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Article

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

by
Esther Roca-Campos
1,*,
Sara Carbonell-Sevilla
1,
Josep M. Canal-Barbany
1,
Mireia Barrachina-Sauri
1,
Sandra Girbés-Peco
2,
Elisenda Giner-Gota
2 and
Ramón Flecha
3
1
Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia, Spain
2
Faculty of Education, University of Barcelona, 08034 Barcelona, Spain
3
School of Sociology, University of Barcelona, 08034 Barcelona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(4), 1542; https://doi.org/10.3390/su17041542
Submission received: 7 January 2025 / Revised: 10 February 2025 / Accepted: 11 February 2025 / Published: 13 February 2025
Versions Notes

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.

1. Introduction

On 29 October 2024, Spain suffered the impact of an Isolated Depression at High Levels (DANA) that caused severe human and material damage, affecting many people’s lives. In Spain, floods are the most damaging natural disaster, with high human and economic impacts, significantly affecting the Mediterranean coast, where the province of Valencia is located [1,2]. The warming of the Mediterranean Sea has intensified rainfall in recent decades, and urbanisation processes in flood-prone areas have considerably increased exposure and risk [3]. Children are one of the most vulnerable groups in the context of these disasters. However, in the Spanish context, limitations have been identified in the actions implemented in education, indicating a need for more effort to integrate scientific knowledge with applications in everyday life to build a society resilient to climate change [4,5,6]. As has been demonstrated in the context of natural disasters of similar magnitudes, the impact on children requires sustained supportive interventions, with educational communities being key settings for providing protection and accompaniment as quickly as possible after the first few days of the disaster. This article explores the collaborative development of educational actions grounded in scientific evidence between educators and researchers in response to the floods caused by the DANA in the Valencia region of eastern Spain. The objective is to co-create actions that mitigate the educational and socio-emotional impact of the floods and to mobilise community resilience. These actions could reduce the educational and socio-emotional impacts of floods and enhance community resilience in the affected schools.

1.1. The Consequences of Natural Disasters on Children

The increasing severity of natural disasters is drawing growing attention internationally due to their profound impact on public health [7]. International organisations are increasingly highlighting the current and future effects of these disasters on children, particularly the most vulnerable groups, such as those with disabilities, pre-existing health conditions, or those living in poverty [8,9]. For instance, children with special educational needs face a significantly higher risk of death or injury compared to their peers during natural disasters. Similarly, children exposed to violence prior to a disaster are at greater risk of adverse reactions, as pre-existing trauma diminishes their resilience and coping abilities [10]. Despite their heightened vulnerability, these groups are often excluded from discourse and research on disaster risk reduction [11]. In response, international policies and research emphasise the need for a more inclusive approach to disaster prevention and mitigation, aiming to eliminate discrimination towards and the invisibility of at-risk groups [12,13,14,15]. In this context, schools serve as vital environments that embrace the diversity of individuals from neighbourhoods and communities. They are uniquely positioned to identify and address the specific needs of students and families in the aftermath of a disaster. By fostering an inclusive atmosphere, schools can create a supportive network that recognises the challenges these communities face and facilitates access to essential resources and services. This proactive engagement allows educators and staff to understand their students’ post-disaster circumstances better, enabling them to tailor support actuations that effectively assist their recovery and restoration efforts.
Natural disasters can profoundly disrupt childhood, as the systems safeguarding children’s development are often damaged or interrupted. Factors such as separation from primary caregivers during evacuations, the overwhelming responsibilities faced by families, the destruction of schools and disruption of learning environments, family conflicts, and the loss of daily routines significantly increase the vulnerability of children and adolescents. Displaced children may also lose their sense of community and support networks, leaving them more exposed to new risks, including increased sexual, physical, and psychological violence [16,17,18]. The Relationship Mapping Strategy, which involves identifying and supporting all individuals within a scholarly community, is particularly advocated by the Center on the Developing Child at Harvard University [19]. This strategy can be extremely effective in the context of natural disasters. To this end, institutions need to engage in community needs mapping, explicitly targeting vulnerable groups [20]. Ensuring no one faces these challenges alone is vital to promoting resilience and recovery in disaster-affected populations. Children’s ability to cope with disasters largely depends on the well-being of their families and the strength of community support systems [21]. For instance, the aftermath of Hurricane Katrina revealed a sharp decline in available social support as communities prioritised meeting basic needs, such as securing access to clean water and rebuilding schools and homes [22]. This critical recovery phase highlights the need to establish networks of solidarity and support for families focused on child protection.
Natural disasters also have a significant socio-emotional impact on affected populations, often threatening child well-being. Addressing this impact is a critical component that must be integrated into all phases of disaster response planning [23]. The sheer scale of damage caused by disasters can be overwhelming, exposing individuals to stressors such as loss of essential services and challenges in reconstruction. These stressors increase the risk of mental health disorders, including post-traumatic stress, depression, and anxiety. As stressors intensify, personal coping resources may become depleted, heightening the risk of suicidal thoughts and behaviours due to feelings of helplessness and an inability to manage the situation [24]. To mitigate these effects, individuals must have access to supportive people and organisations that can provide information, guidance, and sustained assistance over time. Maintaining strong support networks and fostering positive relationships can create a sense of hope, self-efficacy, and optimism, which act as protective factors against the development of post-traumatic stress disorder [25]. The destruction of homes and the disruption of school, family, and friendships can cause significant stress and anxiety in children. Common reactions include regression, a decline in academic performance, aggression, and self-blame [26]. However, children’s emotional responses are often unpredictable, vary in intensity, and depend on their age, prior experiences, and coping mechanisms. While some children exhibit immediate reactions, others may display signs of distress later, particularly when confronted with reminders of the traumatic event [27,28]. Encouraging children to discuss trauma within supportive relationships can help them process their emotions and become less reactive to intense or negative feelings [29]. Creating environments that prioritise emotional care and focus on possibilities for recovery is fundamental. Social relationships and mutual support are critical in regulating emotions, maintaining health, and fostering personal well-being [30].

