U.S. DEPARTMENT OF EDUCATION

Tips for Helping Students Recovering From Traumatic Events
r

e

c

o

v

e

r

i

n

g

f

r

o

m

t

r

a

u

m

a

1

TIPS FOR HELPING STUDENTS

RECOVERING FROM 

TRAUMATIC EVENTS

The devastation accompanying the recent hurricanes along

the Gulf Coast has underscored the crucial role of recovery

planning in schools and communities affected by natural

disasters. This brochure, which is based on discussions with some

three dozen experts who work with students, provides practical

information for parents and students who are coping with the

aftermath of a natural disaster, as well as teachers, coaches,

school administrators and others who are helping those

affected. Although the focus is on natural disasters, these tips

may apply to other traumas students may experience.

U.S. Department of Education

Margaret Spellings

Secretary

September 2005

This book is in the public domain. Authorization to reproduce it in whole or in

part is granted. While permission to reprint this publication is not necessary, 

the citation should be: U.S. Department of Education, Tips for Helping Students

Recovering From Traumatic Events, Washington, D.C., 2005.

To order copies of this booklet write: ED Pubs, Education Publications Center,

U.S. Department of Education. P.O. Box 1398. Jessup, MD 20794-1398; or fax

your request to: 301-470-1244; or e-mail your request to: edpubs@inet.ed.gov; 

or call toll-free: 1-877-433-7827 (1-877-4ED-PUBS). If 877 is not yet available in

your area, call 1-800-872-5327 (1-800-USA-LEARN). To use a telecommunications

device for the deaf (TDD) or a teletypewriter (TTY), call 1-877-576-7734;

or order online at: www.edpubs.org.

This publication is also available at the U.S. Department of Education’s Web site

at http://www.ed.gov/parent/academic/help/recovering/

On request, this publication is available in alternate formats (Braille, large print,

or computer diskette). For more information, call the Alternate Format Center

at 202-260-0852 or 202-260-0818.

Acknowledgments

The Department of Education would like to express its appreciation to all

those who contributed to the development and review of this document,

especially Cheri Lovre, Crisis Management Institute, Portland, