Disaster-induced damage to primary schools and subsequent knowledge gain: Case study of the Cyclone Aila-Affected community in Bangladesh

Abstract

Despite the different studies related to Cyclone Aila-induced loss and damage in Bangladesh, few have addressed the primary education sector. Furthermore, no study has examined the extent of the improvement in the disaster knowledge and understanding of primary school students and teachers after government and non-government organisations have initiated different education and awareness programmes. Therefore, this study examines the extent of structural (building, materials, and furniture) and non-structural (school closures, dropouts) damage to primary schools as well as the changes in the disaster knowledge and understanding of students and teachers before and after Cyclone Aila. Through its empirical study of 30 primary schools in Shyamnagar Upazila (sub-district), Satkhira District, this study reveals that 90% of the schools were severely damaged due to Cyclone Aila. Meanwhile, disaster knowledge, training, participation, and sharing have significantly improved (p < 0.01). both in case of students and teachers. However, about half of the students have not yet gained an understanding about disasters. Students' family income, age, NGO support, and the student–teacher ratio are identified as important determinants of students’ disaster knowledge and understanding, and these determinants must be considered by policy makers. Furthermore, as schools play a dominating role in building disaster understanding, school damage should be repaired immediately, and all schools should be reconstructed in such a way so that those can withstand in future disasters.