2021). Community resilience and resident’s disaster preparedness: Evidence from China’s earthquake-stricken areas. Natural Hazards, 108 (1), 567–591.https://doi.org/10.1007/s11069-021-04695-9 Newnham, E. A., Wright, M., Mergelsberg, E. L. P., Kaththiriarachchi, L., Kayano, R., Chan, E. Y. Y., Osawa, T., Guragain, B., Dzidic, P. L., Kim, Y., Gibbs, L., Leaning, J., & Kato, H. (2020). The Asia Pacific disaster mental health network: Setting a mental health agenda for the region. International Journal of Environmental Research and Public Health, 17 (17), 6144.https://doi.org/10.3390/ijerph17176144 Ni, M., Xia, L., Wang, X., Wei, Y., Han, X., Liu, Y., & Pan, S. (2025). Psychological influences and implications for household disaster preparedness: A systematic review. Frontiers in Public Health, 13 , 1457406.https://doi.org/10.3389/fpubh.2025.1457406 Pallant, J. (2020). SPSS survival manual (7th ed.). Open University. Partelow, S. (2021). Social capital and community disaster resilience: Post-earthquake tourism recovery on Gili Trawangan, Indonesia. Sustainability Science, 16 , 203–220.https://doi.org/10.1007/s11625-020-00854-2 Paton, D. (2019). Disaster risk reduction: Psychological perspectives on preparedness. Australian Journal of Psychology, 71 (4), 327–341.https://doi.org/10.1111/ajpy.12237 Sim, T., Su, G., Han, Z., Lau, J., Guo, C., & Yu, J. (2021). Disaster preparedness, perceived community resilience, and place of rural villages in northwest China. Natural Hazards, 108 (1), 907–923.https://doi.org/10.1007/s11069-021-04712-x Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15 (3), 194–200.https://doi.org/10.1080/10705500802222972 Smith, G. S., Anjum, E., Acey, C., Deanes, L., & Francis, C. (2022). Climate change, environmental disasters, and health inequities: The underlying role of structural inequalities. Current Environmental Health Reports, 9 (1), 80–89.https://doi.org/10.1007/s40572-022-00336-w Soqia, J., Forbes, D., Ghareeb, A., Alsamara, K., Al-Homsi, A., Kakaje, A., Jawich, K., & Hadakie, R. (2023). The mental health impact of the 2023 earthquakes on the Syrian population: Cross-sectional study. BJPsych Open, 10 (1).https://doi.org/10.1192/bjo.2023.598 Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson Education. Tekin, H. (1996). Eğitimde ölçme ve değerlendirme (9. baskı). Yargı Kitap ve Yayınevi. Wang, Z., Liu, L., Yu, S., & Han, Z. (2021). Place attachment and household disaster preparedness: Examining the mediation role of self-efficacy. International Journal of Environmental Research and Public Health, 18 (11), 5565.https://doi.org/10.3390/ijerph18115565 Wang, S.-K., Yang, S.-L., Fang, Y., Lv, L., Cheng, S.-F., Feng, M., Qian, M.-C., Sun, G.-L., Guo, P., & Chen, H.-X. (2023a). Psychological trauma, posttraumatic stress disorder and trauma-related depression: A mini-review. World Journal of Psychiatry, 13 (6), 331–339.https://doi.org/10.5498/wjp.v13.i6.331 Wang, Z., Li, Y., & Han, Z. (2023b). The interplay between school preparedness and student’s individual protective actions: The mediating role of disaster education. Sustainability, 15 (20), 14888.https://doi.org/10.3390/su152014888 Widowati, E., Sutomo, A. H., Istiono, W., Sugiharto, S., & Koesyanto, H. (2023). Disaster preparedness and safety school as a conceptual framework of comprehensive school safety. SAGE Open, 13 (4).https://doi.org/10.1177/21582440231211209 Xing, J., Li, X., Xu, X., & Luo, Q. (2023). Psychological resilience interventions for adolescents during the COVID-19 pandemic. Behavioral Sciences, 13 (7), 543.https://doi.org/10.3390/bs13070543 Yalçın, S., & Saygı, E. (2021). Ortaokullarda görev yapan öğretmenlerin psikolojik dayanıklılık, örgütsel muhalefet ve örgütsel sessizlik algıları arasındaki ilişkinin incelenmesi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 5 (4), 402–426.https://doi.org/10.34056/aujef.928300 Zhang, J., Zhang, M., & Li, G. (2021). Multi-stage composition of urban resilience and the influence of pre-disaster urban functionality on urban resilience. Natural Hazards, 107 (1), 447–473.https://doi.org/10.1007/s11069-021-04590-3 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 24 Feb, 2026 Read the published version in BMC Psychology → Version 1 posted Editorial decision: Revision requested 12 Jan, 2026 Reviews received at journal 10 Jan, 2026 Reviews received at journal 09 Jan, 2026 Reviewers agreed at journal 09 Jan, 2026 Reviewers agreed at journal 09 Jan, 2026 Reviewers agreed at journal 09 Jan, 2026 Reviewers agreed at journal 09 Jan, 2026 Reviewers agreed at journal 09 Jan, 2026 Reviewers invited by journal 09 Jan, 2026 Editor invited by journal 01 Jan, 2026 Editor assigned by journal 28 Dec, 2025 Submission checks completed at journal 28 Dec, 2025 First submitted to journal 19 Dec, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8405717","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":573092013,"identity":"70ea0156-84f1-4d6b-9c40-61c84b30552f","order_by":0,"name":"Fevziye Dolunay Cuğ","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBklEQVRIie2PsWqEQBCGxwRyjXu2K76Elc2JPkgaRTirQMoUcuyxsOlSX5FXSJt6ZUAbia1gE0mb4qqQ6si6uVa9MpD9ipkp/o+fATAY/iLymo3L0TdAqJa1l/OKpRWX/SrbUWGXKwqEc90063ovvPsCqUPzAe2HNnp5RNVShLdTituUwjtUSN1DkqDd9Nlrkyql2t6xCcXvUuHZN7jzGymRiD4LpFIshgvKCWnclAzJ6S0L2uEChQik/ooDEiajoFtoUb/wDXnKKa0FlM9VlgSdaklmflnXvOztrw11+Orj+FlEcdDmw/uxCCeVM1zPKxsg1clkPj6y09P6BoiXwwaDwfDf+AFln2t7T6C31QAAAABJRU5ErkJggg==","orcid":"","institution":"Kocaeli University","correspondingAuthor":true,"prefix":"","firstName":"Fevziye","middleName":"Dolunay","lastName":"Cuğ","suffix":""}],"badges":[],"createdAt":"2025-12-19 14:23:29","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8405717/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8405717/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s40359-026-04202-4","type":"published","date":"2026-02-24T15:59:33+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":100165446,"identity":"e400db40-7379-4ebc-921f-6a942af10b55","added_by":"auto","created_at":"2026-01-13 15:34:35","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":94100,"visible":true,"origin":"","legend":"","description":"","filename":"Revised.MainDocument.docx","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/8b5276108d19f2443853c0e8.docx"},{"id":100165447,"identity":"e8861358-0d8c-4a40-9a0f-d3c6181fb232","added_by":"auto","created_at":"2026-01-13 15:34:35","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":31498,"visible":true,"origin":"","legend":"","description":"","filename":"Tables.docx","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/e852947dd82a91ff3f73ada1.docx"},{"id":100165444,"identity":"7383f5b9-a946-47b7-a478-bd4f6d912974","added_by":"auto","created_at":"2026-01-13 15:34:35","extension":"json","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":3835,"visible":true,"origin":"","legend":"","description":"","filename":"e3d504f8c21944a7b38aceb344c2f8ff.json","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/9844ef4fbd50c0cff55b9c51.json"},{"id":100369555,"identity":"62f43161-1baa-4363-8cf6-6505c86822ac","added_by":"auto","created_at":"2026-01-16 07:59:08","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":206444,"visible":true,"origin":"","legend":"","description":"","filename":"e3d504f8c21944a7b38aceb344c2f8ff1enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/195069eac5234f96ec09df00.xml"},{"id":100165449,"identity":"03cff7e3-b3ef-4304-bb4c-ec805cf18ec9","added_by":"auto","created_at":"2026-01-13 15:34:36","extension":"xml","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":201484,"visible":true,"origin":"","legend":"","description":"","filename":"e3d504f8c21944a7b38aceb344c2f8ff1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/48ea243258be1e3af6d7f818.xml"},{"id":100165448,"identity":"285e7997-a7e7-4522-8ef3-235f21859aed","added_by":"auto","created_at":"2026-01-13 15:34:36","extension":"html","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":222876,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/bb75c5856538d148a05106c1.html"},{"id":103766365,"identity":"d0583311-ca65-46cc-a3c1-40e2432c33e6","added_by":"auto","created_at":"2026-03-02 16:14:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1099979,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8405717/v1/31637b70-3052-4a26-bfe0-6fe32e6bb07b.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Impact of School-Based Disaster Education on Psychological Resilience in High-Risk Urban Areas of Türkiye: A Quasi-Experimental Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eDisasters, particularly earthquakes, are among the most devastating events that profoundly impact individuals and communities, especially in high-risk urban areas. In addition to physical destruction, disasters cause significant psychological consequences, including Post-Traumatic Stress Disorder (PTSD), depression, anxiety, and suicidal tendencies, particularly in heavily affected regions (Beaglehole et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Jafari et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023a\u003c/span\u003e). For example, following the 2023 Syrian earthquakes, the prevalence of PTSD and anxiety was reported to be considerably higher in severely damaged areas (Soqia et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Similarly, in the aftermath of the Kahramanmaraş earthquakes in T\u0026uuml;rkiye, communities in high-risk zones experienced extensive psychological distress (\u0026Ccedil;ağlar, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These findings highlight the urgent need for proactive, community-based, and culturally responsive interventions that address the psychological dimensions of disaster preparedness (Newnham et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003ePsychological Resilience\u003c/h3\u003e\n\u003cp\u003eIn the literature, resilience is typically defined as the ability to function effectively in the face of adversity. Firstly, Carver (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) defines resilience as the ability to return to the previous level of functioning or even move to a higher level of functioning after a stressful event. Initially seen as the opposite of vulnerability, the concept of resilience has evolved to encompass post-disaster development, transformation, and adaptation as well as foresight, innovation, and proactivity (Graveline \u0026amp; Germain, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The concept of resilience is multifaceted and has undergone significant evolution in disaster management and recovery. In the post-disaster recovery process, the concept of resilience is important in terms of reducing and limiting impacts and facilitating recovery activities (Zhang et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As a result, resilience in post-disaster recovery encompasses a more comprehensive concept that goes beyond a simple return to pre-disaster conditions.