<p>Critical thinking disposition refers to the mental inclination to employ skills such as questioning, generating alternatives, and hypothesising, whereas cognitive flexibility denotes the capacity to interpret events and adapt to changing conditions. This study examines earthquake anxiety among secondary school students within the framework of these constructs. Data were collected from 534 students aged 10–14 through demographic forms, questionnaires, and validated scales. Analyses showed that severe earthquake experience and damage/loss experience were associated with higher anxiety, while gender had no effect. Perceived preparedness was associated with lower anxiety, whereas grade level was not significant. Descriptive analyses indicated that students mainly relied on television and social media for earthquake information. Importantly, earthquake anxiety was negatively associated with both cognitive flexibility and critical thinking disposition, with critical thinking disposition emerging as the strongest predictor. These findings highlight the importance of fostering students’ critical thinking dispositions and cognitive flexibility in disaster education to strengthen coping and preparedness.</p>