This policy brief examines how recurrent flooding disrupts teaching and learning in basic schools in Ghana’s Volta Region, with particular attention to North Tongu, Keta, Central Tongu, and Ketu South. It investigates impacts on classroom participation, school leadership, community support, equitable access, foundational literacy and numeracy, and the availability of age-appropriate teaching and learning materials. Using a convergent mixed-methods design, the study engaged 646 participants across 52 flood-affected schools through questionnaires, interviews, focus group discussions, and observations. Findings show substantial educational disruption: more than 75% of teachers lost two to four weeks of instruction, while effective learner participation fell sharply during floods. Girls and learners with disabilities experienced disproportionate barriers, including threats to dignity, menstrual hygiene challenges, and inadequate disability support. Flooding also weakened reading, writing, and numeracy outcomes and reduced access to appropriate teaching materials, particularly in temporary or overcrowded learning spaces. School leaders and communities faced significant constraints in sustaining educational support and responding to psychosocial needs. The brief calls for stronger Education-in-Emergencies systems, dedicated contingency financing, trauma-informed and gender-responsive training, psychosocial support, community mobilisation, and flood-resilient school infrastructure. Overall, it highlights the need for systematic, inclusive, climate-responsive measures to protect educational continuity and quality in fragile contexts.