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Strategies for supporting the mental health of infants and children after a disaster: Support networks

Emerging Minds, Australia, October 2024

Related to Attachment and separation, Child mental health, Disasters, Family and social relationships, Preparing for natural disasters, Resilience, Responding to traumatic events

Resource Summary

This resource is part of Practices for supporting infant and child mental health after disasters, which is one of 11 practice papers that make up Supporting infants and children in disasters: A practice guide.

A child’s resilience – their ability to recover from adversity or a potentially traumatic experience – is something they develop over time. Resilience is a process, not an inherent quality (Cadamuro et al., 2021) – it reflects a balance between the demands being placed on a child, and the internal and external resources they have available to meet these demands (Masten & Motti-Stefanidi, 2020; Powell et al., 2023). If the child’s resources are sufficient to cope with the situation, their wellbeing will not be impaired. If demands drain or overwhelm the child’s resources, they may experience distress. Most of the time, when an acutely demanding situation has passed, equilibrium is re-established. However, sometimes the aftermath of an acute event and the emotional work of recovery impose additional demands. In such a case, the child needs additional resources to cope and will often rely on their support networks to supply these resources.

‘Safety and connection are the things people need most – in my experience, I observed that connection was a big thing without people realising it. Lack of connection had an impact on people’s relationships. People were physically separated during the event but also emotionally afterwards. Connection to one another, and connection to place also. When we were displaced, we felt this disconnect from the place, particularly through the rebuilding stage because we were living a fair distance away from the community. The sense of connection through the playgroup and through school was beneficial when we were able to rebuild and move back, but this took time.’

– Phil, reflecting on their family’s experience of the Black Saturday bushfires

Practitioners may need to activate support systems for children and families by connecting them with appropriate resources and services tailored to their needs. By helping parents navigate service systems, practitioners can ensure that children and families access resources and psychosocial support. This may include coordinating with or making referrals to counselling or mental health services, medical care, social services or community organisations providing disaster relief assistance.

It is important to recognise that the support made available within different communities must be tailored to their unique experiences of disaster. While there is often a significant focus on support in the initial phases of recovery – such as during the clean-up and rebuilding – psychosocial support for children, parents and others who support children is often needed long after the physical reconstruction is complete. In the immediate aftermath of disaster, the urgency of practical recovery tasks can overshadow the need for emotional and psychological care. However, it is often only when people have a moment to reflect and step back from the immediate demands that they recognise the full extent of their need for psychosocial support. This type of support must be sustained for months and even years after a disaster to ensure that children and families have the ongoing resources they need to fully recover.

Why support networks are important

Accessing existing social support or building support networks is essential for promoting resilience and wellbeing among children and families affected by disasters. Support networks provide avenues for emotional support and expression, mutual assistance and collective problem-solving, fostering a sense of community and belonging. Post-disaster community-based initiatives, such as support groups and recreational activities, offer opportunities for children and parents to connect with others who have had similar experiences. This can reduce feelings of isolation and promote social integration and recovery (Save the Children, 2021).

Key practices

Select the following headings to read more about different sources of support for infants and children who have experienced a disaster.

  • A child’s parents are usually their most important support in recovering from a disaster. Infants and young children are especially dependent on their parents to nurture them and meet their needs for comfort and reassurance, in addition to their basic survival needs like food, shelter and sleep. However, a disaster may overwhelm parents’ own resources of energy and emotional availability, making it challenging to meet their child’s needs and maintain a strong relationship. To support the recovery of infants and children after a disaster it is essential to optimise their parents’ wellbeing and capacities. This may involve providing:

    • practical supports like grants, vouchers, service navigation and hands-on help
    • education and information about the impacts of disasters on adults, children and families
    • counselling and other mental health supports
    • resources and services to help parents support their children’s wellbeing
    • facilitated access to wellbeing opportunities for parents themselves that suit their needs and interests.

