Crisis & Emergency Context

Explores the impact of trauma on children and young people and how to foster resilience by using trauma-informed, recovery-focused and inclusive practice.

Children's safety, wellbeing and development can be impacted in crisis and emergency situations including natural disasters, pandemics, family violence and forced displacement (Cologon & Hayden, 2017). Children's routines, relationships and sense of security may be impacted when there is a disruption to their life, like a bushfire, flood or COVID-19. Bronfenbrenner (1979) proposed his Ecological Systems Theory, which states that children's experiences are shaped not only by the event but by the participating family, community and social systems. Crisis events can make children more vulnerable, but supportive relationship-building and cultural identity and safe learning environments can enhance resilience and recovery (Szente, 2016). Trauma-informed, culturally responsive and strengths-based practices that promote the safety, belonging and hope of all children, not just children with Aboriginal and Torres Strait Islander backgrounds, culturally and linguistically diverse (CALD) children, refugee and displaced children and children with a disability, are therefore a priority for early childhood educators (AGDE, 2022).

Impact on Children and Families

Children's emotional wellbeing, behaviour, learning and relationships can be impacted when there is a crisis or emergency, as their routines and sense of security are disrupted (Cologon & Hayden, 2017). Families can also suffer from grief, stress, displacement and a lack of health and community services. For Aboriginal and Torres Strait Islander children, CALD communities, refugee families and children with disability, these challenges could be increased due to social and cultural barriers. Secure relationships, consistent routines and support are essential for children to heal and grow resilient (Szente, 2016). Educators can build children's wellbeing, foster a sense of belonging and collaborate with families both before and after emergencies through the creation of safe, inclusive and nurturing environments (AGDE, 2022; Baker et al., 2022).

Social Policy & Australian Responses

Children's recovery is acknowledged in Australian policies as needing both physical safety and emotional wellbeing. A range of resources and guidelines help children and families to support coordinated, trauma-informed responses to children and families, including the National Framework for Protecting Australia's Children, Australian Red Cross Psychological First Aid, Emerging Minds and state-based emergency recovery services. They highlight the need for working together across education, health and community services and emphasize the importance of early intervention, family focused services and wellbeing of children (Australian Red Cross, 2022; Emerging Minds, 2020). The educator is an important player in implementing these policies by engaging in culturally responsive and strengths-based practice that supports the recovery, participation and inclusion (AGDE, 2022) of children.

Five Evidence-Based Strategies

Children can be supported by educators in the emergency and afterwards using practices that are trauma-informed and strengths-based. First, establish safe predictable routines to re-establish children's sense of security. Second, use Psychological First Aid by promoting safety, calm, connection and hope (Australian Red Cross, 2022). Third, foster play opportunities that will enable children to communicate feelings and learn to respond. Fourth, cooperate with families and health professionals to give individualised supports. Lastly, make sure that emergency planning and recovery processes are culturally responsive and culturally inclusive of Aboriginal and Torres Strait Islander children, refugee and displaced families, culturally and linguistically diverse (CALD) communities and children with disability (AGDE, 2022; Szente, 2016).

Community & Professional Partnerships

Crisis situations and emergency situations can be overcome through strong partnerships with children and families. Educators to coordinate support in conjunction with families, Australian Red Cross, Emerging Minds, Child and Family Health Services, Psychologists and local community organisations. Working with Aboriginal Community Controlled Organisations (ACCOs) and multicultural services also helps to promote culturally safe and inclusive recovery for Aboriginal and Torres Strait Islander children, refugee families and culturally diverse communities. Collaborative efforts foster resilience, wellbeing and a sense of belonging for children and support is personalized to each family's strengths, culture and needs (Baker et al., 2022; Flottman et al., n.d.).

Professional Websites & Programs

Behind every service we provide is a dedicated team of professionals, each bringing their unique expertise and enthusiasm to our business.

Behind every service we provide is a dedicated team of professionals, each bringing their unique expertise and enthusiasm to our business.

Behind every service we provide is a dedicated team of professionals, each bringing their unique expertise and enthusiasm to our business.

Behind every service we provide is a dedicated team of professionals, each bringing their unique expertise and enthusiasm to our business.

Children's Book

Why these books?

These books were chosen as they help children understand emotions, change and recovery through age-appropriate storytelling. Together they promote empathy, resilience, hope and a sense of belonging, while acknowledging that children experience crises in different ways. They also provide opportunities for meaningful conversations about feelings, supportive relationships and ways to cope in safe and inclusive early childhood settings.

The Rabbit Listened – Cori Doerrfeld

Fosters empathy, listening and emotional healing after difficult experiences.

A Place to Stay – Erin Gunti

A child-friendly story about displacement, belonging and hope.

After the Fall – Dan Santat

Shows courage, resilience and rebound from setbacks.

When the Wind Changed – Debra Tidball

Looks at mental health, change and hope after hard times.

Videos, Podcasts & Educational Media

Shows how children use play to recover emotionally in emergencies.

It has resources on stress, emergencies and mental health that are child-friendly.

Builds connection, belonging and mental health through familiar routines and play.

Provides practical advice for helping children’s mental health after a crisis.

Critical Reflection

Resources used in crisis and emergency contexts should be carefully selected to ensure they are evidence based, trauma informed and culturally responsive. Educators should choose resources that build hope, resilience and recovery and not reinforce fear or deficit perspectives. High-quality resources should authentically reflect Aboriginal and Torres Strait Islander children, refugee and displaced families, culturally and linguistically diverse (CALD) communities and children with disability. When used mindfully, these resources strengthen children’s wellbeing, sense of belonging and resilience and support respectful partnerships with families and communities.