Designing effective risk communication begins with understanding people, problems, and media environments in depth.
Research helps reveal how individuals and communities perceive, experience, and act upon disaster risk — and how the physical, social, and communication systems around them shape these responses.
The Guide for Essential Research (BBC Media Action, 2024) — developed under the Risk Communication for Early Action (RiCA) project — provides a structured framework and detailed resources for conducting both desk research (to consolidate existing knowledge) and primary research (to fill gaps through fieldwork, surveys, or interviews).
These insights form the foundation for effective, relevant, and trusted disaster risk communication.
The following dimensions outline what to research when preparing or reviewing a communication plan. Each area can be expanded to show example research questions.
Tip: Start with available desk research, identify data gaps, and then use targeted qualitative and quantitative studies to deepen understanding. The more your communication reflects people’s lived realities, the more likely it will inspire action.
1.Natural and built environments
Understanding the physical and infrastructural context is essential for anticipating both hazard exposure and communication barriers.
Geography, climate, and built structures determine who and what is most at risk — and which communication channels are feasible. Terrain or infrastructural fragility may also affect the reach of mobile signals, broadcast networks, or emergency alert systems.
- Research questions (expand):
Research questions (expand):
- What geographic area are you focusing on (national, sub-national, a precise location)?
- What are the key hazards in the area that will affect, or be affected by, the built environment?
E.g. flooding that might affect sewage systems, landslides that might block roads, or earthquakes that could lead to building collapse. - Do the natural and built environments pose any major considerations for media and communication systems? E.g. Are remote areas cut off from broadcast or mobile signals? Are undersea cables vulnerable to geohazards?
2.Demographics
At the individual level, risk communication must reflect the demographic diversity and lived realities of at-risk populations.
Demographic data — such as age, gender, education, language, literacy, and occupation — helps tailor messages that are understandable and accessible.
It also highlights inequities in information access and preparedness capacity.
- Research questions (expand):
Research questions (expand):
- What is the breakdown of the population in your chosen location?
- What is the distribution of age, gender, ethnicity, location (urban/rural), schooling, income, faith, and language?
- What are the literacy and disability levels (using Washington Group questions)?
- How does occupation, religion, or marital status affect exposure to hazards?
- What demographic sub-groups are most likely to be missed by existing communication channels?
3. At-risk groups
Certain groups face disproportionate risks because of social exclusion, physical limitations, or economic precarity.
Understanding who is most vulnerable, why, and how that vulnerability manifests helps ensure communication plans are equitable and inclusive.
- Research questions (expand):
Research questions (expand):
- What geographic area are you focusing on (national, sub-national, a precise location)?
- What are the key hazards in the area that will affect, or be affected by, the built environment?
E.g. flooding that might affect sewage systems, landslides that might block roads, or earthquakes that could lead to building collapse. - Do the natural and built environments pose any major considerations for media and communication systems? E.g. Are remote areas cut off from broadcast or mobile signals? Are undersea cables vulnerable to geohazards?
4.Risk knowledge, perceptions, attitudes, and actions
People’s knowledge, emotions, and beliefs about hazards shape how they act before, during, and after disasters.
Exploring what people know, feel, and do about risks reveals the cognitive, social, and motivational barriers that risk communication must address.
- Research questions (expand):
Research questions (expand):
What do people know about disaster risk?
- Do people know about potential disaster risks in their area?
- Do they understand the likelihoods and potential impacts?
- Do they know what actions can reduce risk and where to seek help?
- Are they aware of any early warning systems? Do they understand and trust them?
- Do they understand how different actors (government, community, household) can contribute?
- How is this understanding shaped by local or traditional knowledge?
- How do people feel about disaster risk?
How do people feel about disaster risk?
- How vulnerable to hazards do they feel?
- How much of a risk do they think these hazards pose to lives, livelihoods, and assets?
- Do they feel the impacts are inevitable?
- Do they believe they can act effectively (self-efficacy)?
- What cognitive biases or mental shortcuts shape these perceptions?
What actions do people take?
