Teacher Resilience in the Aftermath of the 2022 Balochistan Floods: Coping Strategies and Educational Continuity in Primary Schools

This study analyzes teacher resilience in light of the 2022 floods in Balochistan, Pakistan, as teachers were displaced. It explores the challenges primary school teachers faced during this climate-induced displacement, how they coped, and the role of community and institutional support in continuing education. Using semi-structured interviews and focus groups (n=15), the study reveals how teachers adapted to teaching methodologies, negotiated emotional and psychological challenges, and utilized community resources to overcome the devastation brought about by floods. The findings show that teachers employed several adaptive strategies: remote teaching, collaborating with colleagues, and enacting personal resilience mechanisms such as emotional regulation and social support networks. The study revealed stark differences in how urban teachers experienced the floods compared to that of rural teachers, including hurdles imposed on teachers in rural areas due to a lack of resources, infrastructure, or both. The results are critical in guiding future educational policies and teacher development programs in disaster-prone areas in Pakistan, informing the operational needs of educators during post-disaster recovery, and urging a long-term approach to enhance the resilience of educational systems.