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Exploratory analysis demonstrates that floods disproportionately affect education in vulnerable socioeconomic areas.
This study aims to investigate the association between the 2024 floods and education in Rio Grande do Sul. We used data from the Rio Grande do Sul State Department of Education (SEDUC‐RS) and the National Institute of Educational Studies and Research Anísio Teixeira (INEP). The results from a spatial analysis show that schools of low socioeconomic status located in municipalities prone to flooding were closed for longer, revealing inequalities in access to education in disaster situations. We stress the urgent need to develop and implement public policies that strengthen the resilience of schools in vulnerable areas, mitigating the adverse effects of these natural disasters on the continuity and quality of education.
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Oliveira et al. (2025) studied this question.
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