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Public schools are often overlooked in disaster resilience frameworks. The COVID-19 pandemic highlighted the crucial role of schools as critical social infrastructure (CSI), extending beyond their primary mission of education to address acute community needs during crises including providing essential services such as food distribution, childcare, and access to technology. This article advances a convergence research agenda to understand how schools act as place-based CSI, with a focus on school districts in North America. We emphasize the unique ability of schools to support vulnerable populations through deep community ties, localized knowledge, and institutional networks that are features with relevance across international contexts. This approach underscores the multiscalar role of schools in mitigating vulnerabilities and promoting equity during disruptions. We argue for policies that prioritize schools as critical hubs for disaster preparedness and long-term sustainability, emphasizing equitable resource allocation to enhance their capacity to serve as vital community infrastructure that has the potential to foster long-term community resilience.
Heck et al. (Fri,) studied this question.