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Co-Creating Educational Action to Protect Children After DANA Floods in Spain

Author

Listed:
  • Esther Roca-Campos

    (Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia, Spain)

  • Sara Carbonell-Sevilla

    (Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia, Spain)

  • Josep M. Canal-Barbany

    (Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia, Spain)

  • Mireia Barrachina-Sauri

    (Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia, Spain)

  • Sandra Girbés-Peco

    (Faculty of Education, University of Barcelona, 08034 Barcelona, Spain)

  • Elisenda Giner-Gota

    (Faculty of Education, University of Barcelona, 08034 Barcelona, Spain)

  • Ramón Flecha

    (School of Sociology, University of Barcelona, 08034 Barcelona, Spain)

Abstract

On 29 October 2024, Spain suffered the impact of an Isolated Depression at High Levels (DANA) that caused severe human and material damage. As seen in cases of natural disasters of similar magnitudes, the impact on children requires sustained interventions, with educational communities being key settings for providing protection and accompaniment. Although numerous studies highlight the role of schools in preventing and mitigating the socio-emotional impact of natural disasters on children, the literature on concrete educational actions to address the consequences of flood disasters is limited. This study analyses the co-creation process of six actions developed between researchers and teachers from 18 schools in the most affected areas of Valencia. For this purpose, a communicative research methodology was used. The techniques used to co-create actions were six dialogic focus groups, one dialogical scientific gathering and one WhatsApp community with teachers affected by the DANA. The results provide information on the redevelopment of the following six evidence-based actions and their impacts in the first weeks after the DANA: (1) the mapping of educational communities; (2) the planning of dialogic gatherings; (3) the creation of solidarity networks; (4) the creation of optimal learning environments; (5) the preservation of violence-free networks; and (6) the giving of specific support to vulnerable groups. The study offers guidelines for educational practises in flood-related disaster interventions, focusing on enhancing community resilience.

Suggested Citation

  • Esther Roca-Campos & Sara Carbonell-Sevilla & Josep M. Canal-Barbany & Mireia Barrachina-Sauri & Sandra Girbés-Peco & Elisenda Giner-Gota & Ramón Flecha, 2025. "Co-Creating Educational Action to Protect Children After DANA Floods in Spain," Sustainability, MDPI, vol. 17(4), pages 1-23, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:4:p:1542-:d:1590312
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    References listed on IDEAS

    as
    1. Esther Roca & Patricia Melgar & Regina Gairal-Casadó & Miguel A. Pulido-Rodríguez, 2020. "Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
    2. Lamek Nahayo & Christophe Mupenzi & Alphonse Kayiranga & Fidele Karamage & Felix Ndayisaba & Enan Muhire Nyesheja & Lanhai Li, 2017. "Early alert and community involvement: approach for disaster risk reduction in Rwanda," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 86(2), pages 505-517, March.
    3. Cuong Viet Nguyen & Nguyet Minh Pham, 2018. "The impact of natural disasters on children's education: Comparative evidence from Ethiopia, India, Peru, and Vietnam," Review of Development Economics, Wiley Blackwell, vol. 22(4), pages 1561-1589, November.
    4. Javier Díez-Palomar & Marta Font Palomar & Adriana Aubert & Carme Garcia-Yeste, 2022. "Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children," SAGE Open, , vol. 12(4), pages 21582440221, October.
    5. Abbas Ostadtaghizadeh & Ali Ardalan & Douglas Paton & Hamidreza Khankeh & Hossain Jabbari, 2016. "Community disaster resilience: a qualitative study on Iranian concepts and indicators," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 83(3), pages 1843-1861, September.
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    7. Álvaro-Francisco Morote & María Hernández, 2020. "Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Region," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    8. Yi Chen & Hui Liu & Shuchang Lin & Yueping Wang & Qian Zhang & Liaoling Feng, 2024. "The Impact of Social Capital on Community Resilience: A Comparative Study of Seven Flood-Prone Communities in Nanjing, China," Land, MDPI, vol. 13(8), pages 1-15, July.
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