1.2. The Role of Schools in the Prevention and Mitigation of the Impact of Natural Disasters on Children: A Key Factor in Fostering Community Resilience

In the aftermath of Valencia’s DANA, UNICEF highlighted the urgent need to prioritise children in disaster response efforts [2]. Working in collaboration with other organisations, UNICEF stressed the importance of creating safe and educational spaces to protect children, whose vulnerability and frequent invisibility in disaster contexts have been widely documented since the early 21st century. The school environment plays a vital role in supporting children’s well-being following disasters. For example, Mizuki et al. [13] found that evacuations and extended school closures after the Fukushima disaster disrupted education and destabilised family and peer relationships. Frequent relocations compounded these challenges, leading to issues such as discrimination against evacuated families and shifts in school settings that hindered students’ ability to continue their education. Effective support strategies—such as extracurricular study programmes and school-based mental health interventions—have proven indispensable in addressing these issues. These initiatives help compensate for the reduced parental support many children experience and provide accessible resources for their recovery and education. In this context, opening optimal learning spaces and violence-free networks is essential to provide safe environments for children that offer them stability and protection [20,31].
Educational communities can prevent and promote a protective context to avoid more profound and lasting emotional harm by creating safe spaces which foster friendships and care while strengthening solidarity and violence-free networks to ensure collective support and well-being. Direct coping strategies may not always be effective in situations with limited control over unpredictable events, such as floods [32]. To provide an effective educational response, it is crucial to create preventive environments that promote socio-emotional development and enable early detection of potential issues. This approach will help address the risks of consequences in the short, medium, and long term [13]. The United States’ leading public health agency highlights critical recommendations for supporting children in such contexts. A critical component of recovery involves helping children return to their everyday routines, such as resuming school and engaging in enjoyable activities, as these actions can promote a sense of stability and well-being [27]. In this regard, creating optimal learning spaces is crucial for post-disaster recovery. An example is Dialogic Literary Gatherings [33]. Research has shown that this action can effectively support learning during times of crisis and help foster resilient emotional bonds that enable individuals to cope with challenges [34]. By reading age-appropriate adaptations of the best works of universal literature, students can share their personal experiences related to the stories and characters. Additionally, these dialogic gatherings promote prosocial development in children, enhancing empathy and friendship and positively affecting their overall well-being [35].
Schools are pivotal in fostering community resilience [36,37,38], especially in socially vulnerable contexts [39]. Acting as resilient community centres, schools provide resources and social connections that foster students’ emotional well-being and adaptation during and after disasters, offering a familiar and safe environment that promotes recovery and a sense of belonging [40]. Effective leadership, grounded in understanding community resilience and vulnerability, is essential. It includes thoughtful planning that minimises distress for those affected and ensures optimal access to mental health care. Moreover, the active participation of the community is a critical factor in reducing the likelihood of adverse psychological and behavioural responses. It can help avoid critical setbacks and support more effective recovery [16,41]. In this regard, community-based social support networks are vital in post-disaster recovery, as they facilitate coordinated responses and ensure vulnerable groups, such as people with disabilities, are supported [14]. Previous studies on natural disasters have analysed the impact of social capital on community resilience, identifying social cohesion and collective efficacy as the most representative factors [42].
Research over the past decade on childhood and natural disasters has emphasised the importance of empowering children to foster resilience and enhance their ability to cope with disasters [43,44]. Recent studies have explored how children can become active agents in their lives, contributing to post-disaster risk reduction efforts [45,46]. According to several theoretical models, children can learn to anticipate and respond to emergencies, improve their interpersonal skills, and develop specific coping strategies for crises. The current challenge, however, lies in finding effective methods to engage children in these processes and evaluating how their participation can contribute to disaster prevention and management. In this context, involving children in solidarity networks can significantly enhance their well-being, as acts of kindness have demonstrated health benefits. These acts foster a sense of purpose, contributing to mental and physical health while strengthening community bonds, which are crucial for group survival [47,48]. These studies highlight that the key to overcoming disaster lies in the community, which grows more robust through compassion and mutual support. To achieve this, it is necessary to promote school activities that foster relationships based on friendship, kindness and mutual support. Studies in the field of education have highlighted activities such as dialogic gatherings, Zero Violence Brave Club, and extending learning time as activities with a proven social impact in contexts of crisis [20,34,49]
The role of schools in preventing and mitigating natural disasters is critical. Schools provide vital information about natural hazards, prevention strategies, and health measures, positively impacting disaster risk reduction [44,50]. It is now recognised that school professionals are crucial sources of social support for students, as they act as potential intermediaries for the accessing of school-related intervention resources for children, young people and their families [51,52,53]. However, previous studies on the perceptions of families and students regarding disaster responses highlight a lack of collaboration between schools, institutions, and families, emphasising the need to implement actions that strengthen the participation of the educational community in disaster management and response [54]. We should examine which actions help schools and their communities recover quickly or even thrive after natural disasters like flooding.

1.3. Co-Creating Educational Actions to Protect Children After DANA Floods in Spain

Global analyses of recent major crises emphasise the importance of linking scientific knowledge with the lived experiences of individuals and communities. Through its Resilient Communities programme, the Harvard Humanitarian Initiative [55] investigated the intersection of natural disasters and human society in the Philippines and Nepal, emphasising the need for collaboration between researchers, affected populations and policymakers. A limited amount of research has highlighted the critical role of schools in implementing evidence-based initiatives to safeguard child development during emergencies, such as the COVID-19 pandemic. Programmes such as Open Doors Actions exemplify these efforts [20,34].
With this in mind, the current study seeks to answer the question of what role schools can play in the recovery of educational communities after a natural disaster, with special attention paid to child protection. The objective of this research is to create, together with researchers and education professionals, educational actions based on research and the knowledge of education professionals which mitigate the educational and socio-emotional impact of floods and mobilise community resilience.
This study is the first one in Spain focused on co-creating research-based educational actions to protect educational communities after a flood disaster [56]. Through a collaborative process between researchers and teachers from 18 schools in the province of Valencia, one of the areas most affected by the 2024 DANA, the DANA Scientific Educational Interventions (DANA-SEI) have emerged. The DANA-SEI is based on compiling and adapting successful educational strategies to facilitate their implementation and replication in similar environments. This article presents an initial analysis of these initiatives without yet including the results of their application, as their impact will be evaluated in future studies currently in progress.
There is a gap in the literature on specific educational actions that address the needs of children in post-disaster contexts, particularly floods, and that have been successfully applied in various educational settings. For this reason, the actions presented in this work (mapping educational communities, dialogic gatherings, solidarity networks, optimal learning environments, violence-free networks and specific attention to vulnerable groups) must be accessible to the educational communities. The dissemination of these strategies could help mitigate the short-, medium- and long-term impacts of DANAs on children in affected areas, promoting community resilience through schools.

2. Materials and Methods

This study is based on Communicative Methodology, an approach to social research internationally recognised for its ability to contribute to research with social impact. One of its fundamental principles is the incorporation of participating subjects in the design and realisation of the research. In this sense, it has led to contributions at a European level aimed at co-creating scientific knowledge between researchers and research participants [57,58]. For this reason, it is considered the most appropriate methodology for this study. Similarly, this methodological approach was incorporated into similar previous studies linked to the co-creation of actions in school environments to mitigate the impact of confinement due to COVID-19 [20] and the measurement of its subsequent impact [34].
The co-creation process incorporates a dialogic approach, in which researchers contribute existing scientific knowledge about the impact of natural disasters on children and possible preventive actions that should be addressed in school [59]. In successive dialogic discussion groups with participants, an analysis was made of how this scientific knowledge can be transferred and recreated in the chosen context. This co-creation process mainly occurred through six discussion groups during the month following the DANA.
This article details the results of this co-creation process in the form of six actions based on scientific evidence to mitigate the impact of DANA in childhood. These actions, which we refer to as DANA-SEI, are as follows: (1) the mapping of educational communities; (2) dialogic gatherings; (3) the creation of solidarity networks; (4) the creation of an optimal learning environment; (5) the preservation of violence-free networks; and (6) giving specific support to vulnerable groups.

