RESOURCES FOR EDUCATORS
TEACHERS AND PRINCIPALS PLAY AN IMPORTANT ROLE
IN HELPING STUDENTS COPE WITH A MAJOR DISASTER
A new book inspired by the work of the Disastershock global response team, with contributions from many of the team members:
School-Based Family Counseling for Crisis and Disaster
You can purchase the book here
*All royalties are donated to the Disastershock Global Response Team for disaster-related support.
Available for free in multiple languages is Disastershock's Manual for Principals & Teachers:
How Schools Can Cope With the Emotional Stress of a Major Disaster
More disastershock school manual translations coming soon!
Watch these slides prepared by Dr. Robyne Le Brocque on how educators can help students cope with the Covid 19 pandemic. Dr. Le Brocque is Program Lead for the Bachelor of Social Work (Hons) and is Senior Lecturer in the School of Nursing, Midwifery, and Social Work, at The University of Queensland, Australia.
EDUCACIÓN EN PANDEMIA :¿Cómo promover funciones ejecutivas de los estudiantes?
Celina Korzeniowski, PhD
Human, Social and Environmental Science; Institute of the National Scientific-Technological Research Council (INCIHUSA – CONICET); Technological-Scientific Center (CCT Mendoza – CONICET), Faculty of Psychology, Aconcagua University, Mendoza, Argentina
"Given the increased COVID-19-related mental healthstress on the nation’s students, school-community mental health partnerships are now, more than ever, essential to the health and well-being of our young people."
The Parent Institute for Quality Education (PIQE) conducted a Fall 2020 phone survey in Spanish of 1,323 PIQE parents to better assess how parents and families adapted and where critical areas of need remain as the pandemic continues to evolve. The Fall 2020 survey found continuing disparities in equitable access to educational instruction time and marked increases in student and familial stress that were affecting student learning during the pandemic.
"Key findings from the October 2020 survey include:
• 17% of statewide respondents indicated they do not have reliable internet or Wi-Fi t home.
• 1 in 5 families does not have their own email address.
• 50% of respondents state they do not know how to receive medical services online or by phone with the greatest disparity in Central Valley (52%)
• 62% of respondents are concerned about their student(s) emotional needs.
• 51% of respondents indicated that their stress levels are higher or much higher than normal."
Horton D, Spigelmyer P, Zoucha R, Rebmann T. Disaster preparedness in K-12 schools: an integrative review. Journal of School Health. 2023; 93: 726-732. DOI: 10.1111/josh.13319
BACKGROUND: The threat of a disaster or potential for a disaster is something that may be experienced by individuals globally. Schools are places of daily mass gatherings which make them an ideal target for mass casualty, natural disasters, and biological incidents.
METHODS: An integrative review using Whittemore and Knafl’s model was conducted to explore peer-reviewed publications about K-12 schools and natural disasters and pandemic preparedness and planning.
RESULTS: Themes identified from the systematic review of 12 articles reflected determinants and level of school preparedness, disaster plan components, compliance with government requirements, emergency equipment, supplies, drills, and training, collaboration with outside agencies, and perceptions of school preparedness. Preparedness for disasters and biological events among schools varies and multiple factors contribute to the level of preparedness. Perceptions of school preparedness differ among school community members. Schools perceive more preparedness for disasters than their actual level.
CONCLUSIONS: Our nation’s schools are not adequately prepared for disasters. There is a need for further research in schools to identify and understand preparedness for disasters.