Natural disasters may have catastrophic and long‐lasting impacts on communities' physical, economic, and social infrastructure. Slow recovery of educational services following such events is likely to cause traumatic stress in children, lead families to out‐migrate, and affect the community's overall social stability. Methods for quantifying and assessing the restoration process of educational systems and their dependencies on other supporting infrastructure have not received adequate attention. This study introduces, for the first time, a new framework to evaluate the functionality, recovery, and resilience of a school system following severe earthquake events. The framework considers both the quantity and quality of education services provided, school enrollment, and staff employment, as well as the interaction between various agents such as staff, students, parents, administration, and community. A virtual testbed community, Centerville, is utilized to highlight the application of this framework. The impact of school reopening policies on the number of students enrolled as well as the potential for homeschooling is also considered. The availability of various enrollment alternatives for students, backup classroom space and functioning utility systems, and facilitation of staff and supplies transfer between schools substantially increase the resilience of the education service.

中文翻译：

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严重地震后学校系统的恢复能力

自然灾害可能会对社区的物质、经济和社会基础设施产生灾难性和长期的影响。此类事件后教育服务恢复缓慢，可能会给儿童造成创伤性压力，导致家庭外出务工，影响社区整体社会稳定。量化和评估教育系统恢复过程及其对其他支持基础设施的依赖的方法尚未得到足够的重视。这项研究首次引入了一个新框架来评估严重地震事件后学校系统的功能、恢复和复原力。该框架考虑了所提供的教育服务的数量和质量、入学率和员工就业，以及员工、学生、家长、行政部门和社区等不同主体之间的互动。利用虚拟测试平台 Centerville 社区来强调该框架的应用。学校重新开放政策对入学学生人数以及在家上学的潜力的影响也被考虑在内。为学生提供各种入学选择、备用教室空间和功能齐全的公用系统，以及为学校之间的人员和用品转移提供便利，大大提高了教育服务的弹性。