LOS ANGELES — After experiencing the devastating loss of her home in the same wildfire that obliterated her elementary school, third-grader Gabriela Chevez-Muñoz returned to school this week at a temporary site. She wore a “Pali” t-shirt, representing her Pacific Palisades neighborhood, as colorful signs and dolphin-shaped balloons greeted many displaced students.
“It feels a bit like the first day of school,” said Gabriela, expressing her mix of emotions. Although the fires frightened her, she felt joyful about reuniting with her best friend and sharing friendship bracelets themed around hamburgers.
Gabriela is one of thousands of students whose education has been disrupted by the wildfires sweeping through the area, which have ravaged multiple schools and left many more within restricted evacuation zones.
In response, educators across the city have rushed to identify new locations for students, find ways to maintain educational continuity, and restore a semblance of normalcy amid the grief that follows the loss of 27 lives and extensive property damage in the wake of the fires, which consumed 63 square miles of land.
On Wednesday, Gabriela joined 400 classmates from Palisades Charter Elementary School at Brentwood Science Magnet, situated roughly five miles away. Both her devastated school and another local elementary campus could take over two years to rebuild, according to Los Angeles Unified School District Superintendent Alberto Carvalho. This situation has necessitated that students from several other LAUSD schools in evacuation zones also find temporary placements.
Layla Glassman, dropping her daughter off at Brentwood, stated that her primary concern following the burning of their family home was ensuring her children felt safe. “We have a roof over our heads. They’re back in school, so I’m happy,” she noted, her voice wavering. “But, undeniably, there’s a lot of grief.”
Many schools have opted to delay resuming classes, prioritizing healing and community rebuilding. To keep kids connected, some institutions are organizing activities and excursions.
The Pasadena Unified School District opted to keep all its campuses closed for the week, allowing for self-directed online activities that students could engage with voluntarily. Superintendent Elizabeth Blanco acknowledged that between 1,200 and 2,000 Pasadena students are displaced, with estimates potentially soaring to 10,000 based on livingheat maps. The district plans to reopen some schools by the end of next week, aiming for a complete return to classrooms by month’s end.
Schools that survived the flames are contending with damage from fallen trees, ash, smoke, and debris, which necessitates rigorous cleaning and environmental checks. Educators face added challenges as hundreds of staff members citywide have lost their homes or are in need of relocation.
In some instances, educators have scrapped plans for online learning altogether. The principal of Odyssey Charter School-South, which was entirely destroyed, reflected on the negative effects of previous online instruction. Families have begun dropping their children at the local Boys and Girls Club to help students stay engaged and connected.
Around 850 students are enrolled at Odyssey Charter School, including those at its sister campus Odyssey Charter School-North, which remains closed despite escaping physical damage. The urgency to find new spaces and resume in-person schooling is pronounced, especially since approximately 40% of students have lost their homes. The principal has expressed determination to reopen as swiftly as possible.
The effects of these disruptions can be long-lasting, influencing both learning outcomes and emotional well-being. Research indicates that children exposed to natural disasters tend to face an increased risk of sickness and symptoms of anxiety and depression. Douglas Harris, a professor at Tulane who has studied the academic outcomes post-Hurricane Katrina, affirms that the best strategy for maintaining student stability is to keep them together, though he acknowledges that the extent of displacements makes the ideal situation difficult to achieve.
Among those schools seeking temporary classroom space is Palisades Charter High School, which has an enrollment of 3,000. With around 40% of its campus affected by the recent fires, the administration is exploring nearby educational institutions and commercial properties that could house students until it is safe to return. The school has postponed the start of the second semester and will transition to online learning during this interim phase.
Student Axel Forrest, 18, a junior, shared his feelings of instability following the loss of his home, currently residing in a hotel. “Every day I feel disoriented. Should I cry? Should I mourn? I’m trying to avoid dwelling on it,” he reflected, expressing concern over the uncertainty of his educational future.
At Oak Knoll Montessori, educators are organizing meetups for its 150 students at various venues to foster a sense of joy and community following the fire, which led to the loss of their school and multiple students’ homes. Remarkably, the school’s chicken coop survived the flames, providing a small symbol of hope amid the devastation—“The chickens have brought some light,” remarked head of school Allwyn Fitzpatrick.
In seeking to get the school operational again, Fitzpatrick aims to have a new location open by the end of the month, with a focus on supporting students throughout this overwhelming transition. “We’re concentrating on how we can help the children stabilize during this insurmountable challenge,” she stated.
