Delayed Disaster Impacts on Academic Performance of Primary School Children.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
07 2019
07 2019
Historique:
pubmed:
25
1
2019
medline:
21
4
2020
entrez:
25
1
2019
Statut:
ppublish
Résumé
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.
Identifiants
pubmed: 30675903
doi: 10.1111/cdev.13200
pmc: PMC6790682
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
1402-1412Informations de copyright
© 2019 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.
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