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

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
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:

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.