As Los Angeles County students begin returning to school after wildfires devastated the region, it’s worth examining how other U.S. educational systems disrupted by natural disasters have moved forward.

Many students and educators have experienced the loss of their schools and homes, leaving them with a deep sense of grief and uncertainty. More than 1,000 schools were closed in Los Angeles County due to the fires, affecting more than 600,000 students across 26 districts.

But loss during a disaster goes beyond what’s visible. And a return to normalcy means more than rebuilding schools and educational spaces.

The fires have disrupted learning, emotional well-being and the routines that hold educational communities together. Previous disasters show that the emotional recovery of students and teachers needs attention for academic progress to be effective.

As a professor who has studied how educational systems recover from natural disasters, I think Los Angeles-area schools will have to address some key themes of loss as they recover from the fires.

Loss of learning time and continuity

One educational consequence after natural disasters is loss of learning time and continuity. After previous natural disasters, some school districts stressed the importance of returning to in-person instruction quickly.

For example, the Florida Department of Education reported in October 2022 that 68 of the state’s 75 school districts were open one week after Hurricane Ian barreled through the state.

But that’s not always the best decision.

Students often need time and space to process loss. Rushing students back into class without acknowledging this can feel counterproductive.

Successful responses to large-scale disruptions show that keeping education on track during such times requires a holistic approach that involves the entire community.

Schools play a crucial role in this approach. Beyond offering educational continuity, they are spaces where students can find support and stability.

This doesn’t necessarily mean an immediate return to the classroom. Instead, a holistic approach ensures that when students do return to school, they have the necessary emotional and psychological support in place.

In the wake of Hurricane Helene in September 2024, for example, school districts recognized that emotional healing is essential before academic recovery can begin.

Fifty-three school districts across North Carolina sent 263 counselors and social workers to support students and educators in Buncombe County, home to Asheville, after Helene.

Soon afterward, teachers incorporated hurricane recovery efforts into their lesson plans. When an environmental response team helped schools use portable testing kits for water quality analysis, some science teachers incorporated the hands-on learning into their classrooms.

The experience allowed students to engage in a real-world application of science. This deepened their understanding of the disaster’s health impact.

After Hurricane Milton swept through Tampa Bay, Fla., schools in Hillsborough County extended the first-quarter grading period. They also reviewed the academic calendar to determine necessary adjustments for making up lost instructional time.

Meanwhile, Pinellas County Schools, which also serves the Tampa Bay area, deployed a mental health and wellness plan developed in 2022 to support students and staff. It emphasizes the need for both academic recovery and mental health support.

For Los Angeles-area students and teachers, a similar approach could involve offering mental health counseling and creating safe spaces for students and educators to process trauma. This can be done via drop-in counseling collaborations between community mental health providers and trained professionals in schools.

These efforts could support resilience and long-term recovery.

New environments and challenges

The Los Angeles-area wildfires have destroyed schools that often provide free or reduced lunch services to many students. The fires have also uprooted many students, forcing them to navigate new and unfamiliar schools.

Educators, meanwhile, must manage the challenges of teaching in temporary settings with limited resources.

These strains highlight the urgent need for support systems to promote stability and rehabilitation.

Schools can implement flexible deadlines for assignments to accommodate students dealing with transitional living situations and limited access to resources. Adjusting school grading can provide more realistic measures of student progress during periods of disruption.

This reduces pressure on students and teachers alike.

Flexible learning schedules – such as hybrid models combining remote and in-person studies – and staggered school hours can help students stay engaged in their education while they adapt to new circumstances.

A vision for the future

Schools often serve as pillars of support. They can be safe havens that provide stability.

Their recovery is closely tied to broader community rebuilding efforts.

However, the extent to which this occurs may vary depending on the resources and collaboration between local governments, educational leaders and community members, research shows.

The process is most effective when there is a coordinated effort – one that acknowledges the emotional and social needs of all involved.

By acknowledging the profound impact of loss, Los Angeles County can rebuild an educational system that is compassionate and honors shared experiences, while promoting healing, learning and community renewal.

Lee Ann Rawlins Williams does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.