\u003c/p\u003e \u003cp\u003eIn post-disaster recovery, resilience is important as it mediates the relationship between exposure to disaster and mental health outcomes. Research has shown that disaster resilience serves as a mediating factor in the relationship between disaster exposure and the development of depression and posttraumatic stress symptoms (First, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This finding suggests that resilience may act as a protective factor and help individuals cope with the psychological effects of disasters. The concept of resilience is of particular interest in this respect as it goes beyond individual coping mechanisms to include community-level factors. Community resilience and social capital are often recognized as advantageous for facilitating emergency response and recovery (Hall et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These factors can enable collective action after a disaster by providing self-organizing social, psychological, financial, and material resources (Partelow, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As a result, resilience has been identified as a crucial characteristic that enables individuals to cope with challenges and maintain their mental well-being. Increasing psychological resilience through interventions, especially during critical periods such as adolescence, has been shown to have significant positive effects on mental health and overall well-being (Xing et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAs various studies have highlighted, effective disaster management and recovery are contingent on disaster preparedness and psychological resilience. Disaster preparedness is essential for building resilience and reducing risks at both the individual and community levels. Household preparedness, including material, behavioral, and awareness aspects, is imperative for disaster risk reduction (Wang et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It plays a crucial role in the preparedness, response, and recovery of urban areas in the event of disasters. The effectiveness of pre-disaster preparedness in enhancing the resilience of urban systems is well documented (Zhang et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Psychological resilience is particularly important during and after disasters. Research has demonstrated that the presence of robust social group connections before a disaster is associated with a reduction in psychological distress and an enhancement in resilience 12\u0026ndash;18 months after the event (Cruwys et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This finding indicates that disaster preparedness training should encompass both professional competencies and resilience-building strategies to ensure an effective disaster response. While preparedness has been shown to reduce risks and improve recovery capabilities, resilience has been shown to support better mental health outcomes and community recovery. Investment in both directions has been demonstrated to engender more resilient individuals, communities, and health systems, which are better equipped to confront and recover from disasters (e.g., Alan et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cruwys et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIndividual and institutional resilience are crucial for disaster preparedness, significantly contributing to community resilience and effective disaster management. Personal disaster preparedness activities, including awareness-related preparedness and public participation, are positively associated with community resilience assessment (Sim et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Furthermore, disaster education mediates the relationship between school and student preparedness, emphasizing the importance of integrating effective school preparedness and disaster education initiatives (Wang et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023b\u003c/span\u003e). The present study demonstrates that, institutionally, community resilience factors such as community connection maintenance, resource endowment, potential for change, disaster management, and information communication significantly affect residents' disaster preparedness (Ma et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Consequently, both individual and institutional resilience are pivotal to effective disaster preparedness. These measures contribute to enhancing community resilience, reducing vulnerability, and enhancing the capacity to cope with and recover from disasters. To enhance resilience, strategies should be developed with a focus on building social capital, enhancing disaster education, improving institutional preparedness, and promoting collaboration among individuals, communities, and organizations (Fazeli et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFinally, psychological preparedness\u0026mdash;defined as the cognitive and emotional readiness to deal with disaster-related stress\u0026mdash;is gaining recognition as an essential component of disaster readiness (Agarwal et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Although some studies suggest that this aspect is often neglected in training programs, others highlight its growing integration, particularly in the health and education sectors. For instance, research in T\u0026uuml;rkiye and China has established strong links between psychological resilience and reduced mental health burdens among professionals following disasters (Ediz \u0026amp; Yanik, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023a\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eProblem and Purpose\u003c/h2\u003e \u003cp\u003eThe literature suggests a growing recognition of the importance of psychological factors in disaster preparedness (Fazeli et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ni et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Paton, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, there is a need for more comprehensive approaches that integrate both the physical and psychological aspects of disaster readiness, as highlighted by the call for \"long-term systematic planning for promoting relevant skills and safety culture\" (Fazeli et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In the literature, school-based disaster preparedness programmes generally focus on evacuation drills, physical safety precautions, and basic disaster awareness (Authors, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Authors, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). However, these programmes often ignore the emotional and psychological reactions of individuals (Widowati, et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Addressing the trauma that the disaster will cause psychologically in advance is crucial for individuals to maintain their ability to function after the disaster. This is where practical, reflective, long-term, and supportive interventions aimed at developing psychological resilience come into play.\u003c/p\u003e \u003cp\u003eUrban areas are increasingly vulnerable to disasters due to climate change, complex infrastructures, and health inequalities (Smith et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Large cities such as Istanbul are particularly important in terms of disaster management, both because of past earthquakes and future risks. In this context, schools are not only educational spaces but also social centres where post-disaster intervention and social recovery processes can take place. Therefore, the psychological preparation of school communities for disasters plays a key role in increasing both individual and community resilience. While most of the studies conducted in the field of disaster education in T\u0026uuml;rkiye focus on physical preparedness, the dimension of psychological preparedness and resilience is neglected (Ediz \u0026amp; Yanik, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The number of psychological intervention programmes that enable teachers and administrators to remain functional after a disaster is quite limited. In addition, studies on holistic education programmes developed for educators and measuring long-term effects are quite rare. With the motivation of filling this gap, this study is designed to examine the impact of a training program with an innovative and comprehensive structure, which aims to increase the psychological resilience levels of teachers, administrators and students working in schools in high-risk districts of Istanbul, and which is not only based on the transfer of knowledge, but also takes into account individual needs, focusing on the psychological dimension. The research questions are presented below:\u003c/p\u003e \u003cp\u003eHow effective is the disaster education program in increasing the psychological resilience of the school community?\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the psychological resilience levels of teachers, school administrators, and students before the intervention?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDoes the psychological resilience of teachers significantly change after the disaster education program?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDoes the psychological resilience of school administrators significantly change after the disaster education program?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDoes the psychological resilience of students significantly change after the disaster education program?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the results of the follow-up test (sustainability) regarding the psychological resilience levels of teachers, school administrators, and students after the intervention?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eDesign\u003c/h2\u003e \u003cp\u003eThis study followed a quasi-experimental design with a pretest-posttest-control group design, selected for its high degree of scientific control over internal validity threats, qualifying it as a \"true experimental design\" (Huck \u0026amp; McLean, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1975\u003c/span\u003e). The intervention groups were contrasted with a control group maintaining standard daily school routines. Pre-test data were collected before starting the training program from six schools in both groups. The training program\u0026rsquo;s aim was twofold: first, to include administrators, teachers, and students in the disaster education process; second, to contribute to the quality of life in society by increasing psychological resilience. The first step was to determine the needs of target individuals at schools. Based on the results, research and problem-solving processes, cooperation, effective communication and teamwork, instructional leadership, innovative learning approaches based on cooperation in disasters, and constructive activity development topics that will increase students' high-level thinking and decision-making skills were addressed for a period of three weeks. Activities related to psychological resilience were also implemented. In this context, teachers were presented with a training program that included the definition of psychological resilience, concepts that support psychological resilience, and how psychological resilience can be increased. In addition, this program was also designed and implemented for students based on an activity-based approach. In this context, the concepts of hope and cognitive flexibility, which are the most important elements of psychological resilience, were emphasized. In addition, the teachers were informed about the \u0026ldquo;Psychological First Aid\u0026rdquo; intervention approach that can be applied to children and adults facing a serious crisis, and they were provided with the opportunity to gain experience by role-playing with sample cases. Post-tests were conducted after the program ended, and follow-up tests were administered three months later for both experimental and control groups. Lastly, during the preparation of this work, the authors utilized ChatGPT, DeepL, and Paperpal, to verify language usage and refinement. The intellectual content, data, analyses, and conclusions presented in this manuscript are entirely the authors' original work. After using this tool/service, the authors reviewed and edited the content as needed and take full responsibility for the content of the publication.