The impact of the Canterbury earthquakes on successful school leaving for adolescents

Abstract

Abstract Objective: To examine the impact of the Canterbury earthquakes on the important adolescent transition period of school leaving. Method: Local and national data on school leaving age, attainment of National Certificate of Educational Achievement (NCEA) standards, and school rolls (total registered students for schools) were examined to clarify long‐term trends and delineate these from any impacts of the Canterbury earthquakes. Results: Despite concerns about negative impacts, there was no evidence for increased school disengagement or poorer academic performance by students as a consequence of the earthquakes. Conclusion: Although there may have been negative effects for a minority, the possibility of post‐disaster growth and resilience being the norm for the majority meant that negative effects on school leaving were not observed following the earthquakes. A range of post‐disaster responses may have mitigated adverse effects on the adolescent population. Implications for Public Health: Overall long‐term negative effects are unlikely for the affected adolescent population. The results also indicate that similar populations exposed to disasters in other settings are likely to do well in the presence of a comprehensive post‐disaster response.

Keywords

• earthquakes
• disasters
• education
• adolescent development