Families are facing significant challenges as experts warn that the disruptions to education caused by the recent hurricane could have long-lasting effects on children.
Jessica Wakeman: When Elizabeth Steere’s sons were younger, the family enjoyed watching The Wizard of Oz, particularly the iconic tornado scene that sweeps Dorothy away.
Elizabeth, who resides in Asheville, North Carolina, reassured her boys, now 11 and 13, by saying, “That’s not something you guys have to worry about.” However, everything changed on September 26, when Tropical Storm Helene hit the region with devastating force, resulting in numerous fatalities, widespread destruction of towns, damaged infrastructure, downed power lines, and contaminated water supplies.
In the aftermath, many schools in western North Carolina suffered damage, leaving approximately 76,000 students still out of school nearly a month later. Families are grappling with a profound loss of routine and structure.
Ashley Mosley shared her shock: “I never imagined that we’d have this level of disruption due to weather. Asheville is known as a safe haven away from hurricane-prone or wildfire-prone areas. None of us ever saw this coming.”
The closures have primarily resulted from unsafe water conditions and the need for road repairs, with public school officials in Asheville planning to reopen classes on October 28.
Globally, UNICEF reports that climate-related disasters disrupt the education of around 40 million children annually, a number that is rising as extreme weather events become more frequent and severe. Recent weeks saw school closures across California, Nevada, and Oregon due to wildfires, while Hurricane Milton shortly followed, causing additional disruptions in Florida.
The effects of these disasters are not felt equally, particularly among vulnerable populations. A 2022 federal report indicated that these students face exacerbated challenges due to factors like housing instability, food insecurity, and parental job loss, all contributing to significant emotional trauma.
According to a research center at UNC Chapel Hill, nearly 44% of children in Asheville public schools are economically disadvantaged, living below 185% of the federal poverty line.
The impact of closures goes beyond being out of school. Researchers have found that extreme heat during the school year can lead to learning losses, with lower-income students often the hardest hit due to their limited access to air-conditioned environments. Additionally, studies indicate that wildfires can negatively impact academic performance in younger children, alongside increasing rates of asthma due to associated air pollution.
“With climate change, we haven’t had an intentional discussion about its real effects on our schools—from playground temperatures to how it impacts sports practices,” noted Kimberly Dechant, a spokesperson for Asheville schools. She mentioned the district is currently working on grant proposals for after-school tutoring to help children catch up.
Dr. Cassandra R. Davis, an assistant professor at UNC Chapel Hill who researches community resilience post-disaster, emphasizes the long-term ramifications of such disruptions on children. “Students rely on school for a sense of normalcy, and this is completely devastating,” she remarked, noting that elementary school students tend to regress emotionally after such events.
Recent research, particularly related to pandemic-induced learning loss, reveals that students in lower-income and urban areas are most severely affected by interruptions in education.
Emotional repercussions are also significant. Davis recalled observations from educators following Hurricane Matthew in 2016, noting that students were still emotionally distressed months later, becoming anxious when it rained because they associated it with potential storms.
For families like Steere’s, the absence of social interaction has been particularly hard. Her older son felt isolated without a way to connect with peers. Thankfully, his charter school recently reopened, providing him some relief. Meanwhile, Steere’s 11-year-old son, who has autism, has struggled without the structured environment that school provides. “Routine is everything for autistic kids,” she stated.
Her younger son has been attending a temporary learning program organized by the school district while waiting for his school to reopen. Although she appreciates that he can socialize, Steere noted it has been a different and more chaotic environment, especially since his favorite playground was damaged during the flood.
Mosley, a clinical psychologist, took her children to school in Mississippi for a couple of weeks while awaiting reopening back home, balancing work needs with their education. Many families initially assumed that once water services were restored, schools would reopen promptly. “When we heard estimates of weeks to months for water restoration, I knew I couldn’t afford to wait that long without a paycheck,” she explained.
Asheville school officials are preparing for students’ return by arranging for outside drinking water. While most are expected to come back, Dechant noted that they’ve received inquiries from over 15 students who may transfer to other school systems, with some families planning to relocate permanently.
In Dechant’s words, “[The superintendent] has consistently said you must do what’s best for your family.”
For Steere, having her older son back in school has been a relief, and she appreciates that teachers are supporting students in processing the hurricane’s impact. “They encouraged them to write about their hurricane experiences, and he even wrote a poem about the River Arts District,” she shared. “That really helped him, and he was proud to show it to us.”
Steere concluded, “That’s the kind of support schools offer, which I can’t replicate at home.”