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Setting: Population and Sample\u003c/h3\u003e\n\u003cp\u003eThe population of this study consisted of administrators, teachers, and students of public schools in Istanbul, which is situated in a high-risk seismic zone, with scientific projections indicating a significant probability of a major earthquake occurring soon (Ersoy \u0026amp; Ko\u0026ccedil;ak, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The city's dense population, complex urban infrastructure, and historical vulnerability to natural disasters heighten the urgency of preparedness efforts. Moreover, studies have shown that psychological readiness plays a crucial role in individuals\u0026rsquo; ability to cope with and recover from disasters (Every et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Focusing on Istanbul not only addresses a region of immediate risk but also provides insights that can inform disaster resilience strategies in other urban centers facing similar threats. Therefore, Istanbul provides a critical and relevant setting for testing the effectiveness of interventions aimed at enhancing psychological resilience in the face of earthquakes.\u003c/p\u003e \u003cp\u003eIn response to this critical need, the study focused on schools situated in Istanbul. The selection process was informed by the Istanbul Metropolitan Municipality report (IBB AKOM, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), which highlighted eight districts in the city as being at the highest risk for earthquakes. Schools from these districts were invited to join the study, and among those that volunteered, the six largest were chosen through purposive sampling to ensure both diversity and feasibility in the sample size. Ultimately, the study included three intervention schools and three control schools from the high-risk districts of Zeytinburnu, G\u0026uuml;ng\u0026ouml;ren, and Esenler.\u003c/p\u003e \u003cp\u003eWhile deciding on the grade of students, the national curricula issued by the Ministry of National Education were first reviewed to identify the grade level most likely to be familiar with disaster education content and concepts. An analysis of primary and elementary school curricula showed that the majority of relevant learning outcomes are taught in the 3rd, 4th, and 5th grades. Accordingly, it was decided to select 6th-grade students\u0026mdash;those who had already completed these learning objectives\u0026mdash; and their teachers as the target groups. Given the holistic nature of the training program, the administrators (principals and vice principals) of each school were also included in the sample to ensure data triangulation. Additionally, when selecting the schools to serve as experimental and control groups, careful attention was paid to ensuring similarity across variables such as school size, educational level, and physical infrastructure. The characteristics of selected intervention and control group schools and the volunteer participants in the study are summarized in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCharacteristics of The Intervention and Control Schools.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c7\" namest=\"c4\"\u003e \u003cp\u003eSchool Sizes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c10\" namest=\"c8\"\u003e \u003cp\u003eParticipants in The Study\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDistrict\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSchool\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStudents\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6th Graders\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAdminis-trators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e6th Graders\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eAdminis-trators\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eIntervention Group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEsenler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eE1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,988\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e551\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eG\u0026uuml;ng\u0026ouml;ren\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eE2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,634\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e457\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e340\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eZeytinburnu\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eE3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2,018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e526\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eTotal\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e3\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003e5,640\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003e1,534\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003e180\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003e18\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003e660\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003e42\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e\u003cem\u003e9\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eControl Group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEsenler\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eC1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,766\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e283\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eG\u0026uuml;ng\u0026ouml;ren\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eC2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,537\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e311\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e249\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eZeytinburnu\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eC3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,651\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e398\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e421\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eTotal\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e3\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003e4,954\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003e1,124\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003e116\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003e15\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003e953\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003e42\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e\u003cem\u003e6\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"10\"\u003e\u003cb\u003eNote.\u003c/b\u003e There is one principal for each school.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA total of 1,613 students participated voluntarily in the study, comprising 823 boys (51.1%) and 790 girls (48.9%). In addition, 99 school personnel (84 teachers and 15 administrators) were involved in the intervention and control schools, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Each group (intervention and control) included 42 teachers and a total of 15 administrators. While Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents 99 adult participants, demographic analyses included 102 individuals due to the inclusion of three participants with incomplete school data but valid demographic information. Most participants were between 21 and 30 years old, with a balanced gender distribution in the control group and a higher proportion of male participants in the intervention group. The majority had 1\u0026ndash;10 years of professional experience, held bachelor\u0026rsquo;s degrees, and a few had postgraduate qualifications. Notably, earthquake exposure differed: only 5 participants in the intervention group had experienced a major earthquake, compared to 18 in the control group. None of the participants had prior disaster education experience.\u003c/p\u003e\n\u003ch3\u003eData Collection and Analysis\u003c/h3\u003e\n\u003cp\u003eTo explore the effectiveness of the training program, the \u003cem\u003eBrief Resilience Scale\u003c/em\u003e, developed by Smith et al. (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) and adapted to Turkish by Doğan (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), was used to test the psychological resilience of administrators and teachers. The goodness of fit values as a result of confirmatory factor analysis of the adaptation data of the scale by Doğan (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) are as follows: χ2/df\u0026thinsp;=\u0026thinsp;1.83; RMSEA\u0026thinsp;=\u0026thinsp;.05; GFI\u0026thinsp;=\u0026thinsp;.99; CFI\u0026thinsp;=\u0026thinsp;.99; IFI\u0026thinsp;=\u0026thinsp;.99. Cronbach's alpha value of the scale was determined as .83.\u003c/p\u003e \u003cp\u003eFurthermore, to test the effectiveness of the training program for students, the \u003cem\u003eChild and Youth Resilience Measure (CYRM-12)\u003c/em\u003e, developed by Liebenberg et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and adapted to Turkish by Arslan (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), was utilized. The goodness of fit values as a result of confirmatory factor analysis of the adaptation data of the scale by Arslan (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) are as follows: χ2/df\u0026thinsp;=\u0026thinsp;2.03; RMSEA\u0026thinsp;=\u0026thinsp;.06; GFI\u0026thinsp;=\u0026thinsp;.94; CFI\u0026thinsp;=\u0026thinsp;.97; IFI\u0026thinsp;=\u0026thinsp;.97. Cronbach's alpha value of the scale was found as .91.\u003c/p\u003e \u003cp\u003eThe tested hypotheses are:\u003c/p\u003e \u003cp\u003e \u003cem\u003eH₀.\u003c/em\u003e The training program has no significant difference in administrators\u0026rsquo;, teachers\u0026rsquo;, and students' psychological resilience scores.\u003c/p\u003e \u003cp\u003e \u003cem\u003eH₁.\u003c/em\u003e The training program has a significant difference in administrators\u0026rsquo;, teachers\u0026rsquo;, and students' psychological resilience scores.\u003c/p\u003e \u003cp\u003eDescriptive statistics were performed to calculate the mean and standard deviation of each dimension and item of the survey before the intervention. The interval width was calculated using the formula 'range width/number of groups to be formed to determine the levels of occurrence based on the responses given by participants to the scale (Tekin, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e1996\u003c/span\u003e). Accordingly, the interval width for all scales used was calculated as (5\u0026ndash;1)/5\u0026thinsp;=\u0026thinsp;.80. For evaluation, the arithmetic mean intervals were defined as follows: 1.00-1.79: \u0026lsquo;none\u0026rsquo;, 1.80\u0026ndash;2.59: \u0026lsquo;low\u0026rsquo;, 2.60\u0026ndash;3.39: \u0026lsquo;medium\u0026rsquo;, 3.40\u0026ndash;4.19: \u0026lsquo;high\u0026rsquo;, and 4.20-5.00: \u0026lsquo;full\u0026rsquo;.