This research has overviewed the relationship of Disaster Risk Reduction (DRR) education in terms of its meaning and application from global into the Indonesian context, with Banda Aceh as a place for a case study. It covers five key issues; weak and disintegrated policies, institutional support, sustainability of SSB, teacher's knowledge and capacity and integration process for DRR knowledge at the school level in Indonesia. The research has used Focus Group Discussion, questionnaires, interview, and content analysis. Significant gaps were identified between the disaster policy outlined at the national level and in the implementation in schools. The study reveals that even there is the significant progress of DRR education in government policy and institutional networks, it has not yet been effectively applied in schools. It lacks dissemination of DRR education policy from the national to local level that has hindered the implementation of DRR education in schools. Equally the development of DRR education in terms of the school based disaster preparedness (SSB) programme, despite showing some positive progress, has shown a lack of effectiveness because of institutional network constraints and the absence of disaster knowledge development and methodological transformation in the school system. Additionally, this research shows that teachers as key factors for delivering DRR knowledge do not have sufficient knowledge of DRR, and furthermore, lack the creativity and enthusiasm, which has led to progress in schools being slow. This research introduced a model for a DRR-Science integrated curriculum in classroom teaching and evaluated the students' knowledge of risk. The teaching intervention shows that embedding disaster education into science lessons can be an effective approach to enhancing the disaster knowledge of secondary high school students in Indonesia. It is concluded that a new and consolidated effort is required from all stakeholders to maintain sustainability of DRR education in Indonesia.