Mobile County, Alabama, receives among the highest annual rainfall totals in the United States, resulting in frequent stormwater flooding that intersects with existing socioeconomic vulnerabilities. Within the Mobile County Public School System [MCPSS), 77% of students are economically disadvantaged and over 10% experience homelessness, creating heightened risk for educational disruption during flood events. This study investigates how stormwater flooding influences school attendance, closures, and academic performance across MCPSS, providing insight into how climate-driven hazards exacerbate educational inequities.

Using a mixed-methods design, the research integrates quantitative data—flood frequency, school performance metrics, and GIS flood-zone mapping—with qualitative interviews from educators and administrators. Statistical correlation and regression analyses identify measurable links between flooding and education loss, while spatial mapping visualizes which schools are most at risk. Thematic analysis of interviews highlights preparedness challenges, resource disparities, and community resilience strategies.

Preliminary results indicate that repeated flooding correlates with reduced attendance and lower test scores, particularly in Title I schools located in FEMA-designated flood zones. These findings underscore systemic gaps in emergency preparedness and the need for targeted policy interventions.

This project contributes to the growing field of climate resilience and educational equity, offering actionable recommendations for infrastructure improvements, disaster-response planning, and continuity of learning in flood-prone regions. Results will be disseminated through the University of South Alabama Honors College thesis defense and the Gulf Conference to inform regional resilience strategies and foster cross-sector collaboration between educators, policymakers, and environmental planners.