The Impact of Rainfall–Induced School Closures Teaching and Learning in Mopani District, South Africa

Heavy rainfall has increasingly disrupted schooling in rural South Africa, causing delayed school reopening and temporary closures. In Mopani District, Limpopo Province, these climate-related disruptions have significantly interrupted teaching and learning, particularly in under-resourced schools. This study explores the impact of heavy rainfall–induced school closures on teaching and learning in Mopani District, South Africa. Adopting a qualitative research approach, teachers from affected schools were purposively selected to provide in-depth insights into their experiences during periods of school closure. Data were collected solely through telephone interviews due to ongoing heavy rainfall. Thematic analysis was employed to interpret the findings. Results indicate that heavy rainfall–induced school closures negatively affect curriculum coverage, learner attendance, assessment practices, and learner engagement. Teachers reported increased pressure to recover lost instructional time, challenges in supporting learners who fell behind academically, and limited preparedness at both school and district levels to manage climate-related disruptions. The study underscores the need for proactive school-level and district-level strategies to ease learning loss during weather-related interruptions. Recommendations include strengthening disaster preparedness plans, providing flexible curriculum support, and enhancing teacher capacity to manage interrupted teaching and learning. The study contributes to the growing body of literature on environmental factors affecting education and provides context-specific insights relevant to rural and flood-prone schooling environments.