The proposal by Interior Minister Alexander Dobrindt to integrate crisis preparedness into the German school curriculum is gaining considerable support from leading civil aid organizations, signaling a potential shift in the nation’s approach to security and resilience. Organizations like the German Red Cross (DRK), Malteser Hilfsdienst, the Federal Agency for Technical Relief (THW) and the German Life Saving Society (DLRG) are backing the initiative, arguing it is a necessary adaptation to an increasingly unpredictable geopolitical landscape.
Gerda Hasselfeldt, President of the DRK, emphasized that short, regular training sessions, potentially incorporated into project days, could be instrumental in saving lives during emergencies. The focus, she stated, should be on age-appropriate sensitization regarding a range of potential threats, extending beyond extreme weather events to include hybrid attacks on infrastructure and, in a worst-case scenario, armed conflict. This wider perspective raises questions about the evolving nature of perceived threats and the government’s responsibility to prepare citizens for a spectrum of crises.
Georg Khevenhüller, President of the Malteser Hilfsdienst, underscored the need for a pragmatic and uninhibited approach, arguing that the earlier young people are equipped with the skills to navigate dangerous situations, the more readily they will embrace preparedness measures. He drew a direct comparison to mandatory first aid courses, suggesting crisis preparedness should become an equally integral component of the school curriculum.
While officials are keen to stress the initiative is not intended to induce panic, the move has spurred debate concerning the subtle messaging being conveyed to younger generations. Sabine Lackner, President of the THW, highlighted the critical link between equipping young people with practical knowledge and bolstering the overall resilience of German society, although critics worry about the potential for instilling anxiety.
The DLRG’s endorsement, focused on water-related hazards like flood scenarios, further illuminates the breadth of potential risk areas being considered. However, the push raises broader questions about the role of the education system in national security and the potential for politically driven curriculum changes to prioritize preparedness over other critical areas of development. The success of this initiative will depend not only on the implementation of training programs, but also on a careful consideration of the psychological impact on students and the potential for over-emphasizing perceived threats.
