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Flooding Schools & The Climate Crisis: SSWN Open Access 2020

Flooding Schools & The Climate Crisis:  SSWN Open Access 2020

Editor’s Note: In this SSWN Open Access 2020 series, we’re sharing the articles from the just-published open-access International Journal of School Social Work  (published by SSWAA and where I serve as Editor-in-Chief) with all of our SSWN readers and to invite authors and practitioners to interact with this original research here and over at our SSWNetwork platform. The fifth article looks at the issue of school flooding as part of our continuing climate crisis, and what the implications of school flooding caused by climate change are for school clinicians. The authors write::

In addition to planning for the adverse mental health outcomes following a natural disaster, school districts will also likely need to develop plans regarding how to respond when the physical infrastructure of their buildings are compromised. Most notably, coastal communities may soon need to make difficult decisions regarding fortifying existing schools against the risks of flooding or moving them to higher ground. Both options would require significant financial expenses that are not likely to be raised without the support of state and federal governments. As professionals with training in prevention and crisis response, school mental health providers would be well-suited to have a seat at the table for this type of large-scale planning. (Reinbergs & Fefer, 2020, pp. 6-7)

Reinbergs, Erik J. and Fefer, Sarah (2020) “Flooding Schools: School Mental Health Providers and the Climate Crisis.”

Tell us what you think and share how you might use this innovative research where you practice, over at SSWNetwork.


Flooding-Schools

About The Author

Michael Kelly

Michael S. Kelly PhD, LCSW is the Lucian and Carol Welch Matusak Professor and Director of the School Mental Health Advanced Practice certificate and Family and School Partnerships Program at Loyola University Chicago’s School of Social Work. Prior to coming to Loyola in Fall 2006, he was a school social worker, family therapist, and youth minister in the Chicago area for 14 years. He has authored over 80 journal articles, books, and book chapters on school social work, evidence-based practice (EBP), and positive youth development. He is a fellow of the Oxford Symposium for School-Based Family Counseling, co-Chair of the Society for Social Work & Research SSW Special Interest Group, Editor-in-Chief of the International Journal of School Social Work, and Associate Editor of School Mental Health. He has recently brought his work on school mental health and EBP to researchers and practitioners in England, Rhode Island, Wyoming, Canada, Chile, and Japan.

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