Abstract
The growing body of literature that seeks to understand the social impacts of flooding has failed to recognise the value of children's knowledge. Working with a group of flood-affected children in Hull using a storyboard methodology, this paper argues that the children have specific flood experiences that need to be understood in their own right. In this paper, we consider the ways in which the disruption caused by the flood revealed and produced new - and sometimes hidden - vulnerabilities and forms of resilience and we reflect on the ways in which paying attention to children's perspectives enhances our understanding of resilience. © 2012 Taylor and Francis Group, LLC.