{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T00:40:55Z","timestamp":1785372055640,"version":"3.55.0"},"reference-count":58,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2025,11,5]],"date-time":"2025-11-05T00:00:00Z","timestamp":1762300800000},"content-version":"vor","delay-in-days":2319,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2019,1,24]],"date-time":"2019-01-24T00:00:00Z","timestamp":1548288000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100000925","name":"National Health and Medical Research Council","doi-asserted-by":"publisher","award":["APP1111675"],"award-info":[{"award-number":["APP1111675"]}],"id":[{"id":"10.13039\/501100000925","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100012698","name":"The Jack Brockhoff Foundation","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100012698","id-type":"DOI","asserted-by":"publisher"}]},{"name":"Teachers Health Foundation"},{"DOI":"10.13039\/501100000925","name":"National Health and Medical Research Council","doi-asserted-by":"publisher","award":["APP1111675"],"award-info":[{"award-number":["APP1111675"]}],"id":[{"id":"10.13039\/501100000925","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100012698","name":"Jack Brockhoff Foundation","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100012698","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["srcd.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2019,7,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2\u20134 years after the disaster (n = 24,642; 9\u201312 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.<\/jats:p>","DOI":"10.1111\/cdev.13200","type":"journal-article","created":{"date-parts":[[2019,1,24]],"date-time":"2019-01-24T16:41:37Z","timestamp":1548348097000},"page":"1402-1412","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":110,"title":["Delayed Disaster Impacts on Academic Performance of Primary School Children"],"prefix":"10.1093","volume":"90","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9702-6896","authenticated-orcid":false,"given":"Lisa","family":"Gibbs","sequence":"first","affiliation":[{"name":"University of Melbourne"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jane","family":"Nursey","sequence":"additional","affiliation":[{"name":"University of 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