Abstract

Recurring tidal flooding in coastal areas can disrupt the continuity of education. Although elevated school buildings have been implemented as a form of flood adaptation, research on their contribution to educational resilience remains limited. SMPN 2 Sayung (State Junior High School 2 Sayung) in Demak Regency is one of the schools facing this condition and has adapted by constructing an elevated school building. This study aims to analyse the implementation of an elevated school building as an adaptation to tidal flooding and its contribution to educational resilience. The study employed a qualitative case study approach using interviews, observations, and documentation. Data were analysed using the Miles and Huberman interactive model. The findings show that before the construction of the elevated school building, learning activities were frequently disrupted and school members made spontaneous adaptations. After the elevated school building was put into use, learning activities became more stable because the learning spaces were located above the floodwater. This condition also supported the mobility of school members and adjustments in routines and collective activities. These findings indicate that the elevated school building functions not only as a form of physical adaptation but also supports educational resilience by maintaining educational functions amid environmental disturbances. These findings underscore the importance of school infrastructure planning that accounts for the risk characteristics of coastal areas.