Scott Chandler, a parent from Newfoundland, finds September usually overwhelming as he juggles back-to-school activities for his son Rhys and various extracurricular commitments like hockey, karate, and swimming lessons. This year, the family is adjusting to a new routine following the loss of their home and Rhys’s school, Cabot Academy, in the Conception Bay North wildfires in early August.
Navigating through multiple evacuation centers in Victoria, Carbonear, and Harbour Grace according to local directives, Chandler reflects on the challenge of explaining the loss to his third-grader, who is processing the situation in his own eight-year-old way.
Despite the upheaval, Rhys remains optimistic, finding solace in reuniting with friends from Carbonear Academy and his hockey team companions. Chandler emphasizes the importance of normalcy and routine for children, highlighting the need for stability and togetherness during trying times.
The impact of record-setting wildfires is disrupting school reopenings in some Canadian communities, underscoring the necessity for multi-level support to aid schools in emergency preparedness and response. Alan Campbell, president of the Canadian School Boards Association, stresses the crucial role of schools as community pillars during crises, emphasizing the need for ongoing communication with evacuated families to ensure seamless educational access.
Campbell advocates for updated emergency response plans and effective coordination to facilitate a swift return to schooling for displaced students. As wildfires, air quality concerns, and extreme weather become more prevalent, Canadian education leaders must adapt to new challenges by integrating disaster preparedness into their operational frameworks.
Ali Asgary, a disaster management professor at York University, emphasizes the importance of regular practice and updates to emergency protocols to minimize disruptions to children’s education in crisis situations. Campbell and Asgary call for increased governmental investment to bolster school systems’ disaster readiness and response capabilities.
In Newfoundland, Chandler appreciates the swift action taken by school leaders to relocate Cabot Academy students and teachers to alternative schools, ensuring a smooth transition post-evacuation. While hopeful for continued support for affected students, Chandler stresses the significance of holistic support, including mental health services, to aid in the healing process for both students and staff.
