The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes

Winners and losers: School closures in post-earthquake Canterbury and the dissolution of community

“…The data used in this article were gathered as part of a wider study that set out to record the stories of how Christchurch schools coped with the earthquakes (see, for example, Mutch, 2014bMutch, , 2015Mutch, , 2016. Forest Park asked to join the project so that their school closure story could be recorded for posterity.…”

“…Gordon recommends that they debrief, share common experiences, rebuild community systems and communication links, and encourage collective activities, such as memorial events. Again, in the context of the Canterbury earthquakes, schools fulfilled these expectations (Duncan, 2016;Education Review Office, 2013;Mutch, 2014b). Studies reiterate the strong bond that Christchurch schools had and maintained with their communities, despite temporary school closures, relocations, site-sharing and shift-sharing (Callaghan, 2013;Direen, 2016;Duncan, 2016;Education Review Office, 2013;Gawith, 2013;Ham, Gathro, Winter, & Winter, 2012;McDonald, 2014;Mutch, 2014b;O'Connor & Takahashi, 2013;Shirlaw, 2012).…”

“…Through the support of caring adults, school personnel can help children return to normal activities and routines (to the extent possible), and provide an opportunity to transform a frightening event into a learning experience. (p. 10) When the 2010 September earthquake damaged Canterbury's physical landscape, including infrastructure, homes, businesses and community facilities, schools were often overnight shelters, relief centres and information hubs (Direen, 2016;Mutch, 2014bMutch, , 2016. When the February 2011 aftershock hit in the middle of a school day, the damage was as much psychological as it was physical.…”

“…Principals, teachers and other school staff became first responders as they rescued, calmed and cared for students until someone came to collect them. Over the coming months and years, schools continued to provide ongoing support to students, families and the wider communities as recovery and reconstruction got underway (Harris, 2013;Direen, 2016;Duncan, 2016;Education Review Office, 2013;McDonald, 2014;Mutch, 2014b;O'Connor & Takahashi, 2013). Years later schools are still bearing the brunt of on-going psychological distress, family and community dislocation, housing issues, increased family violence and young children unprepared for transition to school, while school staff try to hold their own lives together (Direen, 2016;Duncan, 2016;Mutch, 2015).…”

“…Thus, the decision to announce the closure or merger of over 30 schools in post-earthquake Christchurch appeared ill-timed and without full understanding of the role that schools played, and could continue to play, in community cohesion and resilience (Callaghan, 2013;Direen, 2016;Duncan, 2016;Mutch, 2014b;Shirlaw, 2014).…”