Trauma-Informed School Practices and Academic Recovery Among Flood-Affected Students in Bayelsa State

This study investigates the application of trauma-informed school practices in facilitating academic recovery among flood-affected students in Bayelsa State, South South Nigeria. Bayelsa State is one of Nigeria's most flood-prone regions, with annual flooding displacing communities, destroying school infrastructure, and exposing students to repeated traumatic events that undermine psychological safety and academic continuity. The study employs a mixed-methods design involving 150 secondary school students from flood-affected communities and 40 teachers and counsellors from eight schools in Yenagoa and Southern Ijaw Local Government Areas. The Child PTSD Symptom Scale, an academic recovery index, and structured teacher interviews were used. Quantitative data were analysed using regression analysis, and qualitative data underwent thematic analysis. Findings show that students in schools that implemented trauma-informed practices, including predictable routines, emotional check-ins, and flexible assessment approaches, demonstrated significantly better academic recovery trajectories compared to those in schools maintaining standard post-disaster academic operations. Teacher sensitivity to trauma responses, rather than disciplinary reactions to disengagement, was the most consistently effective recovery enabler identified in qualitative accounts. The study recommends that the Bayelsa State Ministry of Education develop a flood response educational resilience framework that mandates trauma-informed practices in all schools serving flood-affected communities. Partnerships with international humanitarian organisations for teacher training support are advised. Keywords: trauma-informed practices, academic recovery, flood disaster, Bayelsa State, school resilience.