The Future of Education

Extreme wildfire activity has more than doubled globally over the past 23 years (Cunningham et al., 2024), with projections indicating continued increases in wildfire strength and frequency over the next century (United Nations Environment Programme, 2023). While wildfires cause extensive physical destruction, they also pose serious physical, emotional, and mental health risks for young people (Adu et al., 2023). Wildfire exposure has been linked to disruptions in academic performance (Luo & Xu, 2025) and put young people at an increased risk for post-traumatic stress disorder, anxiety, depression, heightened stress, and substance and alcohol misuse, with effects that can persist long after the disaster has occurred (Adu et al., 2023). In the aftermath of wildfires, teachers and schools are uniquely positioned to support affected students, as schools often serve as one of the first stable environments to which young people return—even when homes, routines, and communities have been lost.

This presentation draws on survey and interview data from students and educators across California who experienced wildfires, including the 2018 Camp Fire—the deadliest and most destructive wildfire in the state’s history (Cal Fire, 2026). Individuals who lived through wildfires as teenagers described a wide range of emotional responses in the months and years following the fire, including a strong desire for connection with friends and family and increased mental health needs. Educators working across preschool through high school settings during wildfires emphasized the importance of meeting students’ basic needs, recognizing that students respond differently to wildfire experiences, providing multiple forms of mental health support during and after the fire, ensuring staff are trained in trauma-informed practices, and prioritizing their own mental health and wellbeing while supporting students. Implications and next steps for educators working with students impacted by wildfires are discussed.