2.1. Participants

The co-creation process used in this study involved 34 teachers and members of the educational community from 18 preschool, primary, and special education schools, 2 educational institutions (NGO and university), and 4 researchers.
Participants were selected using purposive non-probabilistic sampling. Four researchers determined the participant selection criteria with the aim of co-creating research-based actions to mitigate the impact of the DANA natural disaster. Given the purpose of the study, in the co-creation of DANA-SEI, priority was given to information with richness and depth, and based on the quality of the information that the participants could offer depending on their previous scientific knowledge of research-based educational activities, as well as their location in the area of the natural disaster. On the other hand, the emergency-related nature of the research, with damaged communications and emotional impacts on the population, led to a selection of participants with consideration for education professionals with whom contact had already been made in previous research. The delicate nature of the situation in these first weeks after the natural disaster meant that family members and school pupils were excluded.
Eligibility criteria were applied to include study participants who fit the following: (1) for schools, the school’s location should be within the region affected by the DANA floods; (2) participants should exhibit a willingness to collaborate in the co-creation process aimed at protecting children and their educational communities from the effects of DANA through evidence-based interventions; (3) participating teachers must regularly integrate what the international literature identifies as successful educational actions (SEAs) into their teaching practises. SEAs are pedagogical strategies grounded in scientific evidence, consistently demonstrating sustainable educational improvements across diverse contexts [60,61].
Most of the teachers selected to participate in the research are permanent staff at the school, which influences the age of the participants, with a higher representation of those in the 40–49 age group. This is typical of the Spanish education system, where permanent teachers tend to be established professionals. Furthermore, there is a notable female predominance in education in Spain, with 97.6% of teachers in early preschool education and 82.1% in primary education being women [62], which is reflected in the sample composition, where female teachers predominate.
Also of note is that the schools of the teachers involved in the study experienced varying degrees of impact from the DANA floods; 6 participants are located in 1 school located in Zone 0, the epicentre of the most important impact of the DANA, with severe and direct damage (level 4). In addition, 12 participants belong to 7 schools in areas affected by the DANA (level 3), while 3 participants are located in 3 schools that are not directly affected, but which host pupils from the impacted areas (level 2). Similarly, 4 participants belong to 3 schools in non-affected areas, but with families affected by the natural disaster (level 1). Finally, 9 participants belong to 6 schools located in areas neither directly nor indirectly affected. This breakdown and additional details on the participants’ profiles are presented in Table 1 and Table 2.

2.2. Data Collection and Data Analysis

The research team’s prior experience conducting fieldwork in crisis situations, such as during COVID-19 lockdowns [20], contributed to the development of creative solutions for data collection in the post-DANA context. The data collection techniques used included analysis extracted WhatsApp communities’ messages, communicative focus groups (N = 6), and a Dialogic Scientific Gathering (1), which was recorded and subsequently transcribed for analysis.
Due to mobility restrictions and severe damage to road infrastructure caused by the floods, most of the fieldwork was conducted online. Despite these challenges, two researchers managed to reach one of the schools at the catastrophe’s epicentre. Over four days, they supported the teaching staff in crisis management. In addition, communication between school staff and researchers was maintained through WCs.
Table 2 provides an overview of the participants’ profiles with each co-creation technique. Additionally, it categorises the schools based on the level of impact recieved from the DANA floods, using the following criteria (see Table 1, column 7, DANA School Impact): 0) located in an area not affected by the DANA; (1) located in an area not affected by the DANA but with affected families; (2) located in an area not affected by the DANA but hosting affected students; (3) located in an area affected by the DANA; (4) located in Zone 0 (epicentre of most significant impact).

2.2.1. WhatsApp Communities’ (WC) Messages

In all cases, the WhatsApp groups were created post-dana and were made up of people from the educational communities of the participating schools and researchers. These platforms became essential in identifying needs in the aftermath of the floods and collaboratively planning the co-creation process. The WhatsApp groups were initially created to enable agile and efficient communication with those most affected by the disaster. Three different WhatsApp groups were created. These groups evolved as circumstances demanded. The DANA-Solidarity group was established with individuals from unaffected areas willing to collaborate and offer support. The Catarroja-Solidarity group was formed with members from one of the most severely affected schools to coordinate relief efforts and share ideas for immediate support. Joint DANA Community, a third group, brought together representatives from affected and unaffected schools and researchers to identify needs, exchange ideas, and implement effective solutions for the schools and their communities. After obtaining the corresponding consent, the researchers exported and analysed the messages from these three WhatsApp groups to collect relevant data for the co-creation process.

2.2.2. Communicative Focus Groups (CFGs)

The co-creation process involved six CFGs [58]. The CFGs were designed as part of the co-creation technique to foster safe dialogue spaces where participants could openly share their schools’ and educational communities’ most pressing needs. These sessions emphasised collaboratively building shared interpretations to co-create actions based on scientific evidence in the field, responding to the needs of the communities, schools, and individuals through the considerations detected in the scientific literature and previous research on emergencies.
The first CFG was implemented four days after the disaster, and the sixth approximately three weeks later.

2.2.3. Dialogic Scientific Gathering (DSG)

The DSG was designed as a co-creation technique to bridge the needs identified in the field with opportunities which could be offered based on the scientific knowledge of those involved. Through dialogue, the DSG sought to generate effective responses by fostering collaboration between those directly involved and researchers. Specifically, researchers conducted a communicative observation of the DSG, which took place 18 days after the floods and involved 34 participants in a hybrid format. This setup accommodated participants from the most affected areas, ensuring inclusivity. The DSG was integrated into an existing training space that had been established prior to the DANA floods. This space brought together teaching staff, education professionals from various levels, family members and researchers. During the DSG, four documents were read and discussed. These included a scientific article addressing actions to protect children during the COVID-19 pandemic, articles based on research offering strategies for mitigating the emotional and social–relational effects of catastrophes and additional materials highlighting evidence-based actions implemented in complex or disaster-affected contexts. The discussion centred on applying these insights to the current situation, ensuring that responses were informed by research and grounded in participants’ lived experiences.
All the data extracted were analysed, adhering to the principles of the communicative methodology [63]. A structured matrix was developed to guide the analysis, incorporating six a priori categories extracted from the review of the scientific literature with two analytical dimensions specific to this methodology (transformative and exclusionary). The transformative dimension includes elements that foster positive outcomes associated with each category (for example, the emergence of networks of solidarity and friendship in response to the catastrophe). On the other hand, the excluding dimension identifies barriers or challenges related to these categories (for example, the increase in community conflicts or the increase in cases of racism and discrimination after the disaster). Below, we present the analysis matrix, which includes the six categories, two dimensions and the codification applied during the data analysis process (see Table 3). This coding made it possible to identify the process of co-creation of the actions and their initial impacts through the narratives compiled from the various sources of information. Two researchers carried out this coding process. Once identified, four researchers discussed the definitive assignment of the different narratives, by consensus, in each category. Each of the selected narratives was labelled according to the following naming convention: [pseudonym]_[profile]_[DANA School Impact]_[source of information]_[date].

