Abstract
Extreme weather events are becoming increasingly common and have the potential to impact the school day. This study aimed to explore teachers’ and administrators’ perspectives on weather-related school closures. Semi-structured interviews were conducted with ten key informants and analyzed using content analysis. Informants took a strengths-based approach and discussed the benefits of weather-related disruptions for student mental health and planning time. However, informants did mention that if these days continued to rise, it might be a cause for concern. School boards need to begin monitoring the impact of weather events.
| Original language | English |
|---|---|
| Pages (from-to) | 353-361 |
| Number of pages | 9 |
| Journal | Alberta Journal of Educational Research |
| Volume | 70 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
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