TY - JOUR

T1 - Using 360° immersive storytelling to engage communities with flood risk

AU - Parsons, Katie

AU - Lloyd Williams, Alison

AU - Skinner, Christopher

PY - 2025/2/19

Y1 - 2025/2/19

N2 - Communities worldwide face escalating flood risks due to climate change, a fact that emphasises the critical role of flood preparedness in community flood resilience. Globally, flood risk is expected to double by 2050. In the United Kingdom, where this study is set, approximately one property in six is already at risk of flooding, with that figure set to increase significantly in coming decades. Children and young people are often overlooked in work on flood resilience and response. Researchers working with flood‐affected children have learned from their experiences and supported them in telling their stories and sharing insights about how to best manage flood risk in the future. Here, we advance a research approach that co‐created with young people and teachers a suite of educational resources centred on using innovative 360° animation and immersive storytelling approaches. That work has allowed us to bring to life testimonies by children affected by flooding and to advance debates on how empathy can be amplified to widen engagement across a range of audiences and stakeholders. The tools we developed place the user in the centre of the child’s flood‐impacted world, something that has received relatively little attention. The results provide significant new insights on the use of 360° storytelling approaches that can prompt enhanced, empathic responses that motivate users to want to learn more about flooding, help create a sense of solidarity, and inspire action. We argue that such empathy‐driven, action‐oriented responses are crucial when developing future flood preparedness plans and enhancing broader community flood resilience.

AB - Communities worldwide face escalating flood risks due to climate change, a fact that emphasises the critical role of flood preparedness in community flood resilience. Globally, flood risk is expected to double by 2050. In the United Kingdom, where this study is set, approximately one property in six is already at risk of flooding, with that figure set to increase significantly in coming decades. Children and young people are often overlooked in work on flood resilience and response. Researchers working with flood‐affected children have learned from their experiences and supported them in telling their stories and sharing insights about how to best manage flood risk in the future. Here, we advance a research approach that co‐created with young people and teachers a suite of educational resources centred on using innovative 360° animation and immersive storytelling approaches. That work has allowed us to bring to life testimonies by children affected by flooding and to advance debates on how empathy can be amplified to widen engagement across a range of audiences and stakeholders. The tools we developed place the user in the centre of the child’s flood‐impacted world, something that has received relatively little attention. The results provide significant new insights on the use of 360° storytelling approaches that can prompt enhanced, empathic responses that motivate users to want to learn more about flooding, help create a sense of solidarity, and inspire action. We argue that such empathy‐driven, action‐oriented responses are crucial when developing future flood preparedness plans and enhancing broader community flood resilience.

KW - children and young people

KW - climate change

KW - community resilience

KW - flood education

KW - flood risk

KW - storytelling

U2 - 10.1111/1745-5871.12682

DO - 10.1111/1745-5871.12682

M3 - Journal article

VL - 63

SP - 91

EP - 102

JO - Geographical Research

JF - Geographical Research

SN - 1745-5863

IS - 1

ER -