\u003c/p\u003e \u003cp\u003eBefore conducting the statistical tests, the necessary assumptions were evaluated. Normality of the data distributions was assessed using histograms and p-p plots, as visual inspection is recommended for small to moderate sample sizes (Pallant, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The data for teachers and students met the normality assumption, whereas the data for school administrators did not. Finally, in all groups, the data were examined for outliers, and no extreme values were detected.\u003c/p\u003e \u003cp\u003eTo examine the effectiveness of the training program on psychological resilience, paired samples t-tests were conducted for teachers and students to compare pretest and posttest scores. This test is appropriate for within-subjects designs when comparing two related means (Field, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Cohen\u0026rsquo;s d was used to interpret the effect sizes, categorized as small (.2), medium (.5), and large (above .8) (Cohen, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Furthermore, for school administrators, the Wilcoxon Signed-Rank Test\u0026mdash;a non-parametric alternative suitable for related samples that do not meet the normality assumption\u0026mdash;was applied (Field, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Tabachnick \u0026amp; Fidell, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). As a nonparametric alternative to the paired samples t-test, the Wilcoxon test is suitable for assessing differences in related measurements (Wilcoxon, 1945). Effect sizes for this test were calculated using the \u003cem\u003er\u003c/em\u003e statistic, interpreted as small (.10\u0026ndash;.29), medium (.30\u0026ndash;.49), andlarge (\u0026ge;\u0026thinsp;.50) (Cohen, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFor the follow-up tests, the effectiveness of the training provided to teachers and students was tested using one-way ANOVA for repeated measures, as the data were normally distributed. Multiple comparisons between the three tests were conducted using the Bonferroni method. Since the data for school administrators did not follow a normal distribution, the effectiveness of the training provided to them was analyzed using the Friedman Test. For multiple comparisons, the Wilcoxon Signed-Rank Test was used. In this context, the follow-up test data collected from teachers in the 21st month of the project were compared with the pretest and posttest data.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eValidity, Reliability, and Ethical Considerations\u003c/h2\u003e \u003cp\u003eFraenkel et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) emphasized that researchers should take into account several factors that may threaten internal validity, such as subject characteristics, attrition, setting, measurement tools, testing effects, historical influences, maturation, participant attitudes, statistical regression, and the implementation process. In this study, due to the regulations governing the Turkish educational system, it was not feasible to randomly assign or match participants across groups. To minimize risks related to participant characteristics, researchers carefully selected schools that were comparable in key aspects such as socioeconomic background, student population size, and earthquake risk level. In addition, the study utilized multiple pairs of experimental and control groups to evaluate the training program\u0026rsquo;s impact across diverse school settings across three different districts.\u003c/p\u003e \u003cp\u003eAll intervention groups received the training from the same instructor, under similar classroom conditions, using consistent instructional materials. Both the pre-tests and post-tests were administered by the same researcher with the same measurement tools, thereby reducing potential threats related to setting, instrumentation, testing procedures, maturation, attitudes, and implementation fidelity.\u003c/p\u003e \u003cp\u003eTo further address threats such as historical influences, maturation effects, and regression to the mean, the sample included schools from districts with comparable disaster risk profiles, and participants had no prior exposure to any disaster education training other than regular school curricula. Finally, the assumptions required for conducting the t-test were checked before the statistical analysis. Reliability of the data was also tested by Cronbach's alpha values.\u003c/p\u003e \u003cp\u003eTo ensure the participants\u0026rsquo; confidentiality, only district names were disclosed, while the school names were replaced by codes; E1, E2, E3 were used for the experimental group, and C1, C2, C3 were used for the control group schools.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThis section presents the findings of the study on the effectiveness of the disaster education program in enhancing the psychological resilience of the school community. The results are organized according to the sub-questions of the research.\u003c/p\u003e\n\u003ch3\u003ePsychological Resilience Levels\u003c/h3\u003e\n\u003cp\u003eAt the initial stage of the research, the aim was to determine the psychological resilience levels of teachers, school administrators, and students before the intervention. Accordingly, the pretest results for each group are presented below.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePsychological Resilience Levels of Teachers and School Administrators According to Pretest Scores\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eSchool Administrators\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. I can quickly pull myself together after difficult times.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.53\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.72\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.82\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. I find it difficult to cope with stressful events.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.72\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.01\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.02\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. I recover quickly after stressful situations.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.38\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.89\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.81\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.89\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. It is hard for me to get over something bad that happens.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.62\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.88\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.09\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.87\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. I get through tough times with very little difficulty.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.00\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.97\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.41\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.97\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. It takes me a long time to recover from the effects of negative experiences in my life.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.71\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.90\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.12\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.89\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eOverall\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e2.99\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e.42\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003e3.36\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003e.43\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eAccording to the data presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, some differences can be observed in the psychological resilience levels of teachers and school administrators before the intervention. Based on the overall means, school administrators demonstrated higher levels of psychological resilience (\u003cem\u003eM\u003c/em\u003e = 3.36, \u003cem\u003eSD\u003c/em\u003e = .43) compared to teachers (\u003cem\u003eM\u003c/em\u003e = 2.99, \u003cem\u003eSD\u003c/em\u003e = .42). Among school administrators, the highest mean score was found in the item 3 “I recover quickly after stressful situations” (\u003cem\u003eM\u003c/em\u003e = 3.81, \u003cem\u003eSD\u003c/em\u003e = .89), while the lowest was in “I find it difficult to cope with stressful events” (\u003cem\u003eM\u003c/em\u003e = 3.01, \u003cem\u003eSD\u003c/em\u003e = 1.02). For teachers, the highest mean was observed in the item “I can quickly pull myself together after difficult times” (\u003cem\u003eM\u003c/em\u003e = 3.53, \u003cem\u003eSD\u003c/em\u003e = .86), whereas the lowest was in “It is hard for me to get over something bad that happens” (\u003cem\u003eM\u003c/em\u003e = 2.62, \u003cem\u003eSD\u003c/em\u003e = .88). Overall, it was determined that both groups demonstrated a ‘medium’ level of psychological resilience.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePsychological Resilience Levels of Students According to Pretest Scores\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. There are people in my life whom I can look up to.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.28\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Education is important to me.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.01\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.23\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. My family knows a lot about me (for example, who my friends are and what I like).\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.34\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. I try to finish what I start.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.78\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.19\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. When things don’t go my way, I can handle the situation without harming others or myself (e.g., without using violence or saying bad things).\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.33\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.39\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. If I need help, I know where to get it.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.87\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.27\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. I feel a sense of belonging to my school.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.51\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.39\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. My family is there for me during difficult times (e.g., when I am sick or in trouble).\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.20\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.24\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. My friends are there for me during tough times.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.56\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.38\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10. I am treated fairly in the community I live in.