Educational Continuity Following the 2013 Colorado Floods: A Case Study of Lyons Elementary and Middle/Senior High Schools

Schools are consistently identified as one of the strongest protective institutions for children’s well-being following a major disaster event. Yet, little research is available to offer guidance on how schools should plan for student displacement, what pre-existing social conditions make continuous education possible following a disaster, and how school continuity influences community recovery. In non-disaster times, schools support child development, education, peer-to-peer and child-to-adult relationship buidling, and nutrition, health, and well-being. They act as a community hubs, bringing families together and building networks that strengthen the social fabric of a region. On average, K-12 students in the United States are required by law to spend approximately 180 days each year in the classroom. Therefore, it is imperative that school districts are proactive in mitigating and planning for disasters and their long-term consequences.

This dissertation is a case study that documents the displacement and educational continuity process for Lyons Elementary and Middle/Senior High Schools following the devastating 2013 Colorado Floods. This event forced the evacuation and displacment of nearly 2,000 residents in Lyons, Colorado and rendered the schools unusable for students for 11 weeks and 2 days. It is imperative that we learn from the actions taken by the St. Vrain Valley School district to keep students together and on regular class schedules during disaplcment so that we can continue to strengthen disaster plans for schools in the future. Findings from this research demonstrate the power and importance of leadership at the district and school levels, the value of table top exercises and thoughtful disaster planning, and the importance of school continuity for students, families, and communites throughout the recovery process.