Assessment of vulnerability and resilience of school education to climate-induced hazards: a review

Abstract

ABSTRACTThe impacts of natural hazards on education systems are an understudied subject. This paper conducts a systematic review of the literature on multiple hazards and school education to explore hazard-induced disruptions in school education and the determinants of its vulnerability and resilience. The PRISMA framework is adopted to examine how indicators of vulnerability are clustered into various components for school vulnerability assessment. As the involvement of school children is vitally important in disaster risk reduction (DRR) and management at the local, regional, and global levels for resilience development in school education, the study also reviews school children’s participation in initiatives from various international organizations. The review results show that participation by children in DRR is generally weak due to the authoritarian tendency of society and lack of trust in the ability of children. It is observed that damaged infrastructure causes school closures for prolonged periods, leading to discontinuity of education. The review also highlights the lack of policies in implementing the Comprehensive School Safety Framework and the role of social networks in building resilience at schools. Future research should provide clear guidelines on children’s participation in DRR and the linkage between disruptions of school education and critical structural damage due to disasters.

Keywords

• Climate-induced hazard
• community-based disaster risk management (CBDRM)
• disaster risk reduction education (DRRE)
• school education resilience
• vulnerability indicator