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.43\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.32\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11. I have the opportunity to develop skills that could be useful to me in the future.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.27\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12. I like my family’s traditions and culture.\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.99\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.29\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eOverall\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e3.83\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e.83\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eAccording to the data presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the overall mean, students demonstrated a relatively strong level of psychological resilience (\u003cem\u003eM\u003c/em\u003e = 3.83, \u003cem\u003eSD\u003c/em\u003e = .83). The highest mean score was observed in the item “My family is there for me during difficult times (e.g., when I am sick or in trouble)” (\u003cem\u003eM\u003c/em\u003e = 4.20, \u003cem\u003eSD\u003c/em\u003e = 1.24). This was followed closely by “Education is important to me” (\u003cem\u003eM\u003c/em\u003e = 4.01, \u003cem\u003eSD\u003c/em\u003e = 1.23) and “I like my family’s traditions and culture” (\u003cem\u003eM\u003c/em\u003e = 3.99, \u003cem\u003eSD\u003c/em\u003e = 1.29). On the other hand, the lowest mean was found in the item “When things don’t go my way, I can handle the situation without harming others or myself (e.g., without using violence or saying bad things)” (\u003cem\u003eM\u003c/em\u003e = 3.33, \u003cem\u003eSD\u003c/em\u003e = 1.39). Overall, the data suggest that students possess a ‘medium to high’ level of psychological resilience before the intervention.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eEffect on Teachers’ Psychological Resilience\u003c/h2\u003e \u003cp\u003eIn this part of the study, the aim was to examine whether the psychological resilience levels of teachers changed significantly after participating in the disaster education program. For this purpose, pretest and posttest scores were compared and the results were shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePaired Samples t-Test Results of Psychological Resilience Scale Scores of Teachers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003c/colgroup\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGroups\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u003cem\u003ePretest\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cem\u003ePosttest\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003eCohen’s d\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePsychological Resilience\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExperimental\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.98\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.52\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.17\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.87\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-7.55*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e1.66\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eControl\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.01\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.30\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.91\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-5.64*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e*\u003cem\u003ep\u003c/em\u003e \u0026lt; .05. \u003cem\u003eM\u003c/em\u003e: Mean, \u003cem\u003eSD\u003c/em\u003e: Standard deviation, \u003cem\u003et\u003c/em\u003e: t-value, \u003cem\u003edf\u003c/em\u003e: Degrees of freedom.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eIt was found that there was a significant difference between the pre-test and post-test scores in terms of teachers' psychological resilience levels in both the experimental [t₍₂₈₎=-7.55, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05] and control groups [t₍₂₈₎=-5.64, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05]. The difference between the pretest and posttest scores of the experimental group was greater than that of the control group, indicating that the implemented program had a “large” effect (Cohen \u003cem\u003ed\u003c/em\u003e ≥ .80) on teachers' psychological resilience levels. Therefore, the null hypothesis was rejected for teachers.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eEffect on School Administrators’ Psychological Resilience\u003c/h2\u003e \u003cp\u003eThis section examines whether there was a statistically significant change in the psychological resilience levels of school administrators after participating in the disaster education program. The relevant findings are presented below.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eWilcoxon Matched-Pairs Signed-Rank Test Results of Psychological Resilience Scale Scores of School Administrators)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003c/colgroup\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGroups\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u003cem\u003ePretest\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cem\u003ePosttest\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003eZ\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003er\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePsychological Resilience\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExperimental\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.66\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.42\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.59\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.32\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.53\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.01*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.84\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eControl\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.04\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.44\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.63\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.31\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.20\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.03*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e*\u003cem\u003ep\u003c/em\u003e \u0026lt; .05. \u003cem\u003eM\u003c/em\u003e: Mean, \u003cem\u003eSD\u003c/em\u003e: Standard deviation, \u003cem\u003eZ\u003c/em\u003e: Z-score, \u003cem\u003ep\u003c/em\u003e: p-value, \u003cem\u003er\u003c/em\u003e: Effect size value.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows a significant difference between the pretest and posttest scores of the psychological resilience levels of administrators in both the experimental [\u003cem\u003eZ\u003c/em\u003e=-2.53, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05] and control [\u003cem\u003eZ\u003c/em\u003e=-2.20, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05] groups. In the experimental groups, a significant increase was observed in the posttest scores compared to the pretest scores. These results indicate that the implemented program had a “large” effect on the psychological resilience levels of administrators (\u003cem\u003er\u003c/em\u003e ≥ .50). Therefore, the null hypothesis was rejected for schooladministrators.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eEffect on Students’ Psychological Resilience\u003c/h2\u003e \u003cp\u003eIn this section, the focus was on evaluating whether the disaster education program had a significant impact on the psychological resilience levels of students. Comparisons between pretest and posttest scores were conducted to assess the change.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePaired Samples t-Test Results of Psychological Resilience Scale Scores of Students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003c/colgroup\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGroups\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u003cem\u003ePretest\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cem\u003ePosttest\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eCohen’s \u003cem\u003ed\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePsychological Resilience\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExperimental\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.83\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.83\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.34\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.45\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-16.77*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e502\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.76\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eControl\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.88\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.77\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.94\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.73\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-2.46*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e714\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e*\u003cem\u003ep\u003c/em\u003e \u0026lt; .05. \u003cem\u003eM\u003c/em\u003e: Mean, \u003cem\u003eSD\u003c/em\u003e: Standard deviation, \u003cem\u003et\u003c/em\u003e: t-value, \u003cem\u003edf\u003c/em\u003e: Degrees of freedom.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e presents a significant difference between the pretest and posttest scores in terms of students' psychological resilience levels in both the experimental [t₍\u003csub\u003e502\u003c/sub\u003e₎=-16.77, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05] and control [t₍\u003csub\u003e714\u003c/sub\u003e₎=-2.46, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05] groups. The difference between the pretest and posttest scores of the experimental group was greater than that of the control group, indicating that the implemented program had a “moderate to large” effect (.50 \u0026lt; Cohen’s \u003cem\u003ed\u003c/em\u003e \u0026lt; .80) on students' psychological resilience levels. Therefore, the null hypothesis was rejected for students.\u003c/p\u003e \u003cp\u003eAs a result, the analysis of the data obtained from teachers, school administrators, and students shows that the implemented training program was effective in improving the target group's disaster preparedness and psychological resilience levels, thereby enhancing their overall resilience.