ABSTRACT
The effects of ozone layer depletion on the administration of schools are challenging because of the direct penetration of the dangerous ultraviolet radiation from the sun to the students, teachers, non-teaching staff and other education stakeholders. The direct and indirect impacts of these radiations continue to affect the well-being of the school community and society as a whole. These effects are more pronounced in the school system because students spend most of their time in school and perform their extracurricular activities outside and under the direct sun radiation. A qualitative review of relevant literature was used in this study. The study sourced relevant secondary data from both print and online media and analyzed for contents by arranging the data into themes. Research questions were formulated on each theme to answer questions on specific areas of ozone layer depletion and the administration of schools in line with the interpretive research paradigm by looking at issues historically and holistically. The direct and indirect impacts of ozone layer depletion on the administration of schools were analyzed and the mitigative and adaptive measures to address this challenge such as climate change education, legislation on the use and bans of ozone layer depleting products and behavioural change were recommended as ways forward.
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