As early as the 1980s, Israeli psychologists conducted experiments focusing on helping kids to make better decisions when faced with the risk of terrorism. Today, the interest for teaching kids and adolescents about risk has spread and deepened. Professionals and scholars are bringing the concepts of risk to schools, from Oregon to the Netherlands. Experiments are focusing on several problems, from terrorism to natural disasters or ordinary life situations. Although these insights are valuable and promising, more risk research is needed to better conceptualise risk teaching as well as investigate and analyse its outcomes. In this respect, noticeable efforts have been made in the last year to develop a conceptual and policy relevant approach to risk education. Yet, many questions remain unsolved: how does risk teaching relate to the field of risk studies? Are its theoretical foundations only to be found in psychology? What is the actual impact on children? How can they be scientifically evaluated from a risk research perspective? How can these results be then translated into education policy? One risk is that, wthout proper analysis, these initiatives may wither or that they may not be underpinned by solid evidence. The relationship between advancements in science and education policy may also be questioned. Univesity of Stavanger has engaged a two-year research programme to support a risk scientific approach to education policy. The paper will present the resuts of the first phase of the project, which is a systematic review of existing initiatives. This review was developed based on desktop research as well as some complementary interviews - via phone and computer technology.