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eFollow-Up Results on the Sustainability of Psychological Resilience Levels\u003c/h2\u003e \u003cp\u003eLastly, the study examined whether the changes in psychological resilience levels observed after the intervention were sustained over time. To evaluate the long-term effects of the program, follow-up test results for teachers, school administrators, and students were analyzed. The results were shown in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFollow-Up Test Results on Psychological Resilience Levels of Teachers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eSource of Variance\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSum of Squares\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eMean Squares\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003ePartial η2\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003eSignificant Difference\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePsychological Resilience\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasurement\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1231.48\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1231.48\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1057.45\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.00*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.97\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e1–2, 1–3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e32.61\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003e*p\u003c/em\u003e \u0026lt; .05. \u003cem\u003edf\u003c/em\u003e: Degrees of freedom, \u003cem\u003eF\u003c/em\u003e: F-value, \u003cem\u003ep\u003c/em\u003e: p-value, Partial \u003cem\u003eη²\u003c/em\u003e: Partial effect size.\u003c/p\u003e \u003cp\u003e1: Pretest, 2: Posttest, 3: Follow-up test.\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eThe results of the one-way ANOVA for repeated measures test on teachers' psychological resilience scale scores show a significant difference between the pretest, posttest, and follow-up test scores [F\u003csub\u003e(1,28)\u003c/sub\u003e = 1057.45, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05]. No significant difference was found between the posttest and follow-up test scores. This finding indicates that the psychological resilience levels of the teachers who participated in the training significantly increased after the intervention and in subsequent measurements, and that the resilience levels after the intervention did not differ from those in later follow-up tests, meaning the effect of the intervention persisted and sustainability was achieved.\u003c/p\u003e\u003cp\u003e\u003cimg src=\"data:image/png;base64,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\" width=\"682\" height=\"219\"\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e, according to the results of the Friedman test for school administrators' psychological resilience, a significant difference was found between the pretest, posttest, and follow-up test scores [\u003cem\u003eꭓ\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e=14.30, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05]. No significant difference was found between the posttest and follow-up test scores [Z=-1.07, \u003cem\u003ep\u003c/em\u003e \u0026gt; .05]. This finding indicates that the psychological resilience levels of school administrators who participated in the training significantly increased after the intervention; furthermore, the resilience levels after the intervention did not differ from the measurements taken in subsequent follow-up studies, meaning the effect of the intervention persisted and sustainability was achieved.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFollow-Up Test Results on Psychological Resilience Levels of Students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eSource of Variance\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSum of Squares\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eMean Squares\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003ePartial η2\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003eSignificant Difference\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePsychological Resilience\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMeasurement\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26150.02\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26150.02\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e33584.12\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.00*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.99\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e1–2, 1–3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e390.88\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e502\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.78\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e \u003cp\u003e*\u003cem\u003ep\u003c/em\u003e \u0026lt; .05. \u003cem\u003edf\u003c/em\u003e: Degrees of freedom, \u003cem\u003eF\u003c/em\u003e: F-value, \u003cem\u003ep\u003c/em\u003e: p-value, Partial \u003cem\u003eη²\u003c/em\u003e: Partial effect size.\u003c/p\u003e \u003cp\u003e1: Pretest, 2: Posttest, 3: Follow-up test.\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e, according to the results of the one-way ANOVA for repeated measures based on students' psychological resilience scale scores, a significant difference was found between the pretest, posttest, and follow-up test scores [F\u003csub\u003e(1,502)\u003c/sub\u003e = 33584.12, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05]. No significant difference was found between the posttest and follow-up test scores. This finding indicates that the psychological resilience levels of the students who participated in the training significantly increased after the intervention and in subsequent measurements; furthermore, the resilience levels after the intervention did not differ from the follow-up test results, demonstrating that the effect of the intervention persisted and that sustainability was achieved.\u003c/p\u003e \u003c/div\u003e "},{"header":"Discussion and Conclusion","content":"\u003cp\u003eWithin the scope of this study, it is anticipated that the psychological resilience of administrators, teachers, and students in schools where the education program is implemented will increase, thereby contributing to the quality of social and cultural life. To this end, an education program was conducted to promote a cultural transformation aimed at increasing resilience to disasters by making disaster preparedness a way of life for the target audience. The results revealed that the school-based disaster education program significantly increased the psychological resilience of teachers, school administrators, and students in high-risk urban areas of Istanbul. The findings showed that the effects were found to persist not only immediately after the intervention but also after a three-month follow-up period.\u003c/p\u003e\u003cp\u003eThe results showed a significant increase in the psychological resilience levels of both the experimental and control groups of teachers. However, the more pronounced improvement in the experimental group indicates that the program had a greater impact on increasing teachers' psychological resilience compared to the control group. The significant increase in teachers' psychological resilience levels reflects improvements in their ability to manage stressful events. This finding is also supported by Yalçın and Saygı (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who emphasize that the increase in teachers' psychological resilience also strengthens teachers’ professional commitment. Furthermore, equipping teachers with these skills is also crucial for them to fulfill their leadership roles in the social functioning of the school following a crisis (Çiriş Yıldız \u0026amp; Yıldırım, 2022).\u003c/p\u003e\u003cp\u003eFindings related to school administrators reveal a significant increase in psychological resilience levels from the pre- to the post-test in both the experimental and control groups (Janzarik et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This increase in psychological resilience may enable school administrators to be more effective in their managerial decision-making processes. Baytiyeh (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and Ma et al. (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasize that managerial capacity and organizational readiness are crucial in strengthening social resilience. In this context, psychological preparedness programs for school administrators appear to contribute to both individual and organizational resilience.\u003c/p\u003e\u003cp\u003eThe observed increase in students' psychological resilience levels may be linked to factors such as social support, a sense of belonging, coping skills, and future expectations. The support students receive from their families and schools may have improved their capacity for emotional regulation. Siyez (2006) emphasized the importance of maintaining consistency within the teacher-family-school triangle to increase psychological resilience. Similarly, Xing et al. (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) demonstrated the effectiveness of interventions focused on psychological resilience are effective for adolescents when shaped around concepts such as hope and flexibility.\u003c/p\u003e\u003cp\u003eOverall, significant improvements in psychological resilience levels were reported for all participant groups in both the experimental and control schools. However, the experimental group showed a more pronounced increase in their pre- and post-test scores than the control group. The larger difference in scores between the pre-test and post-test in the experimental group than in the control group highlights the program's effectiveness. The “moderate to large” effect size further supports the practical importance of the intervention (Janzarik et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Nevertheless, the improvement observed in both groups raises the possibility of a Hawthorne effect, where participants’ awareness of being part of a research study may have influenced their responses or behaviors (Kaligis et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Additionally, natural maturation processes, such as personal development, emotional growth, and increased self-awareness during the study period, could have contributed to resilience gains in both groups (Hughes et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Although the researchers carefully monitored school processes to ensure that the control groups did not receive any formal disaster education during the study period, the unique context of Istanbul as a high-risk earthquake zone presents additional challenges. In these areas, local municipalities and district-level AFAD (Disaster and Emergency Management Authority) offices regularly conduct public training sessions and awareness activities targeting adults. Likely, students, their parents, and school personnel in the control schools were indirectly exposed to these community-based initiatives, which may have influenced their psychological resilience levels. Future studies should consider these uncontrollable external factors and adopt strategies such as longer follow-up periods, mixed-method approaches, or qualitative interviews to better distinguish the specific effects of the intervention.\u003c/p\u003e\u003cp\u003eThe results of this research support the notion that psychological resilience is a skill that can be developed and enhanced through structured interventions. This aligns with Carver’s (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) perspective, which characterizes psychological resilience as both an individual resistance mechanism and a developmental capacity. The program’s focus on topics such as hope, cognitive flexibility, and psychological first aid for teachers and students is consistent with suggestions in the literature on increasing resilience at both the individual and community levels (Evans et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; First, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Furthermore, the study's findings align with the existing literature, which emphasizes the importance of integrating physical and psychological preparedness, as highlighted by Paton (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and Baytiyeh, H. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). While traditional disaster training usually focuses on evacuation drills and physical safety, the program developed in this study offered a holistic approach with cognitive, emotional, and social dimensions.\u003c/p\u003e\u003ch2\u003eImplications and Recommendations\u003c/h2\u003e\u003cp\u003eThe study's findings reveal that the intervention effectively enhanced psychological resilience among students, teachers, and school administrators. Significant differences in pre-test, post-test, and follow-up test scores suggest that the program had a positive and lasting impact on participants' resilience levels. In conclusion, these results highlight the potential of targeted psychological interventions to strengthen resilience in educational settings. The sustained improvement in resilience levels among various stakeholders—students, teachers, and administrators—demonstrates the broad applicability and effectiveness of the intervention. Future research could identify the specific components that contributed to the intervention's success and examine its long-term effects on other aspects of school life, such as academic performance, teacher retention rates, and the overall school environment. These findings imply that disaster education programs should extend beyond physical preparedness to include psychological components that foster community-wide resilience.\u003c/p\u003e\u003cp\u003eThis study is also particularly significant for policymakers in earthquake-prone countries such as Türkiye, as it shows that school-based interventions can serve as both preventive and recovery mechanisms. Based on the results, several recommendations for counselors can be made: Guidance and psychological counseling education programs should be updated to incorporate disaster-focused psychological resilience studies, and school guidance teachers should receive professional training in this area.\u003c/p\u003e\u003cp\u003eDespite the promising results, this study has limitations. Firstly, the sample was confined to a selection of schools in Istanbul, meaning the findings may not be applicable to rural or low-risk areas. Secondly, follow-up measurements were limited to three months, and the long-term effects were not evaluated. Future studies could employ mixed-method designs that incorporate qualitative insights and conduct long-term follow-ups (e.g., after six or twelve months). They could also explore teacher-student-family dynamics in resilience development. Disaster preparedness can be enhanced through physical measures and the psychological preparedness of individuals and communities. Schools, where students, teachers, and school administrators come together, are crucial venues for implementing such measures. According to scientific predictions, Istanbul, Türkiye's largest metropolis, is a region with a high likelihood of experiencing a major earthquake in the near future. Therefore, continuous professional development programs for teachers working in high-risk disaster areas should include psychological first aid and resilience training. School-based interventions should be structured using a social ecosystem approach that includes family participation.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants gave written informed consent in accordance with the Declaration of Helsinki. This research was approved by the Aksaray University Ethical Committee with approval number ECA849F9-57F7-49FF-BDD5-FD9F1D516B77\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe financial support was provided by Scientific and Technological Research Council of Türkiye- supported project with the code 121K651.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eFDC wrote the main manuscript text.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAgarwal, V., Goel, A., Sharma, S., Aggarwal, S., Misra, D. P., Agarwal, V., Gupta, L., \u0026amp; Davalbhakta, S. (2020). COVID-19 and psychological disaster preparedness - An unmet need. \u003cem\u003eDisaster Medicine and Public Health Preparedness, 14\u003c/em\u003e(3), 387\u0026ndash;390.https://doi.org/10.1017/dmp.2020.219\u003c/li\u003e\n\u003cli\u003eAlan, H., Sen, H. T., Bacaksiz, F. E., \u0026amp; Eskici, G. T. (2022). Nurses\u0026rsquo; disaster core competencies and resilience during the COVID-19 pandemic: A cross-sectional study from Turkey. \u003cem\u003eJournal of Nursing Management, 30\u003c/em\u003e(3), 622\u0026ndash;632.https://doi.org/10.1111/jonm.1355\u003c/li\u003e\n\u003cli\u003eArslan, G. (2015). \u0026Ccedil;ocuk ve gen\u0026ccedil; psikolojik sağlamlık \u0026ouml;l\u0026ccedil;eğinin (\u0026Ccedil;GPS\u0026Ouml;-12) psikometrik \u0026ouml;zellikleri: Ge\u0026ccedil;erlilik ve g\u0026uuml;venirlik \u0026ccedil;alışması. \u003cem\u003eEge Eğitim Dergisi, 16\u003c/em\u003e(1), 1\u0026ndash;12.https://doi.org/10.12984/eed.23397\u003c/li\u003e\n\u003cli\u003eAuthors. (2019). \u003c/li\u003e\n\u003cli\u003eAuthors. (2025).\u003c/li\u003e\n\u003cli\u003eBaytiyeh, H. (2018). Can Disaster Risk Education Reduce the Impacts of Recurring Disasters on Developing Societies? \u003cem\u003eEducation and Urban Society\u003c/em\u003e, \u003cem\u003e50\u003c/em\u003e(3), 230-245. https://doi.org/10.1177/0013124517713111 (Original work published 2018)\u003c/li\u003e\n\u003cli\u003eBaytiyeh, H. (2019). Why School Resilience Should Be Critical for the Post-Earthquake Recovery of Communities in Divided Societies. \u003cem\u003eEducation and Urban Society\u003c/em\u003e, \u003cem\u003e51\u003c/em\u003e(5), 693-711. https://doi.org/10.1177/0013124517747035 \u003c/li\u003e\n\u003cli\u003eBeaglehole, B., Mulder, R. T., Frampton, C. M., Boden, J. M., Newton-Howes, G., \u0026amp; Bell, C. J. (2018). Psychological distress and psychiatric disorder after natural disasters: Systematic review and meta-analysis. \u003cem\u003eThe British Journal of Psychiatry, 213\u003c/em\u003e(6), 716\u0026ndash;722.https://doi.org/10.1192/bjp.2018.210\u003c/li\u003e\n\u003cli\u003eCarver, C. S. (1998). Resilience and thriving: Issues, models, and linkages. \u003cem\u003eJournal of Social Issues, 54\u003c/em\u003e(2), 245\u0026ndash;266.https://doi.org/10.1111/0022-4537.641998064\u003c/li\u003e\n\u003cli\u003eCohen, J. (2013). \u003cem\u003eStatistical power analysis for the behavioral sciences\u003c/em\u003e (2nd ed.). Routledge.\u003c/li\u003e\n\u003cli\u003eCruwys, T., Stanley, S. K., Calear, A. L., Walker, I., Greenwood, L.-M., Macleod, E., Heffernan, T., Kurz, T., \u0026amp; Evans, O. (2023). Social group connections support mental health following wildfire. \u003cem\u003eSocial Psychiatry and Psychiatric Epidemiology, 59\u003c/em\u003e(6), 957\u0026ndash;967.https://doi.org/10.1007/s00127-023-02519-8\u003c/li\u003e\n\u003cli\u003e\u0026Ccedil;ağlar, A. (2025). The mediating role of difficulties in emotion regulation and earthquake stress coping in the relationship between posttraumatic cognitive attribution and posttraumatic stress disorder in T\u0026uuml;rkiye 2023 Earthquake survivors. \u003cem\u003ePsychiatric Quarterly, 96\u003c/em\u003e(1).https://doi.org/10.1007/s11126-025-10118-w\u003c/li\u003e\n\u003cli\u003e\u0026Ccedil;iriş Yildiz, C., \u0026amp; Yildirim, D. (2022). The effects of disaster nursing education program on beliefs in general disaster preparedness, disaster response self-efficacy, and psychological resilience in nursing students: A single-blind, randomized controlled study. \u003cem\u003eNursing Education Perspectives, 43\u003c/em\u003e(5), 287\u0026ndash;291.https://doi.org/10.1097/01.nep.0000000000001011\u003c/li\u003e\n\u003cli\u003eDoğan, T. (2015). Kısa psikolojik sağlamlık \u0026ouml;l\u0026ccedil;eği\u0026rsquo;nin T\u0026uuml;rk\u0026ccedil;e uyarlaması: Ge\u0026ccedil;erlik ve g\u0026uuml;venirlik \u0026ccedil;alışması. \u003cem\u003eThe Journal of Happiness \u0026amp; Well-Being, 3\u003c/em\u003e(1), 93\u0026ndash;102.\u003c/li\u003e\n\u003cli\u003eEdiz, \u0026Ccedil;., \u0026amp; Yanik, D. (2023). Disaster preparedness perception, psychological resiliences and empathy levels of nurses after 2023 Great T\u0026uuml;rkiye earthquake: Are nurses prepared for disasters: A risk management study. \u003cem\u003ePublic Health Nursing, 41\u003c/em\u003e(1), 164\u0026ndash;174.https://doi.org/10.1111/phn.13267\u003c/li\u003e\n\u003cli\u003eErsoy, Ş., \u0026amp; Ko\u0026ccedil;ak, A. (2015). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. \u003cem\u003eGeomatics, Natural Hazards and Risk, 7\u003c/em\u003e(4), 1307\u0026ndash;1336.https://doi.org/10.1080/19475705.2015.1060637\u003c/li\u003e\n\u003cli\u003eEvans, W. R., Meyer, E. C., Moore, B. A., \u0026amp; Peterson, A. L. (2023). Psychological flexibility training to enhance resilience in military personnel. \u003cem\u003eJournal of Military Social Work and Behavioral Health Services, 12\u003c/em\u003e(3), 1\u0026ndash;13.https://doi.org/10.1080/21635781.2023.2246900\u003c/li\u003e\n\u003cli\u003eEvery, D., McLennan, J., Reynolds, A., \u0026amp; Trigg, J. (2019). Australian householders\u0026apos; psychological preparedness for potential natural hazard threats: An exploration of contributing factors. \u003cem\u003eInternational Journal of Disaster Risk Reduction, 38\u003c/em\u003e, 101203.https://doi.org/10.1016/j.ijdrr.2019.101203\u003c/li\u003e\n\u003cli\u003eFazeli, S., Haghani, M., Mojtahedi, M., \u0026amp; Rashidi, T. H. (2024). The role of individual preparedness and behavioural training in natural hazards: A scoping review. \u003cem\u003eInternational Journal of Disaster Risk Reduction, 105,\u003c/em\u003e 104379.https://doi.org/10.1016/j.ijdrr.2024.104379\u003c/li\u003e\n\u003cli\u003eField, A. (2018). \u003cem\u003eDiscovering statistics using IBM SPSS statistics\u003c/em\u003e (5th ed.). Sage.\u003c/li\u003e\n\u003cli\u003eFirst, J. M. (2024). Post-traumatic stress and depression following disaster: Examining the mediating role of disaster resilience. \u003cem\u003eFrontiers in Public Health, 12.\u003c/em\u003ehttps://doi.org/10.3389/fpubh.2024.1272909\u003c/li\u003e\n\u003cli\u003eFraenkel, R. J., Norman, E. W., \u0026amp; Helen, H. H. (2012). \u003cem\u003eHow to design and evaluate research in education\u003c/em\u003e (8th ed.). The McGraw-Hill Companies, Inc.\u003c/li\u003e\n\u003cli\u003eGraveline, M.-H., \u0026amp; Germain, D. (2022). Disaster risk resilience: Conceptual evolution, key issues, and opportunities. \u003cem\u003eInternational Journal of Disaster Risk Science, 13\u003c/em\u003e(3), 330\u0026ndash;341.https://doi.org/10.1007/s13753-022-00419-0\u003c/li\u003e\n\u003cli\u003eHall, C. E., Wehling, H., Stansfield, J., South, J., Brooks, S. K., Greenberg, N., Aml\u0026ocirc;t, R., \u0026amp; Weston, D. (2023). Examining the role of community resilience and social capital on mental health in public health emergency and disaster response: A scoping review\u003cem\u003e. BMC Public Health, 23\u003c/em\u003e(1).https://doi.org/10.1186/s12889-023-17242-x\u003c/li\u003e\n\u003cli\u003eHuck, S. W., \u0026amp; McLean, R. A. (1975). Using a repeated measures ANOVA to analyze the data from a pretest-posttest design: A potentially confusing task. \u003cem\u003ePsychological Bulletin, 82\u003c/em\u003e(4), 511.