2.3. Ethics

All participants in this research provided informed consent for using the data collected. They were thoroughly briefed on the study’s purpose, the procedures for ensuring anonymity, and the methods for data processing. Participants were also informed of the researcher’s obligation to maintain confidentiality, adhering to international ethical standards and the ethical guidelines of the European Commission [64]. Furthermore, the study received approval from the Ethics Committee of CREA (Community of Researchers on Excellence for All), under approval code [20241207].

3. Results

This section presents the main results of the co-creation process between researchers, teachers and other educational actors, focusing on actions aimed at mitigating the consequences experienced by educational communities in the Valencia region in the weeks following the DANA floods. The co-creation process resulted in the six DANA-SEIs, based on scientific evidence. The following section presents how each was implemented and discusses their emerging impacts in the first weeks after the DANA.

3.1. Mapping Educational Communities

Mapping educational communities involved locating all individuals who form part of the school and its educational community. The centre’s professionals led this task with support from the network of schools participating in the research. In some cases, this process began the day after the DANA; in others, it commenced two to three days later. Difficulties locating individuals in the education community were increased by damage to telephone and internet communication systems in the affected areas. The goal of this action was to ensure all the participants of the educational community were safe and located.
Eight of the eighteen schools participating in the focus group implemented this action. The mapping was conducted in three schools through telephone calls, while in two schools, families responded via a WhatsApp community. As people were located, the information was shared within the community and among other schools, fostering hope and motivating additional schools to begin their mapping efforts. Below, we present a fragment of the WhatsApp message sent by Carmen, Director of a Special Education school, to her educational community four days after the floods.
“Hello. We have some good news: We’ve successfully located our school students, and they are all safe. Now, we’ll focus on monitoring their needs. Our area has been one of the hardest hit, and other schools have already reported victims. As we’ve done before, we’re preparing to address these challenges. We will prioritise caring for one another while fostering solidarity and hope.”
[Carmen_P_DSI3_WC_November 2].
A group of teachers from a school in the epicentre of the floods organised themselves to map all their students under the motto “Let’s Build a Solidarity Network—Together, No One Stands Alone!”. The mapping efforts extended in the weeks following the floods and included identifying communities’ specific needs. These networks reached families who had lost their homes and others seeking a space to share their feelings and concerns. Teachers’ and researchers’ phone calls were essential in identifying material and emotional needs. Furthermore, to provide a face-to-face response, a participating school established a physical meeting point where individuals could connect and receive enhanced emotional support.
The following quote from a teacher illustrates how they shared this mapping strategy with the Education Inspector, involving public administration in promoting its replication through other affected schools.
“The families were incredibly grateful when we confirmed that everyone was safe. They were also very happy when we shared the news that everyone was unharmed. […] We informed the inspector about this initiative, and he then passed it on to other schools, which have also implemented it”.
[Álvaro_T_DSI4_CFG_November 4].

3.2. Optimal Learning Environments

Establishing early socio-educational spaces after a disaster is essential to centring children in the response [8]. This study identified three distinct scenarios: (1) schools with severe infrastructure damage that, at the time of this article’s writing, remain closed; (2) partially damaged schools that reopened within a few days or weeks with organisational adjustments; and (3) unaffected schools that became hosts for displaced students.
Mapping revealed that families urgently needed schools to reopen, as many parents were occupied with cleanup and rebuilding efforts and could not adequately care for their children. The destruction of parks, sports facilities, and other recreational spaces further compounded the isolation faced by children, heightening the urgency of an educational response.
During the usage period of co-creation spaces, participants discussed the importance of quickly restoring educational activities to guarantee the right to education. Education is a protective factor in childhood, often neglected in disaster situations [10]. Participating schools emphasise the importance of not neglecting instrumental learning, but instead addressing it alongside the emotional side.
“The fact of knowing the scientific evidence and the successful actions made us pay attention to all the information that came to us, we have to prioritise the emotional aspect before the curricular aspect… we have to put aside instrumental learning… it made us pay attention and be able to discuss it, we were sure that what they needed was to ensure spaces where they could learn and discuss what they needed.”
[Álvaro_T_DSI4_CFG_November 7].
These dialogues inspired teachers to find creative ways to reconnect with students despite initial challenges. Thus, some participating schools decided to reopen as soon as possible, prioritising in-person attendance where safe and offering virtual connections for students in inaccessible areas. Participants highlighted the positive impact of these virtual interactions, particularly for vulnerable students. For instance, in the following quote, a special education teacher recounted the emotional moment when a blind student connected with peers online, describing it as the first time she had seen the student cry with joy.
“There was a blind girl who seemed unaware of the situation. But when she saw all her classmates during the virtual connection, she was overcome with emotion. Even the teachers, who have known them for 15 or 16 years, were moved to tears. Teachers said they had never seen her cry before, and what triggered it was simply seeing her friends again. It was as if she had thought she no longer had her friends. What we’re realising now is how much these connections mean to them. During chaos, what’s truly helping everyone is being able to reconnect.”
[Andrea_T_DSI0_DSG November 16].
According to the teachers, one key to ensuring optimal learning spaces in the school’s reopening is that the School as a Learning Community project [51] has been in effect in several schools in the region for more than ten years. Among its principles, this project stresses the importance of instrumental learning for all children, without distinction, and of community solidarity to turn difficulties into opportunities. Working in a school already guided by these principles enabled them to prepare for a high-quality return to in-person education quickly.
“Being part of this school [School as Learning Community] has meant that we are here today [opening the school], so that the enthusiasm hasn’t waned during this time … and the hope that we haven’t lost it either. […] But otherwise it would have been very difficult, because when there’s so much negativity, it’s hard to lift your head and say: let’s carry on… I think it is much more complicated than that. I have always had glimpses, parables and actions that have made me jump on the bandwagon of saying come on, this is going to happen, and it is going to happen because we are all here to make it possible”
[Rebeca_T_DSI4_CFG_November 22].
Families faced numerous challenges, including difficulties balancing responsibilities and a lack of socio-educational spaces. The co-creation spaces helped identify this gap and facilitated responses, such as implementing tutored libraries supported by university volunteers. Tutored libraries are an evidence-based intervention to extend learning time [65]. This study did not cover the analysis of the tutored libraries because they were implemented two weeks after the fieldwork. However, this intervention was planned during the co-creation process. In the following WhatsApp message, a director of studies highlighted the pressing need for more quality learning time, underscoring the relevance of such initiatives.
“We will be two schools in one… and we will consider the help of the University of Valencia in extending the learning timetable from 16:30 h to 18:00 h. Families are asking for a socio-educational space or a place where children can do their homework to help them reconcile work and family life.”
[Verónica_H_DSI4_WC_November 19].

