Center for the Study of Traumatic Stress
CSTS | Department of Psychiatry | Uniformed Services University | 4301 Jones Bridge Road, Bethesda, MD 20814-4799 | www.CSTSonline.org

Teachers’ Guide for Helping
Students After a Disaster
The death and destruction thatChildren might want to talkaccompany disaster events warrant
intermittently; younger kids
The death and destruction that accompany
special attention to communicating
might need concrete information
disaster events warrant special attention towith children and adolescents. Itto be repeated.
communicating with children
is difficult to predict the kinds of■ Limit exposure to television andpsychological problems that children
other sources of information
and adolescents.
and adolescents will have; however,about the disaster and its victims.
the following steps may help minimize■ Filter the information students
later difficulties:
receives by restricting or limiting their access to■ Engage your students in conversations of their choosing—traditional and social media.
not necessarily about their feelings or the scene. Talking■ Excessive information about victims increases distressabout the normal events of life is central to health.
through personalizing or overidentification; reduce this■ Remind students they are safe. Issues of physical safety andby providing concrete information about how they differ
security take priority.
from the people involved in the disaster.
■ Explain to children that these are actually rare and■ Reassure younger children that they are safe and that theirunlikely events. Tell them that there are warning systems
families and other adults will take care of them.
in place.
■ Fearful younger children may need to touch base from■ Everyone has a different way of responding to trauma.
time to time throughout the day during the early stages■ Allow children to respond their own way and listen tofollowing a crisis.
their stories.
■ Acknowledge questions about the death and destruction.
■ Maintain daily routines to the extent possible; avoid■ Acknowledge your student’s feelings: “You sound sad/starting new ones. Stability can be reassuring.
angry/worried…” “Are you sad/angry/worried?”■ Your response to the disaster will affect your students’■ Remind them that their feelings are okay.
response. Discuss your own reactions with other adults■ Acknowledge that you, too, may feel sad, angry, or worried.
before talking with your students.
■ Be alert to students expressing overwhelming feelings in
For Older Students:
discussions. Limiting time spent talking about the event■ Older children and adolescents may feel “stirred up.”can help your students express what they wish and not
Helping them understand their behavior and setting limits
more than they might wish they had.
can help.
■ Some children may respond by being distracted or having■ Acknowledge the importance of peers in helping totrouble remembering things. These should be tolerated
reestablish normalcy.
and understood.
■ For many teens, their cognitive abilities are often greater■ Be alert to changes in students’ usual behavior (e.g., dropthan their emotional capacity to manage highly stressful
in grades, loss of interest, not doing homework, increased
situations. Expect emotional swings.
sleepiness or distraction, isolating themselves, and weight■ Remember the importance of providing emotionalloss or gain).
support by “naming” the expectable reactions of■ Increase your students’ sense of control and mastery.
sadness, numbness, anger, fear, and confusion. Explain■ Encourage students to be active participants in disasterhow seemingly inappropriate giddiness, laughter,and emergency planning.
or callousness often are used to help ourselves frombecoming overwhelmed.
For Younger Children:■ Discuss the event in an open honest manner with kids.