School Dissatisfaction in a Post-disaster Environment: The Mediating Role of Posttraumatic Stress Symptoms

Sims, Alexandra J.; Boasso, Alyssa; Burch, Berre; Naser, Shereen C.; Overstreet, Stacy

doi:10.1007/s10566-015-9316-z

Cited by 9 publications

(6 citation statements)

References 47 publications

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“…We asked students whether they, like Brandon, noticed a change in their GPA due to the flood. Prior research, as mentioned above, has shown mixed results with regard to GPA (Gill et al 2006;Ladd et al 2007;Sims et al 2015). Our findings were mixed as well, but students who reported that their focus shifted from school to their families' recovery processes more often experienced a decline in their grades due to the time they were spending supporting their families rather than focusing on school.…”

Section: Education Outcomes: "I Was Struggling Above D's"contrasting

confidence: 41%

“…With the rising acknowledgment of disaster effects on young people and on educational outcomes, and the fact that schooling is a crucial component of larger economic and social outcomes along a life course, more research surrounding school-related outcomes in relation to disasters and college students is needed. The studies that do exist have mixed results or focus primarily on youth and adolescent education before college (see Broberg, Dyregrov, and Lilled 2005;Pérez-Pereira et al 2012;Scott et al 2014;Sims et al 2015;Smilde-van den Doel, Smit, and Wolleswinkel-van den Bosch 2006;Ward et al 2008). Research on college students in disaster tends to focus heavily on preparedness (see Lovekamp and McMahon 2011;Simms, Kusenbach, and Tobin 2013) rather than their experiences during response and recovery.…”

Section: Social Vulnerability To Disaster and College Studentsmentioning

confidence: 99%

“…These studies importantly suggest that the negative effects that disasters have on academic factors may not be from direct impacts, such as damage to personal property, personal injury, or changes such as university closures or delays. Instead, educational impacts may arise from emotional distress symptoms that present themselves in the aftermath of the disaster (Sims et al 2015). Gill et al (2006) found that based on the average Impact of Event Scale (IES) score, students experienced symptoms in the mild range of post-traumatic stress disorder (PTSD) following Hurricane Katrina.…”

Section: Social Vulnerability To Disaster and College Studentsmentioning

confidence: 99%

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Staying above Water: Educational Outcomes of College Students during the 2016 Louisiana Flood

Breen

Meyer

2021

International Journal of Mass Emergencies & Disasters

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College students occupy a socially constructed transitional space between childhood and traditional adulthood that may generate unique risks for them during disasters. Yet, few disaster research studies focus specifically on college students. Using data derived from in-depth, qualitative interviews six to eight months following the 2016 Louisiana Flood, this paper explores college students’ perspectives on how the flood affected their educational experience. The students described attendance issues, course schedule changes, grade fluctuations, and changes in motivation. These impacts were often indirectly related to the flood, and varied based on the amount of damage that they or their families experienced, as well as secondary effects including emotional stress, living arrangements, socioeconomic status, and connection with family during recovery. This research exposes the need for further studies on how disasters within college students’ families may reverberate through the students’ educational experiences and potentially affect their life trajectories.

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Section: Education Outcomes: "I Was Struggling Above D's"contrasting

confidence: 41%

Section: Social Vulnerability To Disaster and College Studentsmentioning

confidence: 99%

Section: Social Vulnerability To Disaster and College Studentsmentioning

confidence: 99%

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Staying above Water: Educational Outcomes of College Students during the 2016 Louisiana Flood

Breen

Meyer

2021

International Journal of Mass Emergencies & Disasters

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“…Some children show resistance to disaster impacts, others show progressive recovery, and others show ongoing or delayed impacts (Kronenberg et al, 2010;La Greca et al, 2013;Saigh, Mroueh, & Bremner, 1997;Scott et al, 2014;Shannon, Lonigan, Finch, & Taylor, 1994). There are also likely to be different contributing factors to poor academic performance including persistent symptoms of PTSD and aggression (Scott et al, 2014), impacting on school satisfaction (Sims, Boasso, Burch, Naser, & Overstreet, 2015) and test anxiety (Weems et al, 2013) School staff are often acutely aware of the initial impacts of an emergency event on students' academic performance (Dyregrov, Dyregrov, Endsjø, & Idsoe, 2015). However, over time, parents and schools may not recognize that delayed impacts arise from the disaster experience, and therefore children may not be offered appropriate support programs (Gibbs et al, 2015;Grelland Røkholt, Schultz, & Langballe, 2016;Smilde-van den Doel et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Delayed Disaster Impacts on Academic Performance of Primary School Children

Gibbs

Nursey

Cook³

et al. 2019

Child Development

110

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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.

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“…Adolescents spend much of their time in school, making it a crucial setting to study as the social relationships established there may protect against some of the negative outcomes associated with trauma. Studies on children exposed to disaster and community violence have shown association with lower school attendance, absenteeism (Mathews, Dempsey, & Overstreet, 2009 ; Siriwardhana et al, 2013 ), and dissatisfaction with school (Sims, Boasso, Burch, Naser, & Overstreet, 2015 ). However, research has shown that a positive school atmosphere is associated with school connectedness, higher academic achievement, and decreased high school dropout rates (Cohen, 2013 ; Haynes, Emmons, & Ben-Avie, 1997 ; Seilström & Bremberg, 2006 ).…”

mentioning

confidence: 99%

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

Strøm

Schultz

Wentzel‐Larsen

et al. 2016

European Journal of Psychotraumatology

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BackgroundThe psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking.ObjectiveThis study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway.MethodData from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support.ResultsThe students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support.ConclusionThe results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.Highlights of the articleSchool functioning among high school students following a terrorist attack.The findings showed a decline in school performance and increased absence after the event.For students who successfully completed high school, high satisfaction with school support was reported and an improvement in grades could be observed over time, indicating possible recovery.The findings underscore the importance of keeping trauma-exposed students in schools and providing support over time.

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School Dissatisfaction in a Post-disaster Environment: The Mediating Role of Posttraumatic Stress Symptoms

Cited by 9 publications

References 47 publications

Staying above Water: Educational Outcomes of College Students during the 2016 Louisiana Flood

Staying above Water: Educational Outcomes of College Students during the 2016 Louisiana Flood

Delayed Disaster Impacts on Academic Performance of Primary School Children

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

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