Recent research suggests that over 75% of resources extracted globally now go toward creating, maintaining, or operating material stocks (MS) to provide societal services like housing, transport, education, and health. However, the integrity of current and future built environments, and the capacity of the system to continue providing services, are threatened by extreme events and sea-level rise (SLR). This is especially significant for the most disaster-prone countries in the world: Small Island Developing States. In the aftermath of disasters, complex rebuilding efforts require substantial material and economic resources, oftentimes incurring massive debt. Understanding the composition and dynamics of MS and environmental threats is essential for current and future sustainable development. Drawing on open-source OpenStreetMap (OSM) data, we conducted a spatially explicit material stock analysis (MSA) for The Bahamas for 2021, where we included buildings and transport MS, and SLR exposure scenarios. Total MS was estimated at 76 million tonnes (Mt) or 191 tonnes per capita (t/cap) of which transport comprises 43%. These MS are likely to increase by 36 Mt in the future. Simulations show that under 1-, 2-, or 3-m SLR scenarios, around 4, 6, and 9 Mt of current MS will be exposed, with transport MS at greatest risk, with over 80% of total exposure in each scenario. Our findings highlight the critical role that key MS play in sustainability and resilience, contributing to the emphasis on effective development planning and climate change adaptation strategies, and to the exploration of the use of OSM data for studying these objectives.
BACKGROUND: Natural disasters and public health crises can disrupt communities’ capacities to implement important public health programs. A nationwide implementation of an evidence-based HIV prevention program, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT), in The Bahamas was disrupted by Hurricane Dorian and the COVID-19 pandemic, especially in its more remote, Family Islands. We explored the teacher- and school-level factors that affected implementation of the program in these islands during those disruptions. METHODS: Data were collected from 47 Grade 6 teachers and 984 students in 34 government elementary schools during the 2020-2021 school year. Teachers completed a pre-implementation questionnaire to record their characteristics and perceptions that might affect their implementation fidelity and an annual program training workshop. School coordinators and high-performing teachers acting as mentors received additional training to provide teachers with monitoring, feedback, and additional support. Teachers submitted data on their completion of the 9 sessions and 35 core activities of FOYC + CImPACT. The fidelity outcomes were the number of sessions and core activities taught by teachers. RESULTS: On average, teachers taught 60% of sessions and 53% of core activities. Teachers with “very good” school coordinators (34% of teachers) taught more activities than those with “satisfactory” (43%) or no (34%) school coordinator (27.5 vs. 16.8 vs. 14.8, F = 12.86, P < 0.001). Teachers who had attended online training or both online and in-person training taught more sessions (6.1 vs. 6.2 vs. 3.6, F = 4.76, P < 0.01) and more core activities (21.1 vs. 20.8 vs. 12.6, F = 3.35, P < 0.05) than those who received no training. Teachers’ implementation was associated with improved student outcomes (preventive reproductive health skills, self-efficacy, and intention). CONCLUSIONS: The Hurricane Dorian and the COVID-19 pandemic greatly disrupted education in The Bahamas Family Islands and affected implementation of FOYC + CImPACT. However, we identified several strategies that supported teachers’ implementation following these events. Teacher training and implementation monitoring increased implementation fidelity despite external challenges, and students achieved the desired learning outcomes. These strategies can better support teachers’ implementation of school-based interventions during future crises.
