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Audio, Radio New Zealand

After years of disruption caused by the Christchurch earthquakes, two schools have finally started moving into their new state of the art facilities. Avonside Girls' High School and Shirley Boys' High School have begun moving students into their new shared but separate campus on the grounds of the old QEII Park in north New Brighton. Some of the features include, a moveable gym, bike stands with spanners and air pumps, and a rock climbing wall. It will be the first time in New Zealand two single-sex schools have been on the same site. Guyon Espiner speaks to Avonside Girls' High principal Sue Hume and Shirley Boys' High School principal John Laurenson.

Videos, UC QuakeStudies

A video of a protest at the Hagley Park netball courts against the Canterbury school reforms. 57 schools will be affected by the reforms, with 13 set to close and 25 undergoing some form of merger. The video includes speeches from Reverend Mike Coleman, Richard Chambers (Principal at Manning Intermediate), Jelena (a student at Greenpark School), Jennifer O'Lerry (Principal at Branston Intermediate), Eugenie Sage (Green Party MP), and Mia Harrison.

Audio, Radio New Zealand

A Christchurch primary school is moving into its permanent new home today, nine years after cliffs behind it collapsed during the city's earthquakes. Redcliffs School subsequently moved to a temporary location in the suburb of Sumner, but the new location will mean the school will return home to Redcliffs, after a land swap with the local park. The move comes after in 2016, the then National Government, overturned its own decision to close the school. Christchurch reporter Anan Zaki spoke to principal Rose McInerney ahead of today's move.

Articles, UC QuakeStudies

The Gap Hunt booklet put together by Gap Filler in collaboration with KidsFest for the school holidays. The booklet challenged school children to find and enjoy Gap Filler projects around the central city.

Research papers, University of Canterbury Library

During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.

Images, UC QuakeStudies

Photograph captioned by Fairfax, "Gorge Road School held a 'Red & Black' themed dress day and a gold coin donation (which they made into a coin trail) to raise funds for earthquake-stricken Canterbury. Pictured with their coins are Logan Marshall (5) on the left and Aaron Hart (6), with school pupils in behind. The fifty-pupil school managed to raise $136.00".

Research papers, University of Canterbury Library

INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools. FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context. METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools. IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.