Key practices
Narrative practices
It is a fundamental human instinct to shape experiences into stories; this is how we make sense of events, remember them and share learnings with others. Our interest in hearing and sharing stories is a powerful way to connect with each other and process our experiences. Various narrative practices can be used to help young children understand and process their experiences of disasters. These practices can be applied in practice or educational settings with children or recommended to parents. Both telling and listening to stories can be therapeutic, offering opportunities for healing and connection.
Practice examples include:
- Children and the caring adults in their lives can tell each other stories of the event. This can be done informally (e.g. in conversation) or in a more structured way (e.g. as an activity at early learning, or through narrative therapy where the family meets with a facilitator).
- Create a ‘social story’: an adult renders the event in storybook form with the child as the main character. This process can overlap with narrative therapy if the child is involved in constructing the social story. For example, the Early Connections Alliance has developed a Bushfire social story which practitioners or parents can download and adapt with children.
- Create a scrapbook with photos, drawings and notes about the disaster and the recovery process. This can help children see the progression from the event to the present and recognise the resilience and efforts made in the aftermath. Some schools or communities have published stories created by children and their families, such as the Tathra Public School’s book on bushfire.
- Encourage young children to create a ‘feelings book’ where they can draw pictures and use simple words or phrases to label their emotions, events and thoughts related to the disaster. Using stickers or stamps can make this activity engaging and help them communicate what they may not yet be able to say with words.
- Encourage older children to keep a journal where they can write about their feelings and experiences. This can be a private space for them to express their thoughts and make sense of what happened. Some children may want an adult to work on this with them or write what they say.
- Conversational reading is a narrative practice that helps children explore an experience similar to their own through a character in a fictional book (usually a published picture book). The Birdie’s Tree storybooks are great examples of this, and specifically designed to help children who have experienced a disaster.
- Use role-playing activities, where children can act out scenarios related to the disaster with dolls, puppets or action figures. This can help them explore different outcomes and express emotions in a controlled environment. Provide props so children can use pretend play to act out different roles in the event (e.g. hose, fireman outfit, spade for digging or a boat made of cardboard boxes).
- Collect stories from other children and families who experienced the same disaster. Sharing these stories in a group setting can help children realise they are not alone and learn from others’ coping strategies. New South Wales’s Mogo Public School community created a permanent yarning circle to support students who experienced a difficult time after the Black Summer bushfires.
- Stories told through other media – such as video, animation or podcast – may help a child process their own experiences. For example the Bluey episode ‘Rain’ (season 3 episode 18) explores flooding.
- Creating opportunities for children to share their experiences in other media is also valuable, such as making a podcast or apps that help collate short videos or photos into a longer story. Examples include:
These practices provide a structured way for children to explore and process their feelings and experiences through storytelling. Whether through shared book reading, creating social stories, or other narrative activities, stories offer a framework with a clear beginning, middle and end that helps children make sense of their experiences.
Even for infants and young children who are not yet able to read, shared storytelling offers numerous benefits. This activity provides a comforting routine and a chance to engage with stories in a way that is accessible to them. Listening to stories can help children process their emotions and experiences indirectly through the characters and scenarios presented. This can be particularly supportive for children with disabilities, as shared reading can be adapted to their individual needs, using accessible formats and interactive elements to engage them in the storytelling process.
Engaging in narrative practice allows children to discuss their thoughts and emotions in a non-threatening way. The adult’s role in guiding these discussions helps frame and contextualise the child’s feelings, offering support and reassurance.
Importantly, narrative practices also support children’s sense of agency by involving them actively in the process. For instance, creating their own stories or drawings allows children to express their perspective and contribute to their recovery process.
This collaborative approach not only facilitates emotional expression but also strengthens the bond between the child and the caring adult, creating a sense of security and connection during challenging times. By sharing and hearing stories, children can better understand their own experiences, learn from others, and feel empowered in their journey of recovery.
When implementing narrative practices with children, ensure that the stories or activities shared are age-appropriate and consider the child’s individual needs and emotional state. Be mindful of whether the content could potentially distress the child and provide support as needed. Not only do some children not want or need to talk about their own story – they may not want or need to hear about other people’s experiences.
Be prepared for the possibility that children may have varying perspectives or responses and reassure them that this is a normal part of processing their experiences. Ensure that any group activities are conducted in a safe environment where children are protected from exposure to distressing content that might be overwhelming or harmful, and have processes in place to support them if they do find the experience triggering.
Offering opportunities for narrative engagement should be a continuous process, even years after the event. This can be done in trigger-minimising ways, such as by revisiting familiar resources like storybooks or puppets, and gently suggesting, ‘Do you remember these books? I wonder if you’d like to read them again?’ For older children, connecting present experiences with past events, such as noting new growth on trees after a fire, can provide a natural way to reflect on the past without forcing the conversation.
It is also important to recognise that a child’s narrative of the event may evolve over time. Their understanding and retelling of the story might change as they grow and process their experiences in new ways. This shifting narrative is a normal part of their development and ongoing recovery process.