  • A family’s social support network or ‘village’ – which might include relatives, friends, neighbours and community groups – can help them recover from a disaster. These networks can provide emotional, practical and financial help, and a sense of belonging and solidarity. Other caregiving figures, such as grandparents or friends, may step up to help support children after a disaster. They can play important roles in restoring children’s sense of safety and connection. It is reassuring for a child (and family) to have aspects of their identity affirmed through social, cultural and spiritual networks like extended family, faith fellowships, sports clubs and hobby groups. Whole-of-community initiatives, like a barbecue or a creative recovery project, can help children and families reconnect with their community after a disaster.

  • A child’s learning community (early childhood service, school or outside school hours care (OSHC)) can be an important support. After the temporary chaos of a disaster, returning to an education setting can help a child regain a sense that the world is familiar and predictable, with structures, schedules, rituals and relationships they understand.

     

    ‘At the time, I didn’t want the girls to go to school. I didn’t want them to hear people’s trauma stories. But looking back I realise they needed to go and have that shared experience.’

    – Sarnia, mother of three, reflecting on her family’s experience of disaster

     

    These settings are also ideal places to provide children with opportunities to process the disaster’s events creatively through play, stories, conversation and art. It is common for a disaster to affect most or all the families and children in a geographical area. The learning community can provide an ideal environment for a group of children and adults affected by the same event to share stories, make meaning and explore coping strategies together.

     

    Learning communities are well-positioned to support children in both the immediate aftermath and the medium- to long-term recovery phases. It is crucial to avoid overloading these settings with excessive programs during the response and recovery phases. However, as schools and early learning services progress beyond the immediate crisis, they often become more ready and eager to engage in medium- to long-term support. During this period, learning communities may identify children who require further assistance and can benefit from additional support. Building strong relationships with these communities is essential to ensure that the resources and programs are effectively integrated and used.

     

    ‘Schools have a big role to play for children (and parents) to regain a sense of safety, human warmth and predictability after an event that has challenged these. A “whole school” approach is powerful. However, protecting school leaders and staff from taking too much responsibility is important.’

    – Chris Gostelow, psychologist and former Chief Psychologist with the Department of Education, Western Australia

     

    Practitioners also strongly recommend implementing resources and programs that help children develop resilience in the preparedness phase, which can be mobilised and repurposed as needed by teachers and educators supporting children through response, short-term and long-term recovery. You can read more about this in the paper Disaster preparedness with a focus on infants, children and families.

  • Some infants and children who have experienced a disaster will need specialised mental health support and care. For children with acute emotional and psychological needs, therapeutic intervention with trained mental health professionals who have experience working with children and their families is essential. Mental health professionals provide crucial post-disaster support by offering emotional reassurance, validating feelings of distress and teaching coping strategies to manage overwhelming emotions. Individual or group counselling in a safe and supportive environment enables children to express their fears and anxieties, fostering emotional healing and resilience. Interventions such as trauma-focused cognitive behavioural therapy or play therapy can help children to process their experiences, reduce distressing symptoms and promote recovery.

     

    A multidisciplinary team approach is vital for comprehensive mental health care. Collaboration between specialists including psychologists, occupational therapists and speech therapists, ensures that all aspects of a child’s development and mental health are addressed. This coordinated approach supports a more holistic recovery, integrating various professional perspectives to meet the diverse needs of children and their families effectively. Additionally, involving parents and families in the care process is crucial. Engaging families in therapy, providing them with support and resources, and encouraging their active participation in their child’s recovery fosters a more effective and supportive environment. Coordination with other professionals, such as educators and paediatricians, further enhances the support provided, ensuring a unified strategy that addresses the child’s overall wellbeing.

  • There is a growing range of online resources for parents and families that offer information and guidance about supporting the wellbeing and recovery of children who have experienced a disaster. These include websites, apps, podcasts, e-books, worksheets, interactive activities and digital mental health programs.