- What actions do people take to prevent, manage, or prepare for hazards?
- Are these actions sufficient, maladaptive, or missing altogether?
- How do actions vary across individuals, households, and communities?
- Do actions protect the needs of vulnerable groups?
5. Personal interests and motivations
Risk communication resonates when it connects to what people care about in their daily lives.
Understanding personal priorities — work, family, aspirations, fears — can make preparedness messages more engaging and relevant.
- Research questions (expand):
Research questions (expand):
- What issues matter to people? What do they care about most?
- What challenges do they face in everyday life?
- What aspirations do they have?
- Who inspires them or influences their decisions?
- How can communication link disaster preparedness to these personal motivations?
6.Interpersonal networks
Social networks — families, friends, neighbours, and local influencers — are key channels for sharing and validating information.
They can amplify accurate messages or spread misinformation. Understanding these patterns reveals how information truly moves through communities.
- Research questions (expand):
Research questions (expand):
- Who do people share information with?
- Who influences their knowledge, feelings, and actions relating to disaster risks?
- What role can networks play in reducing disaster risk and responding to hazards?
- Who are the socially isolated groups or individuals that can be better supported through disaster risk communication?
7. Community networks
Local governance and participation structures — religious councils, teachers, NGOs, elders, and civil society — drive collective action.
Mapping community networks helps identify trusted messengers and inclusive entry points for dialogue.
- Research questions (expand):
Research questions (expand):
- What community structures are in place?
- Who are the key influencers in the community (leaders, teachers, NGOs)?
- How are decisions made, and who participates?
- How do these structures influence preparedness and response?
- Who is excluded from community decision-making and why?
8. Organizations
Both public and private organizations — schools, health systems, companies, and utilities — shape how people receive, interpret, and act on information.
Knowing their mandates, resources, and coordination capacity helps ensure coherence and avoid duplication.
- Research questions (expand):
Research questions (expand):
- What remit and responsibilities do different organizations have to communicate about hazards and issue early warnings?
- What policies do they have in place to do so?
- What skills and resources do staff have to communicate effectively?
- How successful have they been in the past?
- How joined up are the separate organizations in their communication?
9. Societal beliefs, norms, and structures
Cultural norms, religious beliefs, and gender roles influence how people interpret risk, trust authorities, and take action.
Effective communication must acknowledge these worldviews and identify where beliefs align or conflict with protective behaviours.
- Research questions (expand):
Research questions (expand):
- What religious beliefs do people hold? How do these relate to disaster risk?
- What beliefs do people hold in relation to nature and the land?
- What community-based knowledge or traditions are used to identify or respond to hazards?
- What beliefs do people hold in relation to gender, and how do these affect preparedness or risk perception?
- How do local norms affect inclusion, decision-making, and voice?
10.Governance and conflict
Risk communication depends on transparent, accountable governance — but also must adapt where authority is fragile or contested.
Understanding decision-making structures and potential conflicts helps identify safe communication channels and entry points for collaboration.
- Research questions (expand):
Research questions (expand):
- How is the area governed?
- How is disaster risk governed, managed, and coordinated?
- Who is included or excluded from these processes, and why?
- What early warning systems exist and how do they operate?
- What are the key conflict issues, actors, and dynamics that might affect disaster communication?
- How do governance gaps or instability influence trust in official messages?
11. Media and communication ecosystems
The media environment shapes both the reach and the credibility of disaster information.
A healthy media ecosystem connects people to reliable information, enables dialogue, and counters misinformation.
Understanding who produces, shares, and consumes information — and under what constraints — is key to any communication plan.
- Research questions (expand):
Research questions (expand):
- Who in the area has access to different media platforms (TV, radio, internet, social media, mobile phones)?
- How do access, habits, and preferences vary by demographic group?
- What language do people prefer to receive or share information in?
- What sources are most trusted or distrusted?
- What types of misinformation circulate locally? Who creates or spreads them?
- How resilient are media infrastructures during disasters?
- How is media governed, funded, and regulated?
- What protocols exist for emergency messaging?