Delayed Disaster Impacts on Academic Performance of Primary School Children

• 2019

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• Lisa Gibbs; Jane Nursey; Janette Cook; Greg Ireton; Nathan Alkemade; Michelle Roberts
PMID: 30675903DOI: https://doi.org/10.1111/cdev.13200

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About

This study considers how social disruption from natural disasters can disrupt children's education. It focused on children affected by bushfire in Australia, commonly referred to as the Black Saturday bushfires (2009). Findings reveal that schools with higher impact had reduced academic progress in reading and numeracy over 2-4 years. This suggests the need for interventions to help children reach their academic potential.

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Tags

Focus Area: Natural Disasters

Audiences: Behavioral Health Professionals; Physicians; Schools & Childcare Providers

Emergency Management Stage: Recovery

Collection: Disaster Research Literature Review

Keywords: Australia; Disasters; Follow-Up Studies; Natural Disasters; Reading; Academic Performance; Schools; Mathematical Concepts; Wildfires

Institutions: University of Melbourne; Victorian Department of Education and Training; Swinburne University of Technology; University of New South Wales

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