     

    Some examples are:

Integrated and coordinated support

Timely and effective post-disaster support relies on multi-sector and cross-agency collaboration and integration. This combined approach is crucial for providing comprehensive care to infants, children and families, and enhances accountability and transparency in the disaster management process (Cavallo, 2014). No single individual, agency or sector possesses the full range of skills, knowledge and capacity needed to address the diverse and evolving needs of children and families throughout the disaster recovery process.

Collaborative efforts must include:

  • government agencies
  • non-government organisations
  • emergency management and disaster recovery workers
  • health and mental health practitioners
  • education professionals
  • community groups
  • media outlets.

It is important these stakeholders work together to ensure that support services are well-coordinated and tailored to the unique needs of each community. Regular communication, joint planning, resource pooling and shared decision-making are essential to align support efforts and maximise their effectiveness.

Likewise, it is crucial to recognise the roles of government agencies with legislatively prescribed responsibilities. These agencies often have leadership roles and established protocols that all supporting organisations must integrate. Ensuring that common messages are communicated across agencies helps deliver a unified and cohesive community response, which reduces distress and uncertainty for families, streamlines access to support, and ultimately aids in recovery. Where possible, shared or agreed methods for communicating these messages should be used.

Partnering with local, trusted, place-based services is particularly important, as these organisations often have established relationships within the community and can provide ongoing support long after other disaster response services have left. This approach helps to ensure continuity of care and addresses concerns about ‘fly-in, fly-out’ services that may disappear when funding dries up. Additionally, investing in the capacity building of local staff is essential not only to prepare for future disasters but also to support children in an ongoing way. Enhancing the skills and knowledge of local practitioners contributes to sustainable recovery while empowering the community to provide continuous support for children’s wellbeing and development.

Agencies and services that proactively collaborate to provide psychosocial support through coordinated outreach will ensure that families with young children receive the necessary assistance and resources during the recovery period. Effective collaboration will also involve clarifying practitioner roles, boundaries and interventions.

Practice scenarios

Practice scenario 1: Sam

After a severe storm, a 12-year-old boy named Sam, who is neurodivergent and experiences anxiety, has begun to struggle more intensely with sensory overload and fear of future disasters. His younger sibling, Lucy, aged 8 years, found Sam’s heightened anxiety overwhelming and was becoming distressed by his outbursts and need for constant reassurance. The family sought help from their local health clinic, and a multidisciplinary team was formed to support Sam’s mental health and the wellbeing of the entire family.

An experienced child psychologist began by meeting with Sam’s parents to understand the family’s needs and existing support systems. Recognising the importance of a coordinated approach, the psychologist reached out to Sam’s GP, who had been managing his anxiety, and his paediatrician, who was familiar with his sensory and learning needs. Together with the school-based occupational therapist and Sam’s teacher they discussed strategies to help him regulate his emotions, such as using weighted blankets and noise-cancelling headphones, and agreed on a plan to monitor his progress. They worked together with his parents to implement a support plan that included structured routines, regular breaks and a quiet space where Sam could retreat if he felt overwhelmed.

Understanding the strain on the family, the psychologist arranged for Lucy to receive support as well. A social worker facilitated sessions where Lucy could express her feelings and learn coping strategies for dealing with Sam’s behaviour. Sam’s grandparents, who lived nearby and had been a vital source of support, were also included in the care plan. The psychologist provided them with information on how to comfort Sam during his meltdowns and involve him in calming activities, like gardening, which he enjoyed.

Practice scenario 2: Community event

At a community event, visiting mental health clinicians conducted storytelling and colouring activities at a Birdie’s Tree stall. A group of nine children spent most of the morning at the stall, coming and going to attend other activities, but consistently engaging with the Birdie’s Tree materials. Aged three to nine years, they represented four families (three who were related and one unrelated) all of whom had recently lost their homes to a flood. Over the course of the morning, two older girls took turns reading all 11 Birdie stories to the group, while the other children took turns operating the puppets, coloured in, listened and chatted with the visiting clinician. One seven-year-old girl spoke in vivid detail about how frightening it had been to evacuate in the early hours of the morning and sit on the roof waiting to be rescued. She also described the ‘scary noises’ in the new house, and how uncomfortable it was to be without furniture and sleep on a mattress on the floor.

