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Delayed Disaster Impacts on Academic Performance of Primary School Children
Author(s) -
Gibbs Lisa,
Nursey Jane,
Cook Janette,
Ireton Greg,
Alkemade Nathan,
Roberts Michelle,
Gallagher H. Colin,
Bryant Richard,
Block Karen,
Molyneaux Robyn,
Forbes David
Publication year - 2019
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13200
Subject(s) - numeracy , psychology , natural disaster , academic achievement , intervention (counseling) , primary education , suicide prevention , poison control , injury prevention , developmental psychology , human factors and ergonomics , medical education , mathematics education , environmental health , medicine , pedagogy , geography , literacy , psychiatry , meteorology
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster‐affected primary schools 2–4 years after the disaster ( n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.