\u003c/li\u003e\n\u003cli\u003eHughes, Z., Ball, L. J., Richardson, C., \u0026amp; Judge, J. (2023). A meta-analytical review of the impact of mindfulness on creativity: Framing current lines of research and defining moderator variables. \u003cem\u003ePsychonomic Bulletin \u0026amp; Review, 30\u003c/em\u003e(6), 2155\u0026ndash;2186.https://doi.org/10.3758/s13423-023-02327-w\u003c/li\u003e\n\u003cli\u003eIBB AKOM. (2020). \u003cem\u003eEngellileri ve yaşlıları depreme hazırlıyoruz\u003c/em\u003e [We prepare disabled and elderly people for earthquakes].https://akom.ibb.istanbul/Haberler/ENGELLILERIveYASLILARIDEPREMEHAZIRLIYORUZ-268\u003c/li\u003e\n\u003cli\u003eJafari, H., Sayfouri, N., Heidari, S., \u0026amp; Heidari, M. (2020). Risk factors for suicidal behaviours after natural disasters: A systematic review. \u003cem\u003eMalaysian Journal of Medical Sciences, 27\u003c/em\u003e(3), 20\u0026ndash;33.https://doi.org/10.21315/mjms2020.27.3.3\u003c/li\u003e\n\u003cli\u003eJanzarik, G., Wollschl\u0026auml;ger, D., Lieb, K., \u0026amp; Wessa, M. (2022). A group intervention to promote resilience in nursing professionals: A randomised controlled trial. \u003cem\u003eInternational Journal of Environmental Research and Public Health, 19\u003c/em\u003e(2), 649.https://doi.org/10.3390/ijerph19020649\u003c/li\u003e\n\u003cli\u003eKaligis, F., Prasetyo, S., Sourander, A., Ismail, R. I., Calvin, N., Gunardi, H., ... \u0026amp; Magdalena, C. C. (2023). Effectiveness of an online mental health strengthening module to build resilience and overcome stress for transitional aged medical students. \u003cem\u003eFrontiers in Digital Health, 5\u003c/em\u003e.https://doi.org/10.3389/fdgth.2023.1207583\u003c/li\u003e\n\u003cli\u003eLiebenberg, L., Ungar, M., \u0026amp; LeBlanc, J. C. (2013). The CYRM-12: A brief measure of resilience. \u003cem\u003eCanadian Journal of Public Health, 104\u003c/em\u003e(2), 131\u0026ndash;135. \u003cu\u003ehttps://doi.org/\u003c/u\u003e10.1007/BF03405676\u003c/li\u003e\n\u003cli\u003eMa, Z., Deng, X., Xu, D., \u0026amp; Guo, S. (2021). Community resilience and resident\u0026rsquo;s disaster preparedness: Evidence from China\u0026rsquo;s earthquake-stricken areas. \u003cem\u003eNatural Hazards, 108\u003c/em\u003e(1), 567\u0026ndash;591.https://doi.org/10.1007/s11069-021-04695-9\u003c/li\u003e\n\u003cli\u003eNewnham, E. A., Wright, M., Mergelsberg, E. L. P., Kaththiriarachchi, L., Kayano, R., Chan, E. Y. Y., Osawa, T., Guragain, B., Dzidic, P. L., Kim, Y., Gibbs, L., Leaning, J., \u0026amp; Kato, H. (2020). The Asia Pacific disaster mental health network: Setting a mental health agenda for the region. \u003cem\u003eInternational Journal of Environmental Research and Public Health, 17\u003c/em\u003e(17), 6144.https://doi.org/10.3390/ijerph17176144\u003c/li\u003e\n\u003cli\u003eNi, M., Xia, L., Wang, X., Wei, Y., Han, X., Liu, Y., \u0026amp; Pan, S. (2025). Psychological influences and implications for household disaster preparedness: A systematic review. \u003cem\u003eFrontiers in Public Health, 13\u003c/em\u003e, 1457406.https://doi.org/10.3389/fpubh.2025.1457406\u003c/li\u003e\n\u003cli\u003ePallant, J. (2020). \u003cem\u003eSPSS survival manual\u003c/em\u003e (7th ed.). Open University.\u003c/li\u003e\n\u003cli\u003ePartelow, S. (2021). Social capital and community disaster resilience: Post-earthquake tourism recovery on Gili Trawangan, Indonesia. \u003cem\u003eSustainability Science, 16\u003c/em\u003e, 203\u0026ndash;220.https://doi.org/10.1007/s11625-020-00854-2\u003c/li\u003e\n\u003cli\u003ePaton, D. (2019). Disaster risk reduction: Psychological perspectives on preparedness. \u003cem\u003eAustralian Journal of Psychology, 71\u003c/em\u003e(4), 327\u0026ndash;341.https://doi.org/10.1111/ajpy.12237\u003c/li\u003e\n\u003cli\u003eSim, T., Su, G., Han, Z., Lau, J., Guo, C., \u0026amp; Yu, J. (2021). Disaster preparedness, perceived community resilience, and place of rural villages in northwest China. \u003cem\u003eNatural Hazards, 108\u003c/em\u003e(1), 907\u0026ndash;923.https://doi.org/10.1007/s11069-021-04712-x\u003c/li\u003e\n\u003cli\u003eSmith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., \u0026amp; Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. \u003cem\u003eInternational Journal of Behavioral Medicine, 15\u003c/em\u003e(3), 194\u0026ndash;200.https://doi.org/10.1080/10705500802222972\u003c/li\u003e\n\u003cli\u003eSmith, G. S., Anjum, E., Acey, C., Deanes, L., \u0026amp; Francis, C. (2022). Climate change, environmental disasters, and health inequities: The underlying role of structural inequalities. \u003cem\u003eCurrent Environmental Health Reports, 9\u003c/em\u003e(1), 80\u0026ndash;89.https://doi.org/10.1007/s40572-022-00336-w\u003c/li\u003e\n\u003cli\u003eSoqia, J., Forbes, D., Ghareeb, A., Alsamara, K., Al-Homsi, A., Kakaje, A., Jawich, K., \u0026amp; Hadakie, R. (2023). The mental health impact of the 2023 earthquakes on the Syrian population: Cross-sectional study. \u003cem\u003eBJPsych Open, 10\u003c/em\u003e(1).https://doi.org/10.1192/bjo.2023.598\u003c/li\u003e\n\u003cli\u003eTabachnick, B. G., \u0026amp; Fidell, L. S. (2019). \u003cem\u003eUsing multivariate statistics\u003c/em\u003e (7th ed.). Pearson Education.\u003c/li\u003e\n\u003cli\u003eTekin, H. (1996). \u003cem\u003eEğitimde \u0026ouml;l\u0026ccedil;me ve değerlendirme\u003c/em\u003e (9. baskı). Yargı Kitap ve Yayınevi.\u003c/li\u003e\n\u003cli\u003eWang, Z., Liu, L., Yu, S., \u0026amp; Han, Z. (2021). Place attachment and household disaster preparedness: Examining the mediation role of self-efficacy. \u003cem\u003eInternational Journal of Environmental Research and Public Health, 18\u003c/em\u003e(11), 5565.https://doi.org/10.3390/ijerph18115565\u003c/li\u003e\n\u003cli\u003eWang, S.-K., Yang, S.-L., Fang, Y., Lv, L., Cheng, S.-F., Feng, M., Qian, M.-C., Sun, G.-L., Guo, P., \u0026amp; Chen, H.-X. (2023a). Psychological trauma, posttraumatic stress disorder and trauma-related depression: A mini-review. \u003cem\u003eWorld Journal of Psychiatry, 13\u003c/em\u003e(6), 331\u0026ndash;339.https://doi.org/10.5498/wjp.v13.i6.331\u003c/li\u003e\n\u003cli\u003eWang, Z., Li, Y., \u0026amp; Han, Z. (2023b). The interplay between school preparedness and student\u0026rsquo;s individual protective actions: The mediating role of disaster education. \u003cem\u003eSustainability, 15\u003c/em\u003e(20), 14888.https://doi.org/10.3390/su152014888\u003c/li\u003e\n\u003cli\u003eWidowati, E., Sutomo, A. H., Istiono, W., Sugiharto, S., \u0026amp; Koesyanto, H. (2023). Disaster preparedness and safety school as a conceptual framework of comprehensive school safety. \u003cem\u003eSAGE Open, 13\u003c/em\u003e(4).https://doi.org/10.1177/21582440231211209\u003c/li\u003e\n\u003cli\u003eXing, J., Li, X., Xu, X., \u0026amp; Luo, Q. (2023). Psychological resilience interventions for adolescents during the COVID-19 pandemic. \u003cem\u003eBehavioral Sciences, 13\u003c/em\u003e(7), 543.https://doi.org/10.3390/bs13070543\u003c/li\u003e\n\u003cli\u003eYal\u0026ccedil;ın, S., \u0026amp; Saygı, E. (2021). Ortaokullarda g\u0026ouml;rev yapan \u0026ouml;ğretmenlerin psikolojik dayanıklılık, \u0026ouml;rg\u0026uuml;tsel muhalefet ve \u0026ouml;rg\u0026uuml;tsel sessizlik algıları arasındaki ilişkinin incelenmesi. \u003cem\u003eAnadolu \u0026Uuml;niversitesi Eğitim Fak\u0026uuml;ltesi Dergisi (AUJEF), 5\u003c/em\u003e(4), 402\u0026ndash;426.https://doi.org/10.34056/aujef.928300\u003c/li\u003e\n\u003cli\u003eZhang, J., Zhang, M., \u0026amp; Li, G. (2021). Multi-stage composition of urban resilience and the influence of pre-disaster urban functionality on urban resilience. \u003cem\u003eNatural Hazards, 107\u003c/em\u003e(1), 447\u0026ndash;473.https://doi.org/10.1007/s11069-021-04590-3\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"administrators, educational leaders, teachers, students, school improvement","lastPublishedDoi":"10.21203/rs.3.rs-8405717/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8405717/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examines the impact of a school-based disaster education program aimed at enhancing psychological resilience among teachers, administrators, and students in high-risk urban areas of Istanbul, T\u0026uuml;rkiye. Unlike conventional programs focusing solely on physical preparedness, this intervention emphasizes cognitive, emotional, and social components to strengthen psychological readiness. Using a quasi-experimental pretest-posttest-control group design, data were collected from six schools across three high-risk districts. The findings indicate that the intervention significantly improved psychological resilience levels in the experimental group, with these gains sustained over a three-month follow-up period. Improvements were evident across all participant groups, while the control group showed only minor changes. This study contributes to the limited research on integrated, psychologically focused disaster education in urban contexts. The results highlight the importance of including psychological resilience in disaster preparedness policies and offer practical implications for enhancing school and community-based disaster readiness in earthquake-prone areas.\u003c/p\u003e","manuscriptTitle":"The Impact of School-Based Disaster Education on Psychological Resilience in High-Risk Urban Areas of Türkiye: A Quasi-Experimental Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-13 15:34:31","doi":"10.21203/rs.3.rs-8405717/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-12T08:42:02+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-10T10:35:19+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-09T16:33:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"56869420665990115848209291059093497838","date":"2026-01-09T14:29:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"58733835422445123463409891202525118848","date":"2026-01-09T14:25:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"3439331674490029513547464385681891546","date":"2026-01-09T14:15:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"181062343722705045331307804637467981138","date":"2026-01-09T13:57:38+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"99348293162262192290366635243547756010","date":"2026-01-09T13:39:12+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-09T12:58:44+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-01-01T06:04:39+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-28T22:12:12+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-28T22:12:05+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-12-19T14:07:53+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"363de0b3-afb4-4c39-a844-0667dd4a3ff8","owner":[],"postedDate":"January 13th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-03-02T16:11:37+00:00","versionOfRecord":{"articleIdentity":"rs-8405717","link":"https://doi.org/10.1186/s40359-026-04202-4","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2026-02-24 15:59:33","publishedOnDateReadable":"February 24th, 2026"},"versionCreatedAt":"2026-01-13 15:34:31","video":"","vorDoi":"10.1186/s40359-026-04202-4","vorDoiUrl":"https://doi.org/10.1186/s40359-026-04202-4","workflowStages":[]},"version":"v1","identity":"rs-8405717","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8405717","identity":"rs-8405717","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}