Schools and Natural Disaster Recovery: The Unique and Vital Role That Teachers and Education Professionals Play in Ensuring the Mental Health of Students Following Natural Disasters

• Published in: Australian journal of guidance and counselling 2017-06, Vol.27 (1), p.1-23
• Main Authors: Le Brocque, Robyne, De Young, Alexandra, Montague, Gillian, Pocock, Steven, March, Sonja, Triggell, Nikki, Rabaa, Claire, Kenardy, Justin
• Format: Article
• Language: English
• Subjects: Agricultural Skills; At risk persons; At Risk Students; Basic Skills; Caregivers; Child development; Childhood; Children; Children & youth; Classrooms; Community Relations; Coping; Disaster recovery; Disaster relief; Disasters; Domestic violence; Early childhood education; Educational Policy; Educational Strategies; Elementary schools; Elementary Secondary Education; Emergency preparedness; Emergency Programs; Floods; Foreign Countries; Government (Administrative Body); High risk students; Mental disorders; Mental Health; Mental Health Programs; Natural Disasters; Online Searching; Policy Formation; Post traumatic stress disorder; Posttraumatic Stress Disorder; Preschool children; Preschool education; Primary secondary education; Program Descriptions; Program development; Psychological needs; Psychological services; Referral; Resilience (Psychology); Resource materials; Resources; School Violence; Schools; Separation Anxiety; Social Support Groups; Student support services; Student welfare; Students; Teacher attitudes; Teacher education; Teacher Improvement; Teacher Qualifications; Teacher Role; Teachers; Teenagers; Training; Training programs; Trauma; Traumas; Violence
• ISSN: 2055-6365; 1037-2911; 2055-6373
• DOI: 10.1017/jgc.2016.17

There is growing evidence that children are vulnerable to poor psychological outcomes following exposure to a range of potentially traumatic events. Teachers are in a unique and well-placed position to provide vital support to children following potentially traumatic events and to also provide a vital role in helping to identify children who may be experiencing ongoing psychosocial difficulties. We present a review of mental health trauma resources available for use in educational settings within Australia and New Zealand, with a primary focus on post-disaster resources. We describe the design, development, and dissemination of our resources and training package, Childhood Trauma Reactions: A Guide for Educators from Preschool to Year 12, and present data on how these resources were received. Trauma-informed practices within the school and classroom will enable better outcomes in the immediate post-trauma environment and beyond for all children. Our model focuses on: (1) increasing awareness and understanding of children's post-trauma reactions, (2) exploring effective strategies for teachers within the classroom, and (3) developing policy and procedures for the identification and referral of children who may be at risk. More funding is required to help distribute training and resources and to make mental health following trauma a higher priority.