Superstorm Sandy and the academic achievement of university students

Doyle, Matthew D.; Lockwood, Brian; Comiskey, John

doi:10.1111/disa.12224

Cited by 12 publications

(13 citation statements)

References 32 publications

(51 reference statements)

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“…Commonly observed effects of such experiences include anxiety, depression, and stress, 10 , 11 , 12 but also low academic motivation. 13 The perceived level of personal disruption of the event was closely tied to worse psychological outcomes. 12 It is not at all clear whether students’ responses to COVID will follow a pattern similar to that observed with natural disasters such as Hurricane Katrina.…”

mentioning

confidence: 99%

Impact of COVID-19 Pandemic on College Student Mental Health and Wellness

Copeland

McGinnis

Bai

et al. 2021

Journal of the American Academy of Child & Adolescent Psych

434

314

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Objective To test the impact of the coronavirus disease 2019 (COVID) pandemic on the emotions, behavior, and wellness behaviors of first-year college students. Method A total of 675 first-year university students completed a full assessment of behavioral and emotional functioning at the beginning of the spring semester 2020. Of these, 576 completed the same assessment at the end of the spring semester, 600 completed at least 1 item from a COVID-related survey after the onset of COVID pandemic, and 485 completed nightly surveys of mood and wellness behaviors on a regular basis before and after the onset of the COVID crisis. Results Externalizing problems (mean = −0.19, 95% CI = −0.06 to 0.33, p = .004) and attention problems (mean = −0.60, 95% CI = −0.40 to 0.80, p < .001) increased after the onset of COVID, but not internalizing symptoms (mean = 0.18, 95% CI = −0.1 to 0.38, p = .06). Students who were enrolled in a campus wellness program were less affected by COVID in terms of internalizing symptoms (β = 0.40, SE = 0.21, p = .055) and attention problems (β = 0.59, SE = 0.21, p = .005) than those who were not in the wellness program. Nightly surveys of both mood (β = −0.10, SE = 0.03, p = .003) and daily wellness behaviors (β = −0.06, SE = 0.03, p = .036), but not stress (β = 0.02, SE = 0.03, p = .58), were negatively affected by the COVID crisis. The overall magnitude of these COVID-related changes were modest but persistent across the rest of the semester and different from patterns observed in a prior year. Conclusion COVID and associated educational/governmental mitigation strategies had a modest but persistent impact on mood and wellness behaviors of first-year university students. Colleges should prepare to address the continued mental health impacts of the pandemic.

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mentioning

confidence: 99%

Impact of COVID-19 Pandemic on College Student Mental Health and Wellness

Copeland

McGinnis

Bai

et al. 2021

Journal of the American Academy of Child & Adolescent Psych

434

314

View full text Add to dashboard Cite

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“…The impacts on the emotional and mental health effects on children may affect their behavior in ways that also influence their ability to succeed in school (La Greca et al , 1996; Norris et al , 2002; Peek, 2008; Pynoos et al , 1993; Stuber et al , 2005). Indeed, a number of research studies also find evidence of negative impacts of disasters on student academic outcomes (Baggerly and Ferretti, 2008; Ceyhan and Ceyhan, 2007; Doyle et al , 2017; Gibbs et al , 2019; Holmes, 2002; Lamb et al , 2013; Pane et al , 2008; Shannon et al , 1994). Yet, there is little research into how disaster effects are viewed by educators, longer lasting impacts on schools and how the recovery process is realized in schools over the longer term.…”

Section: Prior Researchmentioning

confidence: 99%

The storm after the storm: the long-term lingering impacts of hurricanes on schools

Davis

Cannon

Fuller

2021

DPM

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PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

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“…Researchers found that headaches and loss of academic motivation affected students' grade point average, but displacement and loss of power did not have the same effect. 5 The studies describing the effects of hurricane Katrina, which occurred in 2005, provide what are perhaps the most significant data on the long-term impacts of a hurricane on college students. A survey conducted among Louisiana State University students found that displaced students experienced more trauma, exposure, distress, symptoms of post-traumatic stress disorder, and symptoms of depression than those students who were not displaced.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Hurricane Maria on Student Pharmacists and Their Perception of Their Academic Performance

Silva-Suarez

Reyes

Rodríguez-Figueroa

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To assess the self-reported impact of hurricane Maria on the perceived academic performance of student pharmacists at Nova Southeastern University's (NSU) Puerto Rico Regional Campus. Methods. A 37-item electronic instrument, the Hurricane Impact Survey, was created and sent by email to all student pharmacists $21 years old enrolled at NSU-COP Puerto Rico Campus during the fall 2017 semester. The electronic survey was available through Redcap platform for four weeks. Descriptive statistics, bivariate analysis, and logistic regression were used to analyze students' responses. Qualitative analysis was used to identify emerging themes in the open-ended comments. Results. A total of 150 student pharmacists completed the survey for a response rate of 69% (150/215). More than 70% of student pharmacists perceived that their academic performance was affected after the hurricane. About one third of students reported not being able to function mentally at the same level as they had prior to the storm (n553, 35%) and reported having difficulty sleeping (n554, 36%). Female student pharmacists were more likely than male student pharmacists to report not being able to function at the same level mentally as they had before the hurricane (41% vs 17%). In the multivariate analysis, first-and second-year student pharmacists were more likely to perceive a negative impact on their academic performance compared to third-and fourth-year student pharmacists. Lack of preparedness, gratefulness, and campus management were the themes that emerged from the qualitative analysis. Conclusion. Hurricane Maria had a significant impact on the lives of student pharmacists in Puerto Rico. This led to a perception of diminished academic performance, especially among first-and second-year students. The results can be used to guide preparedness and response to natural disasters in academic settings.

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Superstorm Sandy and the academic achievement of university students

Cited by 12 publications

References 32 publications

Impact of COVID-19 Pandemic on College Student Mental Health and Wellness

Impact of COVID-19 Pandemic on College Student Mental Health and Wellness

The storm after the storm: the long-term lingering impacts of hurricanes on schools

The Impact of Hurricane Maria on Student Pharmacists and Their Perception of Their Academic Performance

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