Strategies for supporting the mental health of infants and children after a disaster: Routines and predictability

Disasters typically disrupt the daily life of a child and their family. After a disaster a child may be living somewhere that is not their usual home (or even community) or their home may be damaged, altered and/or shared by more people. They may not be able to attend their early learning service or school as usual, while their parents may not be going to work. The family may not be able to pursue their usual activities in the same place or way.

Routines provide structure in the child’s day, so that instead of feeling the world has become chaotic and unreliable, children can feel some confidence about things that are likely to happen. For example, it is helpful to families to try put their child to bed at approximately the same time each evening, with a consistent bedtime routine (e.g. dinner, play, bath, teeth, story, lullaby, sleep). Similarly, having meals and naps around the same time each day can be reassuring for infants and young children.

Returning to school or early childhood education and care is crucial for restoring continuity and supporting children’s healing after a disaster. When early learning services and their staff are ready to welcome children back, they offer an essential opportunity for children to re-engage with familiar routines and structures that aid in their emotional and cognitive recovery. Consistent school routines including regular class schedules, familiar teachers and peer interactions provide stability and predictability, which are vital for helping children process their experiences and regain a sense of normalcy. Educators play a key role in adapting and reinforcing these routines in a post-disaster environment, ensuring children feel supported and reassured as they transition back into their educational settings.

Why routines and predictability are important

In the following video (2 minutes, 8 seconds) a parent with lived experience and a practitioner discuss why re-establishing routines is so important for infants and children in the aftermath of disaster.

All the sudden change and disruption resulting from a disaster can profoundly disturb a child’s sense that the world is a safe, comprehensible place. When routines are disrupted, infants and children may struggle with the sequencing and organisation of their daily activities, which can further hinder their ability to recover from the event. Familiarity and predictability help reconstruct their sense of safety and security. Maintaining or restoring familiar patterns and routines helps provide a sense of continuity and order, essential for re-establishing a feeling of normalcy. This helps to reset sequencing and supports the child’s emotional and cognitive recovery. While it can be difficult in a disaster, children benefit when the adults around them work to maintain or restore familiar patterns and routines in their lives.

Key practices

Re-establish or create new routines

Where possible, reinstate aspects of previous routines (such as a familiar song or story at bedtime) while creating new ones adapted to the post-disaster environment (e.g. having a shared ‘bedtime’ for all children where multiple families are temporarily living in the same place). In educational settings, support educators in reinstating classroom routines that offer a sense of normalcy, with regular schedules and familiar classroom activities.

Set clear boundaries and expectations

After the disaster, it can be challenging for parents to maintain the same boundaries, expectations and parenting style they had before the disaster. Some parents become more anxious and protective (which can translate into over-supervising and controlling) while others become more lenient. While such changes are understandable, and may be unavoidable in the short-term, children benefit from a balance between structure and flexibility. Encourage parents to validate children’s emotions but also maintain expectations about behaviour – for example, they might say: ‘I know you feel angry that your little brother took your car, but it is not OK to hit him.’

In schools, this involves setting clear behavioural expectations while being sensitive to the emotional impact of the disaster. Encourage educators to use positive reinforcement and clear communication to help students understand and adhere to classroom rules, while also acknowledging and addressing their emotional needs.

Remain flexible and responsive

Situations and people’s needs change all the time, especially with young children who are rapidly growing and developing. ‘Soft routines’ – i.e. doing things ‘around’ the same time each day – is a useful concept. It is helpful if parents, educators and other adults in the child’s life are flexible, paying attention to the child’s cues and the evolving situation to make changes as required.

In educational settings, this means being flexible with classroom schedules and assignments as needed, and adjusting teaching strategies to accommodate the changing needs of students. Encourage educators to regularly check in with students and families to adjust routines and support as necessary, fostering a responsive learning environment.

Involve children in decision-making

Engage children in decisions about routines and activities, as is developmentally and age-appropriate. Help parents find appropriate ways to invite children’s input and participation, while also setting clear boundaries and expectations.

In education settings, this might look like involving students in creating rules or choosing activities that help them feel more connected and engaged. This participatory approach helps children feel a sense of control and ownership over their environment.

Encourage healthy habits

Talk with children (and other adults) about the importance of adequate sleep, nutrition, movement, exercise and relaxation to support their physical and emotional health, and strategies to maintain these during challenging times.

Find a balance

Encouraging engagement in diverse activities, from creative endeavours to physical pursuits, supports healthy and holistic development and offers moments of joy and relaxation. Involving children (who are often ready and interested) in some of the recovery efforts empowers them to contribute meaningfully and gain a sense of agency, while still finding time for other developmentally appropriate activities.

