Assessment of the Treatment of Natural Hazards in the Spanish School Curriculum (Secondary Education and Baccalaureate)

The cut-off low that struck Valencia (Spain) on 29 October 2024, causing 229 deaths, underscored the pressing need to promote awareness and strengthen education on natural hazards, particularly among school-aged students. In this scenario, revising the school curriculum becomes essential to ensure that future generations are prepared to confront the challenges posed by climate change. This study examines how knowledge related to natural hazards is incorporated into the official curricula of Secondary (ages 12 to 16) and Baccalaureate education (ages 16 to 19), based on the Royal Decrees enacted since 2022. The study aims to determine which contents are included, the Specific Competencies addressed, and the pedagogical approaches employed (descriptive, preventive, or critical), while also evaluating the coherence of these elements across subjects and educational levels. Findings reveal a scarce and often fragmented presence of such contents, with a predominance of descriptive approaches and limited emphasis on prevention or critical reflection. The study concludes that risk education should be transversal, contextually grounded, and transformative. Current curricular gaps and that current gaps and overlaps represent an opportunity to reinforce territorial literacy and enhance students’ resilience.