Building Resilient Education Systems: A Thematic Synthesis of Post-Disaster Recovery Strategies

Abstract

This study aims to identify key components of effective post-disaster educational recovery by conducting a thematic synthesis of nine recent and methodologically robust qualitative studies. The selected articles focus on educational systems in disaster-affected regions and reflect current developments in the field. Thematic analysis revealed four core domains essential to recovery: (1) structured mental health and psychosocial support, (2) teacher resilience and professional support, (3) community engagement for localized recovery, and (4) flexible curriculum design responsive to disrupted learning. Findings show that while mental health interventions are increasingly recognized, they are often temporary and insufficiently integrated into policy. Teachers, despite their central role in recovery, are frequently excluded from planning processes. Community collaboration emerges as a key driver of culturally relevant and sustainable education, while curriculum adaptability helps meet diverse student needs. The study concludes by proposing a holistic model of educational resilience and recommends that policymakers prioritize inclusive, trauma-sensitive, and system-wide strategies to better prepare schools for future disasters.

Keywords

• Community Engagement
• Curriculum Adaptation
• Educational Policy
• Post-disaster Education
• Teacher Resilience

Kaynakça

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