3.3. Dialogic Gatherings

Dialogic Gatherings were a successful educational action discussed and recreated during the co-creation process. Specifically, the implementation of Dialogic Literacy Gatherings [33] and Dialogic Scientific Gatherings [66] were identified.
Dialogic Literacy Gatherings (DLGs) are educational spaces where egalitarian dialogues are fostered through the shared reading of classic works of universal literature. Research has demonstrated that DLGs enhance participants’ emotional and social well-being during crises by offering a supportive environment and cultivating a sense of community [34]. DLGs emerged as particularly relevant in fieldwork dialogues, enabling students to express their feelings about their experiences following the floods. These gatherings encouraged personal reflection while facilitating the collective interpretation of themes that transcend time and cultures. Arturo, the Head of Studies at a secondary school, highlighted that the dialogues in DLGs successfully integrated deep emotional exploration with high academic learning.
“What we did was, on the one hand, the teachers were trained in successful educational actions. We didn’t hesitate to start with literary gatherings the day after the DANA, and in these literary meetings, everything came out. Feelings came out, solidarity came out, and at the same time, they [children] were learning at the highest level, which provides the necessary balance.”
[Arturo_H_DSI1_CFG_ November 9].
Dialogic Scientific Gatherings (DSGs), which centre on reading and discussing scientific texts from diverse disciplines, have been shown to enhance students’ scientific literacy, analytical and critical thinking, and social skills [66]. In the process analysed in this article, DSGs focused on dialogues surrounding popular science texts shared within co-creation spaces [67,68]. A fifth-grade primary school teacher shared, during a CFG, that her students could articulate fear and uncertainty about their recent experiences through these scientific gatherings. They also engaged in discussions on evidence-based strategies for emotional management and resilience.
“[In the gatherings], students raised issues such as fear and the importance of valuing life, which led to meaningful conversations about the disaster […]. Through these dialogues, they emphasised that we always have the capacity to learn, that it is never too late and that we have an extraordinary capacity to adapt to adversity.”
[Maria_T_DSI2_CFG_ November 22].
These DSGs were also incorporated into teacher trainings and school pedagogical coordination meetings. Alba, a primary school teacher, reflected on the discussions sparked by a scientific article on preventing child abuse during the COVID-19 lockdown [20]. She emphasised the crucial role of dialogue spaces, such as gatherings, in fostering emotional recovery and promoting mental health after a disaster.
“We talked about the paragraph in the Open Doors article about dialogic encounters […], which I think is very important. Given everyone’s emotional state at the moment, the collective is deeply affected. Through meaningful and deep dialogues, recovery is possible even in such a shocking environment. It is precisely through these deep dialogues that I think we can find the strongest way to overcome situations like this.”
[Alba_T_DSI1_DSG_November 16].

3.4. Solidarity Networks

Creating support networks and community involvement are essential to identify and address the specific needs of children and their families. In this sense, friendship and solidarity networks were activated from the first moments after the disaster. These networks played a crucial role in supporting educational communities by providing the help needed at each stage and addressing emerging challenges. The support offered was diverse, from helping clean up flooded homes and schools to providing emotional support.
These solidarity networks became a vital foundation for sustaining morale and alleviating the fatigue experienced by those in leadership roles during the crisis and recovery, including school principals. During the CFGs and via WCs, several principals shared that the strong support they received helped them avoid despair and empowered them to continue leading child protection efforts under challenging circumstances. In this regard, the following WhatsApp message from a special school principal highlights the importance of these networks. She explains in the WC how the collective support—from school staff, community members, and researchers—enabled her to navigate the physical and emotional toll of leadership in the aftermath of DANA. Notably, she emphasises the invaluable guidance provided by researchers through the co-creation process, which she fondly refers to as her “guiding light.”
“Honestly, there are moments when I feel exhausted, but little by little I’m recovering. I gathered the whole school staff for a minute’s silence for the victims. And I expressed my gratitude for everything they had done and the incredible support network surrounding the school. I’ve also received much gratitude from people for my leadership and care, which has made me feel really supported. And thank you [referring to researchers and research participants] for keeping me grounded and being my guide.”
[Carmen_P_DSI3_WC_November, 13].
The primary aim of these solidarity networks was to provide comprehensive care for community members and to support their recovery processes. Schools have served as central hubs for strengthening these networks, while also playing a crucial role in identifying local resources to address needs beyond the capacity of teachers and researchers. For example, in the following quote, the head of studies at a secondary school that supports students serving judicial measures in socio-educational residences highlights how these networks have facilitated access to specialised psychological support for individuals mourning the loss of loved ones.
“It [the network] enabled us to link individuals with specialised professional support (…). I’m referring to cases we encountered that required professional intervention. For example, we contacted the College of Psychologists of the Valencian Community to arrange support for those who had experienced traumatic events, such as the loss of a family member.”
[Arturo_H_DSI1_CFG_November,15].
Another initiative along these lines included establishing a support point by the school. This point provided a dedicated space within the school—closed to students—where families could receive personal assistance on various matters. These included addressing concerns about the school’s reopening, discussing material needs, or simply offering a meeting point for connection. The support centre played a crucial role in helping families feel more at ease, enabling them to leave the school with greater peace of mind and fewer worries.
These solidarity networks also actively involved the pupils. For example, one participating school became a hub for assembling and distributing food parcels in the most affected neighbourhoods. Pupils took the initiative to include letters of support and drawings in the boxes, offering encouragement and hope. During the CFG, teachers shared their perception that involving students in these acts of solidarity not only supported those in need but also helped the students themselves manage their emotions and cope with the situation.
Ultimately, the schools that hosted students from closed centres due to severe damage became vital spaces of resilience. Participants saw benefits not only for the hosted students but also for those in the host schools. This integration fostered meaningful interactions between students, encouraging empathy and active participation in the recovery process. In the following quote, a head of studies highlights the importance of maintaining these interactions between children after the hosted students have returned to their schools to promote their long-term engagement.
“We decided in the delegates’ assembly that this year’s central theme for school life would focus on working with emotions. Some of the families we have welcomed are beginning to move on, but maintaining contact with them is a way of keeping the pupils involved. […] These actions must remain active and alive because this recovery process will take a long time. It’s important to think beyond the immediate and plan for the long term.”
[Alberto_H_DSI3_CFG_November,15].

