Supporting students after distressing events or natural disasters

It is normal for children and young people to show signs of distress following emergencies or natural disasters. Common reactions include:

• fear and anxiety
• anger and frustration
• confusion
• sadness
• denial.

Managing trauma response and recovery planning

Exposure to trauma can have long-term effects on students, staff, parents and carers.

Effective leadership can reduce trauma and protect all school community members from harm.

The Managing trauma guide aids principals, Student Support Services (SSS) and recovery teams in planning for and leading effective recovery at a school following a school-based incident or natural disaster.

Access the guide at: Managing and Reporting School Incidents (including emergencies).

Psychological first aid

Psychological first aid is an approach to help support people in the immediate aftermath of a traumatic event, emergency, or natural disaster.

It aims to reduce distress and help with meeting basic needs, such as providing:

• comfort
• reassurance
• support
• connection with family, friends and the wider community.

Psychological first aid for children and young people follows the key principles of: listen, protect and connect.

Listen

Give opportunities to share experiences and express feelings:

• listen to what they are saying
• take notice of how they are behaving. Non-verbal cues (e.g. signs of distress, agitation or withdrawal) can show how they are feeling
• respond encouragingly
• show interest and empathy
• acknowledge any difficulty they may be having
• avoid making judgements and predictions
• respect their wishes not to share thoughts or feelings.

Protect

Re-establish feelings of physical and emotional safety:

• treat their fears, worries and other concerns with respect
• provide help that is supportive and discreet
• answer questions honestly using age-appropriate explanations
• provide opportunities to write or draw about the event (this should not be a compulsory activity)
• let them know most reactions to the event are normal
• make adjustments to activities or tasks if needed
• be aware of things that might re-traumatise children and adolescents.

Connect

Help re-establish social relationships to promote stability and recovery by:

• 'checking in' regularly
• communicating often with parents/carers
• ensuring resources are available
• encouraging interactive school activities, class projects, school-based projects and community activities
• brainstorming ways that connect children and young people with their school and community.

Resources for psychological first aid

• Resources and training for schools and teachers: National Child Traumatic Stress Network (United States of America).
• Mobile app: search ‘PFA Mobile’ in the App store or Google Play.

Talking about distressing events in the media

Children and young people can be distressed by events even when they’re not directly affected by them. They need explanations that are age and developmentally appropriate. To support them, you can:

• start at their starting point. ask what they understand about what’s happened and their key worry
• consider each child’s different level of understanding and concept of what is frightening or worrying
• give young children information and assurances of safety
• consider older children’s concern over their own and loved one’s safety
• help them separate reality from fantasy and dispel rumours.

Mental health support services

Support for students

School supports

• Schools Mental Health Menu
• Mental health practitioners in secondary schools
• Mental health in primary schools
• headspace counselling for secondary students.

External supports

• Kids Helpline: 1800 551 800 or kidshelp
• headspace: 1800 650 890 or headspace.

Trauma support

• Phoenix Australia - the National Centre for Excellence in Posttraumatic mental health
  • Helping children & teens
  • I'm a teenager
  • Helping my children after trauma - a guide for parents
• Grief, trauma and loss following a natural disaster: Beyond Blue's Grief, trauma and critical incidents.
• Research-informed approaches to supporting student wellbeing post-disaster: University of Melbourne's literature review.
• Children and Traumavideo with clinical psychologist Dr Rob Gordon.
• Resources to support children, young people and adults before, during and after a disaster or emergency: Emerging Minds Community Trauma Toolkit.

Students and families from refugee backgrounds

Department policies and programs:

• EAL support and funding policy  
• Multicultural education programs and resources

Foundation House:

• Children and young people of refugee backgrounds are likely to experience trauma reactions when they’re overwhelmed by anxiety and fear associated with prior experiences of danger.
• Students may intentionally or incidentally disclose traumatic refugee experiences. Learn about responding to student’s trauma disclosures.
• Refugee education support program - a two-year program to help schools identify and implement strategies to improve the achievement, engagement, and wellbeing of students from refugee backgrounds and their families.

Find more information at School's in for refugees.

Bushfire support

Strathewen community: A bushfire recovery story 10 years in the making - case study on how a community recovers from the impacts of a natural disaster and the role a school can play.

Support for staff

• Employee health, safety and wellbeing services
• Call the Employee Assistance Program: 1300 361 008.

External services:

• Lifeline: Call 13 11 14
• Beyond Blue: Call 1300 22 46 36 .

Support for parents

• Parentline: Call 13 22 89
• Lifeline: Call 13 11 14
• Beyond Blue: Call 1300 22 46 36 .