In the following video (3 minutes, 50 seconds) psychotherapist Ruth Wraith discusses different ways that routines and boundaries can support children after disasters in the school, community and home contexts.

Symbolism in disaster recovery

Changes, such as rebuilding structures to be higher off the ground or incorporating fireproof materials, visually and tangibly symbolise efforts at increased safety and reduced vulnerabilities. These symbols reassure children and adults alike that their environment is safer and more predictable. Parents can help children understand these symbols by discussing their significance and how they contribute to a safer environment. In educational settings, incorporating discussions about these symbols can help further supporting children’s emotional wellbeing by reinforcing a sense of stability and predictability.

Practice scenarios

Practice scenario 1: Emily

Emily was two years old when her family home was destroyed by earthquake. In the weeks and months after the earthquake, her family had to move multiple times to keep a roof over their heads. With many tasks to accomplish ahead of rebuilding, Emily’s parents often had to leave her with other carers. These carers each had their own ways of interacting with her and different ideas about what she should or shouldn’t be allowed to do. There was a great deal of variation in her care environments, including the number of other children present.

Emily’s parents were concerned about her coping with all the change and disruption of the disaster. She seemed so relieved and happy when reunited with them that they never wanted to bring her mood down if it could be avoided. ‘She’s been through so much,’ her mother explained, ‘and there are things we would like to give her that we just can’t, because of our finances and the situation. We feel guilty leaving her with other people so much. So if she wants something, we hate to say “no”.’

Emily’s parents noticed she was having more tantrums when they did have to say no. Her bedtime became later and later, and instead of accepting being put to bed as she had before the earthquake, she would insist on staying up with her parents until she fell asleep on one of them. She often seemed tired and cranky in the day, which made her more emotionally fragile and harder to calm following a tantrum.

Emily’s parents realised she needed more consistency and stability in her days. While they still had to leave Emily in the care of others, they established a shared routine with all carers implementing similar meal and nap times. They also re-established a regular bedtime routine, and although at first one of Emily’s parents had to stay with her until she fell asleep, she soon adjusted to going to sleep in her own bed. The restored sense of predictability in the daytime seemed to help Emily’s mood and functioning, and it also helped the adults in her life cope with this difficult time.

Practice scenario 2: School

A few months ago, the town experienced a devastating cyclone and flood that resulted in significant damage to homes and infrastructure. In the aftermath, the local school, which had sustained considerable damage, played a crucial role in helping students re-establish their sense of normalcy. Despite the physical changes to the school environment, the staff quickly reintroduced familiar routines and structures to provide a comforting sense of predictability amid the ongoing changes in students’ lives. This return to routine was essential in supporting their emotional wellbeing and helping them adjust to the new, post-disaster reality.

Upon returning to school, students were greeted with familiar daily routines designed to provide stability. The ‘morning circle’, a long-standing part of their school day, allowed students an opportunity to express their feelings and understand the day’s plan. Additionally, the school integrated scheduled ‘learning breaks’ into the daily routine, where students practised deep breathing, used sensory tools and engaged in creative or movement-based activities. These activities were strategically placed in the school’s daily schedule to help students manage stress and focus.

Consistent mealtimes, rest periods and structured playtimes further reinforced the sense of normalcy. After lunch, students participated in designated quiet times, which provided a predictable period for relaxation or quiet activities. In the context of the ongoing flood risk, teachers and staff also invited students to be involved in the development and practice of the school’s emergency response plan, which helped them feel more prepared and in control.

For children experiencing separation anxiety due to the disruption, creating a new routine that included gradual and supportive transitions was highly effective. Educators and parents worked together to develop a routine that included consistent drop-off times and brief but reassuring goodbyes. Special rituals, such as a ‘goodbye hug’ or a small token of comfort that the child could keep with them, were incorporated to help ease the transition. Although it was challenging for parents to see their children distressed, maintaining these routines and offering consistent, reassuring communication helped alleviate anxiety and supported a smoother adjustment for both children and parents over time.

More strategies

Now you have finished reading this resource you can:

• Read the other Strategies for supporting infant and child mental health after disasters resources:
  • Child–adult relationships
  • Emotional regulation
  • Communication and meaning-making
  • Play and creative expression
  • Support networks
• Return to Practices for supporting infant and child mental health after disasters
• Check out Supporting infants and children in disasters: A practice guide
• Visit the Community Trauma Toolkit.