3.5. Violence-Free Networks

During the CFGs and the DSG, the researchers presented evidence showing the rise in violence against children in post-disaster contexts. It prompted the creation of dialogue spaces to help communities prepare for and identify such behaviours. Preventive strategies were implemented in schools through several concrete actions, including (1) sharing infographics on the schools’ social networks with clear, science-backed messages condemning violence; (2) reinforcing successful educational actions like the “Zero Violence Brave Club” [49] to prevent violence and (3) organising dialogic gatherings with school staff based on scientific articles on the prevention of violence.
Acknowledging the urgent need for targeted action, an article on preventing violence against children following natural disasters was shared within the co-creation groups [31]. A dedicated dialogic gathering was also held to discuss the article. Analysis of the CFG’s data revealed that this initiative helped school staff recognise the increased violence and intolerance that often follow such events—issues they had not fully considered. In the following quote, a teacher from a school in a disadvantaged neighbourhood reflects on how the discussion raised her awareness of these issues and helped her better prepare the school staff to address them.
“We saw through scientific data that gender violence, child violence, and racism tend to increase after a disaster. And we asked ourselves, how can we prepare for this? I decided to get involved because I felt it was crucial to work with both children and our communities. It’s about preventing it, stopping it from taking hold as much as possible because we know there will be a wave.”
[Aitana_T_DSI1_DSG_November,16].
The co-creation process was crucial in reinforcing successful educational actions oriented toward conflict prevention, many of which participating schools had already implemented before the disaster. The analysis of the CFGs, DSG and WCs revealed in-depth deliberations on how to strengthen the implementation of the “Zero Violence Brave Club” to address and mitigate the potential surge in violence in affected communities. The “Zero Violence Brave Club” is a school-based initiative developed within the Dialogic Model of Violence Prevention framework. This initiative has proven effective in reducing peer bullying by fostering a culture of zero tolerance for violence in schools across diverse socioeconomic and cultural contexts. By cultivating solidarity and a proactive stance against violence, this action strengthens the school community’s ability to maintain a safe and inclusive environment. In the post-DANA context, co-creating this initiative required a collective analysis of its implications in the new scenario. This process also involved identifying how violent behaviours might manifest in this altered landscape and tailoring the intervention to address these emerging challenges effectively.
In the following WhatsApp message from a teacher, she collects a student case from a school that had implemented the “Zero Violence Brave Club”. This student spent a few days at another host school. Upon returning to his original school, the child shared in a class assembly how, upon arriving at the host school, he noticed the presence of violence. The student also explained that the lessons he had learned in the “Brave Club” helped him make better choices about whom to form relationships with. This prior knowledge empowered him to avoid becoming a victim of further violence in the new school environment.
“As far as violence is concerned, the children have seen a lot of it, and they have come back [to school], and they have learned a lot [about the coexistence model]. On the first day they wanted to talk, even the children who were afraid to go to a reception centre (…) and today they came back and said: I knew how to choose, you are right, I saw that on the first day, there were children in the class who did not treat me well, but I decided not to be with those children and to go with others. That’s because we’ve been talking about it since the 3-year-old grade. The families also appreciated it very much. It has influenced the teachers, the families and the children.”
[Claudia_T_DSI4_CFG_November,22; WC_December,3].

3.6. Specific Support to Vulnerable Groups

Providing targeted support and protection to vulnerable groups was a priority, particularly for students and families in higher-risk situations, such as individuals with disabilities, members of the Roma community, and families with lower socio-educational levels. As discussed earlier, reviewing scientific evidence helped participants deepen their understanding of the contextual challenges and develop concrete strategies to ensure that actions reached those in greatest need. For instance, for students with disabilities, special education centres played the most prominent role through school mapping and establishing virtual connections between pupils.
In their efforts to map individuals and communities in highly vulnerable situations, one participating school identified numerous urgent needs and found ways to address them. The school staff uncovered cases of migrant families who had become homeless and individuals in need of critical medications. In the following quote, a teacher from this school describes how they provided care and support to these most vulnerable families.
“From the calls, we identified vulnerable situations with whom we maintained constant contact (telephone, message…) to offer them help from other services or the distribution point set up in the school. We repeated the calls to the community to update the needs and added the most vulnerable cases to those we already had (…). From taking muesli to a schoolgirl who has difficulty eating to heparin for a woman who has just had an operation. We have put many people in contact with each other who have helped unimaginably.”
[Rebeca_T_DSI4_CFG_November,15].
The co-creation process enabled participants to recognise the increased racism as well, as prior studies showed. Many accounts centred on discriminatory behaviours and the spread of fake news targeting racialised individuals or those from lower socio-educational backgrounds. This is exemplified in the testimony of a volunteer from one of the participating schools, who visited a severely disadvantaged neighbourhood predominantly inhabited by Roma and immigrant residents in the days following the floods. After reading the scientific article proposed, she shared with the gathering participants how stigma and racism were obstructing reconstruction efforts in these vulnerable neighbourhoods.
“People were walking by, but a large sign read, “We need help in the neighbourhood”, and yet no one came in. It was heartbreaking—the houses were filled with mud, and no one was around. […] No one came to help. It took 10 days for people to realise how urgently help was needed in this neighbourhood, and more volunteers began to arrive. However, many still directed racist violence toward Maghrebi or Roma residents. But really, the neighbourhood was full of safety, support, and a strong sense of collective effort and purpose in what we were all doing together.”
[Sandra_V_DSI3_DSG_november,16].
During the co-creation process, significant efforts were dedicated to addressing discriminatory behaviour in the most impactful way possible. One key strategy identified in the data analysis was the use of what participants referred to as “protective dialogues” or “upstander discourses” [69]. These dialogues involve individuals courageously and intelligently intervening in instances of violence or hate speech, offering support to potential victims. During fieldwork, examples emerged of how participants used these protective discourses to counteract the racist and hateful narratives present in their communities. For instance, in the following quote, a teacher from a school located at the epicentre of the floods emphasised the importance of sharing the positive contributions of those targeted by hate speech with students. Specifically, she highlighted the robust community networks within the Roma community, which enabled them to respond swiftly and ensure that no one was left unsupported in their community.
“One thing that stands out to me is how the Roma community organises itself and builds support networks. When we contacted a Roma family, it was clear that several were already together, coordinating among themselves. They didn’t need anyone to tell them that the priority was to help each other first. That’s significant. For example, just yesterday, a family member said to me: “The business? We’ll deal with that later. But the Roma association is already cleaning up to help the older women.” They’ve been very clear about their priorities and have worked incredibly well.”
[Claudia_T_DSI4_CFG_November,15L].

4. Discussion and Conclusions

In October 2024, Spain was impacted by DANA, an extreme weather event described as one of the worst natural disasters in its modern history [70]. This study reveals how schools can contribute to the recovery of communities after a natural disaster by focusing on education and child protection, becoming safe environments that promote community resilience [8,13,36,37,38,39]. The results describe six key actions (DANA-SEIs) implemented in 18 schools and their early impacts: mapping educational communities, holding dialogic gatherings, developing solidarity and friendship networks, maintaining optimal learning environments, maintaining zero violence networks, and paying specific attention to vulnerable groups.
DANA-SEIs are scientific, educational interventions that integrate knowledge provided by previous successful educational interventions and scientific knowledge analysed with regard to how schools can mitigate the impact of natural disasters on children. These interventions have been systematised through dialogic co-creation of knowledge between researchers and the affected community [19,20]. All participating teachers had previously implemented SEAs, and some of the schools concerned had been doing so globally through the Schools as Learning Communities project [71]. It allowed them to nimbly adapt their strategies to the new post-disaster context, providing an effective solidarity response in the areas most affected by the DANA.

