Eight factors that shape the mental health of children in a disaster context

Every infant and child will have a different experience of a disaster and will react in a unique way. How they respond depends on a range of risk and protective factors within their ecology. Understanding these factors can help you to better support infants and children during and after disasters.  

We have outlined eight key factors that shape the mental health of infants and children in a disaster context:  

1. Characteristics and consequences of the disaster

A child’s reactions will be shaped by the characteristics of the disaster they encounter, including its severity and duration. Research shows increased risk of mental health difficulties for infants and children who experience a potentially traumatic event as a result of the disaster. Traumatic events could include:

• witnessing a loved one being injured or killed
• being injured or trapped during the disaster
• being separated from their parents or caregivers (even briefly)
• experiencing higher levels of personal loss and/or life disruptions post-disaster (Bothe et al., 2018; Tang et al., 2017).

2. Characteristics of the child

A child’s age, temperament and where they are at in their development greatly influence how they understand and respond to a disaster. For instance, a young child, because of their magical thinking, might wrongly believe they caused the disaster, which can make them feel more worried and anxious during or following the event. This is common in children aged between two and seven years old. In contrast, children who have coping and problem-solving skills may be less distressed and even help others.

3. Pre-existing adversities

Infants and children who have prior exposure to adverse childhood experiences (e.g. family and domestic violence, poverty, parental substance use, or parental physical or mental illness) or pre-existing individual or family stressors are at higher risk of experiencing mental health difficulties after a disaster (Cobham et al., 2016; McDermott, 2014).

4. Disaster preparedness and access to support

A child’s response can be mitigated by being prepared for the disaster, both physically and emotionally. Feeling safe, receiving ongoing comfort and support from parents and other caring adults, and being provided with age-appropriate information to help them make meaning of the disaster are all crucial to infants’ and children’s immediate and long-term wellbeing (Cobham et al., 2016; Hobfoll et al., 2021; Royal Far West & UNICEF Australia, 2021).

5. The child’s perceptions of threat and loss

When a child perceives their life or those they care about to be in danger during a disaster, it can have profound and lasting effects on their mental health (Trickey et al., 2012). These experiences can persist beyond the immediate danger, disrupting their sense of safety and influencing their emotional regulation and coping abilities.

A child’s perceptions of threat during a disaster may be very different compared to those of the adults around them (McDonald et al., 2019). Similarly, losses that may be less important to adults (e.g. the loss of a favourite item) may be of profound significance for a child (e.g. the loss of a comfort toy).

6. Adult–child relationships and interactions

A positive parent–child relationship or relationship with another trusted adult is a significant protective factor, buffering children from the adverse impacts of a disaster.

When parents or other adults are calm and in control and respond to an infant’s or child’s reactions during and after the event, the infant’s or child’s distress is reduced. In contrast, infants and children experience increased anxiety if their parents or other adults show extreme fear or distress, seem unable to cope, or are in conflict over what to do (Cobham et al., 2016).

7. Disruptions to daily life

After a disaster, daily life can feel chaotic and out of control without the stability of previous routines. Re-establishing predictability by creating some form of routine helps infants, children and families to cope with the disruptions to their lives caused by the disaster.

It is important for practitioners to acknowledge the challenges parents may be facing, while also explaining that re-establishing routines or developing new ones will support feelings of safety and security for their children.

8. Post-disaster challenges and adversities

An infant’s or child’s mental health will be influenced not only by their disaster experience but by stresses and adversities that can arise after – and because of – the hazardous event. These commonly include financial stresses; parental physical or mental health issues; homelessness, relocation or long-term temporary accommodation; increased family violence and exposure to community violence; and damage to schools or community spaces (Cerna-Turoff et al., 2021).

Want to learn more?

The content in this article is based on a section of our practice paper Why we need to support infants and children before, during and after disasters, which is part of Supporting infants and children in disasters: A practice guide.

This practice guide includes information about disaster preparedness, psychological first aid, supporting infants and children during a disaster, wellbeing for disasters workers, supporting children after a disaster and practices to support recovery.

These resources have been created to support practitioners, workers, leaders and volunteers across a wide range of sectors such as health services, social and community services, education, first response and emergency services, government, non-government organisations and community-led initiatives.

Explore the practice paper and practice guide using the following links.