Causes, characteristics, and patterns of prolonged unplanned school closures prior to the COVID-19 pandemic-United States, 2011-2019

PLoS One. 2022 Jul 29;17(7):e0272088. doi: 10.1371/journal.pone.0272088. eCollection 2022.

Abstract

Introduction: Outside of pandemics, there is little information about occurrence of prolonged unplanned K-12 school closures (PUSC). We describe here the reasons, characteristics, and patterns of PUSC in the United States during 8 consecutive inter-pandemic academic years, 2011-2019.

Methods: From August 1, 2011 through June 30, 2019, daily systematic online searches were conducted to collect data on publicly announced unplanned school closures lasting ≥1 school days in the United States. Closures were categorized as prolonged when schools were closed for ≥5 unplanned days (approximating one full workweek), excluding weekends and scheduled days off per school calendars.

Results: During the eight academic years, a total of 22,112 PUSCs were identified, affecting over 800,000 teachers and 13 million students that resulted in 91.5 million student-days lost. A median of 62.9% of students in PUSC-affected schools were eligible for subsidized school meals. Most affected schools were in cities (35%) and suburban areas (33%). Natural disasters (47%), adverse weather conditions (35%), and budget/teacher strikes (15%) were the most frequently cited reasons for PUSC; illness accounted for 1%, and building/facility issues, environmental issues and violence together accounted for the remaining 2%. The highest number of PUSCs occurred in Health and Human Services Regions 2, 3, 4, and 6 encompassing areas that are frequently in the path of hurricanes and tropical storms. The majority of PUSCs in these regions were attributed to a handful of hurricanes during the fall season, including hurricanes Sandy, Irma, Harvey, Florence, and Matthew.

Conclusions: PUSCs occur annually in the United States due to a variety of causes and are associated with a substantive loss of student-days for in-school learning. Both these prior experiences with PUSCs and those during the current COVID-19 pandemic illustrate a need for creating sustainable solutions for high-quality distance learning and innovative supplemental feeding programs nationwide, especially in disaster-prone areas.

Publication types

  • Research Support, U.S. Gov't, P.H.S.

MeSH terms

  • COVID-19* / epidemiology
  • Cyclonic Storms*
  • Humans
  • Pandemics
  • Schools
  • Students
  • United States / epidemiology

Grants and funding

This study was supported by the United States Centers for Disease Control and Prevention (http://www.cdc.gov/). The co-authors are or were employees (NZ HG FA AU) or contractors (FJ) of the US CDC at the time of the study. Ferdous Jahan (FJ) is employed by Cherokee Nation Operational Solutions, LLC. The funder (Cherokee Nation Operational Solutions) provides support in the form of salary for the author (FJ), but did not have any additional role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. The specific roles of all authors are articulated in the ‘Author Contributions’ section.