Citation

Convery I, Carroll B, Balogh R. Disasters 2014; 39(1): 146-165.

Affiliation

Reader, University of Cumbria, United Kingdom.

Copyright

(Copyright © 2014, John Wiley and Sons)

DOI

10.1111/disa.12091

PMID

25231793

Abstract

Hull, a city in the East Riding of Yorkshire, United Kingdom, suffered severe flooding in June 2007, affecting some 8,600 households and most schools. Despite the potential for damage in such disasters, no studies of the effects of floods on teachers and schools in the UK appear to have been published previously. This study analysed the impacts of the floods on teachers in Hull in two stages: first through correspondence with Hull City Council and a mailed questionnaire to 91 head teachers of primary, secondary, and special schools; and second, through in-depth interviews with head teachers from six flooded schools, representing different degrees of flood experience, and a questionnaire completed by eight teachers from the same schools. The findings reveal the importance and the complexity of the role of the school in the wider community in a time of crisis. The study highlights issues concerning preparedness for floods, support for schools, and flood protection for schools.

Language: en