Dr Avidesh Seenath

My research focuses on understanding how coastal systems respond under natural and human pressures and how associated risks to communities can be better predicted and communicated. I apply numerical models, GIS, and remote sensing with insights from the social sciences to study shoreline change, coastal flooding, and the ways people interpret and respond to information about these hazards. Much of my work has centred on coastal modelling, where I contribute to approaches for simulating shoreline evolution over decades to centuries and for assessing flood risk under present and future climate conditions. This includes testing the limits of traditional models (e.g., the Bruun Rule and one-line model of shoreline change) and developing hybrid approaches that combine empirical and process-based methods. Within this strand, I have examined critical issues affecting model application and accuracy, such as closure depth specification and parameterisation, model resolution, and mesh optimisation, as well as the challenges of representing complex coastal environments like fringing reefs. I also work on flood modelling, examining how modelling decisions affect predictions of flood extent and depth, and on evaluating the role of nature-based solutions, such as mangroves, saltmarshes, and seagrasses, which provide important ecological benefits but also face limits as standalone protective measures.

Alongside my more technical work, I contribute to research on the social dimensions of flood and coastal risk, exploring how people engage with model predictions and communication tools, such as flood maps. My contribution to studies in this area has shown that the framing and presence (public availability) of flood risk information can strongly influence residential property values, decision-making, and public trust, even when risks are small or uncertain. This highlights that predictive uncertainty is not only a scientific issue but also a socioeconomic one, with real implications for resilience planning and equity.

Building on these strands, I am now engaging in research that links physical science with broader questions of adaptation and justice. One focus is on nature-based coastal solutions (NBCS), which are increasingly promoted as sustainable coastal management responses. My recent contributions consider both the opportunities and challenges of implementing NBCS in practice, and I am currently serving as Executive Guest Editor for a special issue on this topic for the Journal of Environmental Management. Another focus is on operationalising equity in flood risk communication, where I am interested in how open-access flood maps can be designed to ensure risk information is shared fairly, empowers vulnerable communities, and supports more inclusive forms of adaptation. Together, these areas of work aim to strengthen the evidence base for adaptive, sustainable, and socially responsive coastal management. I am also keen to support the next generation of researchers in this space and welcome interest from students who would like to work with me on projects that fall within the broad themes of coastal modelling and flood risk communication.

I am the Course Director for the MSc in Environmental Change and Management (ECM) and recently led the design and launch of the new MSc in Environmental Change and Policy (ECP) here in the Environmental Change Institute at Oxford. The new MSc ECP is designed to meet growing demand for graduates who can both understand environmental change and act upon it, combining training in environmental science with the policy and practice needed to respond effectively. Structured around three themes – understanding environmental change, policy responses to environmental change, and methods and techniques for evidence-based decision-making – it explicitly links research with policymaking, while also emphasising leadership development and employability. My broader teaching philosophy is grounded in inclusivity, care, and support, creating spaces where students can feel empowered to think critically, push past comfort zones, and reach deeper levels of understanding. These efforts were recently recognised with a Teaching Excellence Award from the Social Sciences Division here at Oxford (June 2025), which highlighted my student-centred approach and commitment to curriculum innovation.