The Norwegian Education Act states that students have the right to a safe and good school climate. However, security in schools has become an increasingly more relevant factor, also in Norwegian schools. This study aims to investigate the degree to which Norwegian pupils are involved in preparedness activities also related to security incidents.

In this study, we examined how schools work with pupil participation in preparedness planning, and the impact this has on both pupils and the preparedness plan. A qualitative study was conducted with document studies, semi-structured and focus group interviews at two schools in two different municipalities in Norway. The informants in the study consisted of nine pupils aged 13 to 16 years and two principals. The data was analyzed using stepwise deductive-inductive method (SDI).

The study show that students are not included in emergency preparedness work, except as participants in fire drills. It also suggests that including students in emergency preparedness work will have a positive impact on the school's preparedness, as well as a positive influence on the school climate and learning important skills and resilience.

The study presents of a new model for students' understanding of safety. The levels of student involvement in emergency preparedness planning are fourfold, encompassing both passive and active inclusion. The model for students' understanding of safety illustrates how students can be involved in planning emergency preparedness work to develop an understanding of safety that ensures their security and health.

Keywords: Education, pedagogy, life-long learning, risk, crisis.