Managing temporary school closure due to environmental hazard

Abstract

The February 2011 Canterbury earthquake was a dramatic reminder of the need for schools to have emergency management plans in place. A number of other disaster and hazard events have historically caused New Zealand schools to close temporarily, and often within a short time frame. At such times principals must act decisively and communicate clearly with their communities in complex and difficult circumstances, carrying risk for student well-being. Here we present two hazard-specific New Zealand case studies, pandemic (H1N1) and adverse weather (snowstorm) − both precipitating instances of temporary school closure. Lessons taken from the case studies offer an opportunity for management staff to reflect on how to best plan for and manage environmental hazards precipitating temporary school closure in order to mitigate immediate and long-term risk to pupils and the wider school community.

Consequences of school closure on access to education: Lessons from the 2013–2016 Ebola pandemic

“…In Mexico, the source country for the H1N1 pandemic, schools closed for 14 days from 27 April to 10 May (Herrera-Valdez et al 2011 ). Targeted city-level closures occurred for three weeks in Bangkok, Thailand (Chieochansin et al 2009 ), four days in Auckland, New Zealand (Stuart et al 2013 ), and one month in Hong Kong (Wu et al 2010 ). Information on school closures during the 1918–1919 influenza (“Spanish flu”) pandemic that killed at least 50 million people and infected one third of the global population (CDC n.d.-a) is difficult to find.…”

“…School disruptions include both planned and unplanned stoppage of education through the closure of facilities. Common reasons for school disruptions include outbreaks of infectious disease (Cauchemez et al 2014), natural disasters (Andrabi et al 2020;Bangkok ADPC 2008;Esnard et al 2018) and inclement weather (Stuart et al 2013). In a study of unplanned school closures in the United States (US) between 2011 and 2013, 79% of closures were due to inclement weather, 14% to natural disasters and 4% to infrastructure issues.…”

Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic

“…School disruptions include both planned and unplanned stoppage of education through the closing of facilities. Common reasons for school disruptions include infectious disease outbreaks (Cauchemez et al 2014), natural disasters (Andrabi et al 2020;Bangkok ADPC 2008;Esnard et al 2018), and inclement weather (Stuart et al 2013). In a study of unplanned, non-pandemic related school closures in the United States between 2011 and 2013, 79% of closures were due to inclement weather, 14% due to natural disasters, and 4% due to infrastructure issues.…”

“…In Mexico, the source country for the 2009 H1N1 pandemic, schools closed for 14 days from April 27 to May 10 (Herrera-Valdez et al 2011). Targeted, city levels closures during the H1N1 pandemic were seen in Bangkok, Thailand -three weeks (Chieochansin et al 2009), Auckland, New Zealand -four days (Stuart et al 2013), and Hong Kong -one month (Wu et al 2010). Information on school closures for the [1918][1919] In uenza Pandemic that killed at least 50 million people and infected one-third of the global population (CDC nd) is di cult to nd.…”

Trends Shaping Education Spotlights

“…Communication with families must be carefully managed to reduce potential confusion and distress caused by misinformation (Stuart et al, 2013). The community should know which sources they can trust (e.g., the WHO, national institutes responsible for disease control and prevention) and what services are available (e.g.…”