A six-year-old boy spoke of feeling very sad about the loss of his home, even though there were positive aspects to his new living situation. The clinician supported him to explore his range of feelings about his old and new homes and schools, acknowledging and validating all these feelings. When the clinician asked, ‘Have you talked with Mum and Dad about how you’re feeling?’ the boy shook his head vehemently. ‘Oh no,’ he said. ‘Mummy and Daddy are very busy’. Recognising the boy’s desire to shield his parents, the clinician gently asked, ‘What do you think would happen if you told Mummy and Daddy how you feel?’ This opened a conversation about how he could express his feelings to his parents, even though they were busy. The clinician suggested they write a story together about it to share with his parents.

This community event enabled children to share stories and discuss feelings with their peers and a caring adult (the visiting clinician). This added to the support their parents and other adults in their lives were able to provide in the challenging short-term recovery period.

Practice scenario 3: Collective grief in a school community

The death of three children and their mother following a disaster had a profound impact on their remaining family and broader community. The grief was widespread and evident in community members’ behaviours. In particular, parents became noticeably more protective of their children. Many walked their children to the classroom door and lingered outside the school talking with other parents. This became disruptive to school routines.

Children (and adults) left flowers and other items to remember the children who had died at a prominent but inconvenient place in the school. Many people were coming onto the school grounds both during and out of school hours, creating a security risk.

The school principal realised that the community wanted to express their affection for this family and that the school was seen as the safest, most appropriate place to do so. The principal worked with the family of the deceased, the school psychologist, school community leaders and school staff to develop a memorial service and establish a permanent memorial. While schools may not be the right place for a memorial in every circumstance, in this instance the school community worked together to find a suitable and appropriate location on school grounds.

Many children were experiencing grief and distress but had the support of their parents and school staff. School routines soon returned to normal, with a sense that community members now had permission to move forward, knowing that the children were gone but not forgotten.

More strategies

Now you have finished reading this resource you can:

Acknowledgements

This practice paper is informed by valuable research, practice insights and lived experience of disaster. Emerging Minds would like to thank the professionals and families who had an integral role in shaping this resource along with the Australian Child and Adolescent Trauma Loss & Grief Network (ACATLGN) team at Australian National University (ANU). Led by Michelle Roberts, the ACATLGN team’s work contributed significantly to the development of this practice guide, which Emerging Minds has led since 2023. A full list of acknowledgements can be found on the Emerging Minds website.

References

Cadamuro, A., Birtel, M. D., Di Bernardo, G. A., Crapolicchio, E., Vezzali, L., & Drury, J. (2021). Resilience in children in the aftermath of disasters: A systematic review and a new perspective on individual, interpersonal, group, and intergroup level factors. Journal of Community & Applied Social Psychology, 31(3), 259–275. DOI: 10.1002/casp.2500.

Cavallo, A. (2014). Integrating disaster preparedness and resilience: A complex approach using System of Systems. Australian Journal of Emergency Management, 29(3), 46–51.

Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem resilience for children and youth in disaster: Reflections in the context of COVID-19. Adversity and Resilience Science, 1(2), 95–106. DOI: 10.1007/s42844-020-00010-w.

Powell, T., Muller, J. M., & Wetzel, G. (2023). Evidence-based interventions for children and families during disaster recovery: Trends, lessons learned, and future directions. In S. E. Ortiz, S. M. McHale, V. King, & J. E. Glick (Eds.), Environmental impacts on families: Change, challenge, and adaptation (pp. 23–39). Springer Nature Switzerland. DOI: 10.1007/978-3-031-22649-6_2.

Save the Children. (2021). After the storm: A perspective on the immediate relief and recovery approaches implemented to support children. Submission to Phase 2 of the Inquiry into the 2019–20 Victorian Fire Season.

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