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A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school's role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans.

Collaboration and communication serve as the foundation of team‐based research, and this extends to the analysis phase of a project. This article discusses the work involved in developing, communicating, and managing the analysis plan for a large‐scale, multisited project. To generate an effective analysis plan, we considered what data were needed to reach our project goals and then selected methods and designed data collection tools accordingly. Once data collection commenced, we developed a basic codebook that provided an overarching structure but flexibility for localized tailoring. We then coordinated updates to the coding scheme and conducted reliability checks on the analyses. All of this required regular communication and constant monitoring of progress toward project goals. While only one example, this article provides insights and guidelines for other researchers working on large, team‐based, and/or multisited qualitative projects. [ABSTRACT FROM AUTHOR]

A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school's role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans. [ABSTRACT FROM AUTHOR]