4.1. Six Scientific Educational Interventions to Making Schools Resilient to Natural Disasters

This study offers citizens six educational actions based on research and the perspective of education professionals on the role that schools can play in mitigating the impact of a natural disaster such as that caused by DANA in Spain. The actions and their initial impacts were already felt a few weeks after the flood are described. Awareness of these actions can help the schools currently affected to promote a better process of community resilience in the short and medium term. On the other hand, in the long term, these actions can be a turning point in the role of schools in preventing and overcoming natural disasters. Currently, Spain and other countries in the European Union do not have educational programmes to train school principals and teachers in actions that will reduce the consequences of new emergency crises that may occur due to natural disasters [4,5,6]. Some of these actions, such as dialogic gatherings, Zero Violence Brave Clubs and Extended Learning Times, have been identified by teachers as having a positive value in schools already working with them. Despite the added difficulties, schools have already applied these actions and have transferred them more quickly and effectively to the post-DANA school context. Increasing awareness of these educational initiatives can empower the schools currently affected by disasters to enhance community resilience in both the short and medium term. Furthermore, in the long run, these actions can redefine educational institutions’ roles in preventing and effectively responding to future natural disasters, thus fostering a culture of preparedness and adaptability.
Below is a summary of each and some of their practical implications for achieving medium- and long-term impacts.
The first action, Mapping Educational Communities, made it possible to identify the community’s situation in the first hours (missing people, communication problems, etc.) and the urgent needs of the most vulnerable families. In the most critical moments, when basic needs were not covered, this action was key to emotionally supporting families and protecting children, whose ability to cope with disasters depends to a large extent on family well-being and community support [21]. Creating a physical meeting point in the school from the earliest days reinforced this support, providing an essential space to strengthen community resilience in natural disasters [36,37,38].
In this sense, creating Optimal Learning Environments has emerged as a critical factor in child protection, often neglected in disasters [8,10]. The sense of solidarity, social support and resilience fostered by the Schools as Learning Communities project [71] acted as a protective factor, transforming difficulties into opportunities and maintaining the motivation of the educational community to reopen schools and provide quality learning. This reopening facilitated children recovering spaces for meeting with friends and daily activities, which was essential to mitigate adverse emotional consequences and declines in learning; both circumstances were identified as significant consequences of natural disasters in the scientific literature [26,27,28,29].
In line with international recommendations, Dialogic Gatherings played a key role in providing supportive contexts that helped both children and adults to talk spontaneously about the situation without being exposed to reminders of the disaster [8,27]. The initial impacts of the dialogue discussions with students and teachers are consistent with the findings of previous studies, which identify improvements in emotional and social well-being by fostering supportive relationships, as well as enhancing the capacity for action both in crisis contexts and in the face of mental health problems [34,35].
Creating Solidarity Networks was at the core of all actions. It was fundamental in fostering care and enhancing collective efficacy and perceived self-efficacy in helping and volunteering, increasing the likelihood that these relationships would endure [72]. It is crucial, given the short-, medium- and long-term impact of natural disasters on emotional and social well-being [13]. These networks succeed in maintaining the community focus on child protection and emotional recovery and, like other studies, were shown to be protective factors for the health and resilience of both recipients and providers [30,47]. In the post-DANA context, some students from various schools led these networks of care and friendship through letters or in their relationships with affected students, becoming active agents, a key aspect in reducing risks to children’s well-being in the aftermath of a disaster [43,45,46].
On the other hand, the reinforcement of actions, such as in the Zero Violence Brave Club was fundamental in creating violence-free networks to prevent violence [49], especially in host schools, where safe environments were quickly created that fostered bonds of friendship essential for the recovery of affected students. In disaster contexts, displaced children lose support networks, increasing their vulnerability to violence and discrimination [16,17,18]. Thus, creating networks such as those created in the Zero Violence Brave Club is crucial to mitigate these risks and provide safety for children. Furthermore, these networks can protect against post-disaster mental health problems, as prior exposure to community violence increases the risk of post-traumatic stress disorder [22]. Furthermore, these spaces for dialogue, based on scientific articles on violence prevention, helped teachers to identify situations of violence and discrimination more easily. Disseminating infographics with evidence-based information on social media was also important in such an emergency, where confusing information can also spread.
The inclusion of Specific support to Vulnerable Groups responds to the need identified by international agencies and studies for an inclusive approach to natural disaster prevention and mitigation, as natural disasters disproportionately affect the most vulnerable children, who face more significant risks and are often excluded from dialogue and research [8,9,11,12,13,14,15]. In this regard, specific attention has been paid in all DANA-SEIs for the inclusion of people with functional diversity, ethnic minorities and those living in poverty, ensuring that no one is left unattended, thus protecting the most vulnerable children. The dialogue spaces generated have identified protective discourse as a key strategy against violence and hate speech in the face of discriminatory actions [69].
To ensure the effectiveness of the proposed actions, it will implement comprehensive medium- and long-term monitoring strategies that incorporate input from students and their families. This process will include monthly communicative focus groups, where participants can share their experiences and insights, fostering an open dialogue that encourages collaboration. It will also work closely with various stakeholders, including educators, community organisations, and educational experts, to evaluate the social impact of DANA_SEIs eight months later. It will involve a comparative analysis of educational performance metrics from the 2023–2024, 2024–2025 and 2025–2026 academic years. By examining trends and identifying improvement areas, it aims to assess the impact of DANA_SEIs and make informed decisions moving forward.

