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Schools underwater: social disparities in flooding risk and disaster aid for U.S. schools.

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Title: Schools underwater: social disparities in flooding risk and disaster aid for U.S. schools.
Authors: Miao, Qing1 (AUTHOR) qxmgla@rit.edu, Rothenberg, Sandra2 (AUTHOR) srothenberg@saunders.rit.edu, Tomaszewski, Brian3 (AUTHOR) bmtski@rit.edu, Schneider, Jennifer4 (AUTHOR) jlwcem@rit.edu
Source: Climatic Change. May2026, Vol. 179 Issue 5, p1-24. 24p.
Abstract: This study examines social disparities in U.S. K–12 school flood exposure and the distribution of federal disaster recovery aid for affected schools. Using national datasets on school locations, flood hazards, and socioeconomic characteristics, we analyze (1) the spatial patterns of schools within 100-year flood zones, and (2) factors associated with the local receipt of FEMA recovery aid for schools. Our findings reveal substantial regional variation, with flood-prone schools concentrated in the Southern and Gulf Coast states. Local geographic conditions are consistently associated with schools’ flood exposure across most states. Schools in communities with higher poverty rates and larger Hispanic populations are more likely to be located in flood zones. Regarding recovery, greater FEMA aid is allocated to schools in localities with greater damage, larger populations, and more schools in floodplains. The relationship between social factors and aid is mixed: communities with lower incomes and larger Hispanic populations receive less school aid, yet aid levels are also positively correlated with poverty rates. This study contributes to understanding school flood exposure and social equity in disaster recovery, offering insights for policymakers, urban planners, and school administrators to develop targeted mitigation strategies and promote more equitable recovery for flood-prone schools. [ABSTRACT FROM AUTHOR]
Database: Energy & Power Source
Description
Abstract:This study examines social disparities in U.S. K–12 school flood exposure and the distribution of federal disaster recovery aid for affected schools. Using national datasets on school locations, flood hazards, and socioeconomic characteristics, we analyze (1) the spatial patterns of schools within 100-year flood zones, and (2) factors associated with the local receipt of FEMA recovery aid for schools. Our findings reveal substantial regional variation, with flood-prone schools concentrated in the Southern and Gulf Coast states. Local geographic conditions are consistently associated with schools’ flood exposure across most states. Schools in communities with higher poverty rates and larger Hispanic populations are more likely to be located in flood zones. Regarding recovery, greater FEMA aid is allocated to schools in localities with greater damage, larger populations, and more schools in floodplains. The relationship between social factors and aid is mixed: communities with lower incomes and larger Hispanic populations receive less school aid, yet aid levels are also positively correlated with poverty rates. This study contributes to understanding school flood exposure and social equity in disaster recovery, offering insights for policymakers, urban planners, and school administrators to develop targeted mitigation strategies and promote more equitable recovery for flood-prone schools. [ABSTRACT FROM AUTHOR]
ISSN:01650009
DOI:10.1007/s10584-026-04193-6