“Empowering the next generation for a resilient future” Monash students leading the way
As we recognise Monash University’s many contributions to disaster risk reduction (DRR), we highlight the crucial roles of Monash students and the Monash Student Association (MSA) in leading these efforts. Two students, Ayu and Sam, share their experiences and motivations for collaborating with young people to reduce risks and impacts of disasters. Their stories exemplify a proactive ‘can do’ attitude to driving change, responding to evolving risks, and building more resilient communities both locally and globally.
Monash Student Association
Ayu and Sam are among over 80,000 Monash students. The MSA runs registered first aid courses and an extensive suite of training programs that equip students with risk management skills and familiarity with Monash’s crisis management and recovery protocols. This training ensures that students are well-prepared for student-led and student-run events, such as arts festivals, sporting tournaments, and campus activities. The skills learned in these contexts are fundamental to many disaster risk management scenarios, and enable students to undertake short-term international placements. Overall, the MSA coordinates up to 70,000 movements of students around the world annually.
Ayu Lestari, Master of International Development Practice (MIDP) Student
Why did you decide to study the MIDP at Monash University?
I chose the MIDP program at Monash University because it aligns perfectly with both my career and personal development goals. The program provides not only a solid theoretical foundation in development but also provides opportunities to learn from the practical experiences of my peers, Monash staff and guest lecturers who are leaders and experts in DRR and humanitarian action, all of which are essential for my growth and complementary to my professional experiences. Throughout my studies in MIDP and through my involvement with the Monash University Disaster Resilience Initiative, I am clearer about my aims to specialise in disaster risk management and project management in international development.
Can you share some of your experience with and contributions to disaster risk reduction?
I have nearly 15 years of experience in the humanitarian sector working with organisations such as UNFPA, UN International Organization for Migration (IOM), UNHCR and UNICEF. My journey has been deeply rooted in disaster risk management, shaped by my exposure to crises, conflicts, and the human suffering that follows.I am committed to alleviating the hardships faced by vulnerable populations, particularly women, children, refugees and those affected by disasters. My work has included providing mental health and psychosocial support (MHPSS) in refugee camps across several countries and promoting sustainable livelihoods by empowering communities to take the lead as agents of change. I have also navigated the political complexities of the Palu Donggala disaster (in Sulawesi, Indonesia) to ensure fair and equitable aid distribution while implementing mechanisms to prevent sexual and gender-based violence (SGBV) and protection from sexual exploitation and abuse (PSEA). Additionally, I have managed cash-based interventions (CBI) for refugees in Indonesia and led COVID-19 relief efforts, benefiting over 14,000 refugees.
Furthermore, I have worked closely with youth, particularly through district and provincial child forums, facilitating youth consultations on critical child protection issues such as bullying, child marriage prevention, and online child sexual exploitation and abuse (OCSEA). I have also supported youth in becoming active participants during emergencies, empowering them as peer supporters and key reporters during emergency relief.
How do you feel your experiences in the workplace, combined with your studies at Monash, have contributed to assisting you in achieving your future career goals?
I aspire to leverage these experiences to pursue a leadership role in UN agencies, where I can drive more efficient and sustainable interventions. Interestingly, even at the start of my career in corporate banking, I served as a Business Continuity Manager, ensuring that business operations could continue during disasters, riots, terrorist threats, or disease outbreaks, while still complying with national regulations. I believe this shows my path to contributing more to disaster risk reduction throughout my professional life.
Sam Marcus, Bachelor of Science Advanced - Global Challenges (Hons) student
How did your involvement in lifesaving and emergency services shape your understanding of disaster risk reduction?
My years of involvement as an operational member of St John Ambulance and Life Saving Victoria (LSV) have been insightful in developing my understanding of emergencies and disasters, and seeing prevention, mitigation, preparedness, response and recovery first hand. I have had a unique opportunity to work on all of these aspects of disaster risk management and learn about the small, but vital, roles individuals can play in a large system. As a beach lifeguard and team leader, I’ve witnessed how preparedness and proactive measures can protect communities, particularly in high-risk coastal areas. Each rescue operation or safety check is a direct contribution to reduce the risk of aquatic-related emergencies. This experience has reinforced the significance of DRR in safeguarding lives and minimising damage, which I carry over into my broader work in emergency management.
Can you share a specific instance from your work with Life Saving Victoria where youth engagement played a key role in managing or preventing a disaster?
My role in membership and leadership development at LSV, and in St John has enabled me to help develop our young members' non-technical skills like leadership, communication, teamwork, and advocacy. This has guided building a powerful and resilient member base who are better prepared to respond to emergencies. Identifying up-and-coming volunteers and equipping them with the support and guidance to empower them for later in life grants us a fantastic group of lifesavers with whom we can assist during a disaster. An example is volunteering at the under 15 years membership and leadership development camps, facilitating programs on career and lifesaving pathways, and guiding students into roles and careers they are interested in, which might well be as a member of the helicopter crew or as a doctor.
In your experience, what role can young people play in disaster preparedness and response?
Young people can play vital roles in disaster preparedness and response. In my roles with LSV and St John teaching in primary and secondary schools, I have taught many students key skills including calling 000 in emergencies, CPR, and water safety. These core skills empower young students to act appropriately in an emergency situation and feel confident with the knowledge of how to react. This exposure to scenarios, lived experience and simulation helps teach students core skills to keep throughout their entire lives. By teaching young people how to recognize hazards, respond appropriately, and even prevent incidents before they occur, these programs foster a sense of responsibility and leadership. Beyond just water safety, the lessons in these programs are transferable to many other areas of DRR. Youth who are educated about disaster preparedness are better equipped to contribute to the resilience of their communities and take on leadership roles in times of crisis.
Your studies at Monash, particularly in the Global Challenges course, equip you with leadership and communication skills. How do you see these skills contributing to your work in DRR?
The Global Challenges course at Monash has been instrumental in developing my leadership and persuasive communication skills, which are critical when working in DRR. The course encourages us to think critically and creatively about the world’s most pressing issues, including climate change and disaster preparedness. By learning how to transform ideas into tangible projects, I’ve been able to apply my scientific understanding of geography and emergency management to real-world scenarios, such as my research partnership with the Monash Climate Change Communication Hub and internship at Monash University Disaster Resilience Initiative. This has enabled me to contribute more effectively to discussions and initiatives focused on community resilience.
Given your experience, how do you think the current education system, both in Australia and globally, can improve to better prepare young people for disaster risks?
I have always been a firm believer in the value of community service and volunteerism in the development of young people and encourage everyone to act in some way. Learning about acts of service, the value of community and seeing different parts of the world are invaluable lessons for young people. It is for this reason that I wish education systems encouraged more involvement in community groups such as scouting, Rotary, political activism, or emergency services. By better understanding our community and the role we can play, we can better help them before, during and after disasters.
What do you believe are the most pressing challenges for the next generation when it comes to climate change and disaster risk reduction?
The most pressing challenge is undoubtedly the increasing frequency and severity of disasters due to climate change. For young people, this means not only facing emergencies but also inheriting the responsibility to mitigate these risks. The next generation will need to focus on building resilient infrastructure, improving early warning systems, and fostering greater international collaboration. Another challenge is ensuring that youth have the resources and platforms to contribute meaningfully to these efforts. As young people, we must continue advocating for our voices to be heard in decision-making processes around disaster risk reduction and climate change adaptation.