Flooding is an increasing climate risk in the UK, yet schools remain marginal in resilience planning. Flood events disrupt education, heighten pupil anxiety, increase staff workload and unsettle communities, but these experiences are rarely documented in ways that inform policy. This study examines how schools in the East and West Midlands regions of the UK have experienced and adapted to flooding. Eight qualitative case studies were undertaken in flood-affected schools using semi-structured interviews with key staff, site visits and documentary evidence. Interview transcripts were thematically analysed using NVivo to explore past flood events, levels of preparedness, and readiness for measures such as Property Flood Resilience, Sustainable Drainage Systems and Climate Action Plans. Findings show wide variation in awareness, emergency procedures and engagement with local authorities. Most schools had faced flooding or near misses but lacked formal guidance or flood-specific plans, leading to improvised responses led internally by staff. Despite limited funding, inconsistent communication and exclusion from wider planning, schools demonstrated adaptive potential and willingness to support community preparedness. The study offers evidence to guide headteachers, policymakers and local authorities in strengthening school-based flood resilience and supporting the development of a resilience innovation blueprint for flood-prone schools in the UK.
Ekundayo et al. (Wed,) studied this question.