Introduction
Schools are not just places of learning; they are also important centers in any community. During and after disasters, they can play a powerful role in providing psychosocial care to children and families. Community-based disaster psychosocial care focuses on helping people cope emotionally and mentally during a disaster. Schools are often the first and most consistent point of contact for children, making them vital in disaster recovery.
What is Psychosocial Care?
Psychosocial care means helping people deal with stress, fear, anxiety, and trauma caused by disasters. It includes emotional support, counseling, and creating a sense of safety and normalcy. It is especially important for children who may not fully understand what’s happening during a disaster.
Role of Schools in Psychosocial Care During Disasters
1. Providing Emotional Support
Teachers and school staff are trusted adults in a child’s life. After a disaster, they can offer emotional support by talking to children, listening to their fears, and reassuring them. Even simple actions like giving hugs, maintaining routines, and encouraging play can help children feel safe again.
2. Creating Safe Spaces
Schools can serve as temporary shelters and safe spaces where children can feel protected. Setting up activities like games, storytelling, and drawing can help children express their emotions and reduce stress.
3. Identifying At-Risk Children
Teachers are in a good position to observe changes in children’s behavior. They can identify those who are showing signs of deep stress, such as withdrawal, aggression, or fear. These children can then be referred for professional counseling.
4. Training Staff in Psychosocial First Aid
Schools can train teachers and staff in basic psychosocial first aid. This means teaching them how to respond to children’s emotional needs in the early stages after a disaster. It also includes learning how to manage their own stress so they can support students better.
5. Re-establishing Routine
Routine is important for children’s mental health. After a disaster, going back to school and following a daily schedule can bring a sense of normalcy. It gives children a feeling that life is becoming stable again.
6. Providing Information
Schools can help children understand what has happened in age-appropriate ways. They can also educate students about disaster preparedness, safety drills, and how to support one another emotionally.
7. Engaging Parents and Community
Schools can bring together parents, local health workers, and NGOs to work as a team for community recovery. Activities like parent meetings and community workshops help spread awareness and support children more effectively.
Examples
- Example 1: After the 2005 earthquake in Kashmir, schools in affected areas set up child-friendly spaces with trained volunteers to help children deal with trauma through play and storytelling.
- Example 2: In Odisha, after the Cyclone Fani, teachers received training to conduct sessions on emotional well-being and stress relief in classrooms.
Conclusion
Schools are essential in the recovery process after a disaster. By providing emotional support, safety, and structure, they help children and communities heal. Investing in training school staff and integrating psychosocial care into school systems can make a big difference in building disaster-resilient communities.