4.2. Learning for Risk Reduction in Disasters and Recovery

Having DANA_SEI Training Plans in place could create safer, more effective and more resilient educational communities both now and in the face of other natural disasters in the future. From the start of the research, teachers from schools located in the worst affected areas (DSI3 and DSI4) emphasised that having participated in previous research in crises, such as the Open Doors Actions during COVID-19, had enabled them to offer a more proactive and rapid response in the current emergency. One clear example they identified was the first three days after the flood. Schools located in severely affected areas quickly initiated a collaborative chain among teachers who had not lost communications to locate and map the primary needs of their entire educational community. Within two or three days, the schools had a clear map of the vital losses in their community. Within a week to ten days, in a second round, they had already detected the primary basic needs of the members of their community, such as loss of home, need for clothing, or need for food. In a few weeks, when social services were severely affected, the solidarity networks of the schools could detect and attend to the needs of the most vulnerable children.
On the other hand, the teachers participating in the research, located in areas less affected (DSI1 and DSI2), acted as a mechanism of help and solidarity between schools. These networks prevented a feeling of desolation and abandonment from predominating in the participating schools in the face of the harsh circumstances they were experiencing. The less affected teachers worked intensively to support the schools with the most significant consequences, helping to map people and needs, distribute aid and reorganise education within existing limitations. This collaborative relationship continues today, for example, through support in extending learning times in one of the schools located in Zone 0 of the disaster, or through the provision of materials for awareness-raising and the training of teachers to accompany seriously affected children and families.
This research also involves a reflection on education policies. Given that international organisations concerned with children [8,9] are warning of an increase in the number of natural disasters that children will experience both now and in the future, Spain, as well as other countries in the European framework, should introduce educational programmes that promote community resilience in the face of any crises that may occur. These programmes should be based on scientific evidence and reflect the voices of the people participating in the educational communities. How educational communities overcome these impacts will favour more or less successful life trajectories from childhood, both from the point of view of health and socio-emotional state, as well as from academic and professional perspectives.

4.3. Limitations of the Study

Strengthening local research capacities and generating robust evidence is essential for creating more inclusive and effective interventions [73]. Responding to global challenges in natural disaster management [8,9,55], this study identifies evidence-based actions that other schools can implement to improve community resilience and the well-being of their educational community, creating preventive contexts and preparing children to face the increasing risk of natural disasters [9,26]. However, it is important to note that, given the severity of the situation, it has not been possible to collect narratives from families and students, which implies that the study has mainly focused on teachers’ perspectives and implementations in specific educational settings during the first weeks after the DANA in Valencia. Future research should focus on gathering evidence on these actions’ impact, incorporating the family’s and students’ perspectives and accounts. On the other hand, it would also be interesting to analyse the medium- and long-term impact of these actions on the subjective well-being of the children at the affected schools.

Author Contributions

E.R.-C.: Conceptualization, Methodology, Writing—Review and Editing, Project administration; S.C.-S.: Formal analysis, Investigation, Data Curation, Writing—Original Draft; J.M.C.-B.: Formal analysis, Investigation, Data Curation, Writing—Original Draft; M.B.-S.: Formal analysis, Investigation, Data Curation, Writing—Original Draft, Visualisation; S.G.-P.: Methodology, Data Curation, Writing—Original Draft; E.G.-G.: Data Curation, Writing—Review and Editing; R.F.: Conceptualization, Methodology, Validation, Writing—Review and Editing, Supervision. All authors have read and agreed to the published version of the manuscript.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Ethics Committee of CREA (Community of Researchers on Excellence for All), under approval code [20241207].

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data will be made available on request.

Conflicts of Interest

The authors declare no conflicts of interest.

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Table 1. Classification of participants and Schools according to the Impact of the DANA.
Table 1. Classification of participants and Schools according to the Impact of the DANA.
LevelDANA School Impact (DSI)ParticipantsNumber of Schools
0Located in an area not affected by the DANA96
1Located in an area not affected by the DANA but with affected families.43
2Located in an area not affected by the DANA but hosting affected students33
3Located in an area affected by the DANA127
4Located in Zone 0 (epicentre of most significant impact).61
Total: 3420
Table 2. Participants’ profiles and techniques.
Table 2. Participants’ profiles and techniques.
PseudonymProfileGenderAgeSchool/InstitutionEducative LevelDANA School Impact
(DSI)		CFG 10DSG 11WC 12
ÁlvaroT 1M40–49APS 54x x
VerónicaH 2F40–49APS4x x
ClaudiaTF40–49APS4xxx
RebecaTF20–29APS4xxx
CarmenP 3F50–59BE 63xxx
ArturoHM50–59CSS 71xxx
LinaHF40–49DPS3xxx
Alberto HM50–59EPS3x x
AndreaTF30–39HPS0xxx
María TF40–49IPS2xxx
AlbaTF40–49FPS1xxx
AitanaTF40–49FPS1xxx
CarlaTF40–49JPS0x x
MartaTF30–39BE3 xx
FinaFF50–59DPS3 x
AnaTF40–49KPS-SS3 x
CarlotaTF40–49TU 80 x
MargaHF40–49FPS1 x
SandraV 4F20–29PSS3 x
PalomaTF40–49MPS0 x
LolaTF50–59APS4 x
LaraPF50–59GPS0x x
MiguelHM40–49NPS-SS2 x
BárbaraTF50–59OPS0 x
JuanPM50–59EPS3 x
PazTF40–49DPS3 x
ErikaTF40–49RSS0 x
SilviaTF20–29TU0 x
LeyreTF40–49APS4 x
TaniaVF60–69SAE 93 x
SorayaTF30–39QPS2 x
CeliaTF40–49LE3 x
JavierTM50–59PSS3 x
SergioTM20–29TU0 x
1 T = teacher; 2 H = head of studies; 3 P = principal; 4 V = volunteer; 5 PS = primary school; 6 E = special education school; 7 SS = secondary school; 8 U = University, 9 AE = Adult education; 10 CFG = communicative focus groups; 11 DSG = dialogical scientific gathering; 12 WC = WhatsApp community.
Table 3. Matrix analysis.
Table 3. Matrix analysis.
CategoryTransformative DimensionExclusionary Dimension
Mapping educational communities12
Dialogic gatherings34
Solidarity and friendship networks56
Optimal learning environments78
Free violence networks910
Specific attention to vulnerable groups1112
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Roca-Campos, E.; Carbonell-Sevilla, S.; Canal-Barbany, J.M.; Barrachina-Sauri, M.; Girbés-Peco, S.; Giner-Gota, E.; Flecha, R. Co-Creating Educational Action to Protect Children After DANA Floods in Spain. Sustainability 2025, 17, 1542. https://doi.org/10.3390/su17041542

AMA Style

Roca-Campos E, Carbonell-Sevilla S, Canal-Barbany JM, Barrachina-Sauri M, Girbés-Peco S, Giner-Gota E, Flecha R. Co-Creating Educational Action to Protect Children After DANA Floods in Spain. Sustainability. 2025; 17(4):1542. https://doi.org/10.3390/su17041542

Chicago/Turabian Style

Roca-Campos, Esther, Sara Carbonell-Sevilla, Josep M. Canal-Barbany, Mireia Barrachina-Sauri, Sandra Girbés-Peco, Elisenda Giner-Gota, and Ramón Flecha. 2025. "Co-Creating Educational Action to Protect Children After DANA Floods in Spain" Sustainability 17, no. 4: 1542. https://doi.org/10.3390/su17041542

APA Style

Roca-Campos, E., Carbonell-Sevilla, S., Canal-Barbany, J. M., Barrachina-Sauri, M., Girbés-Peco, S., Giner-Gota, E., & Flecha, R. (2025). Co-Creating Educational Action to Protect Children After DANA Floods in Spain. Sustainability, 17(4), 1542. https://doi.org/10.3390/su17041542

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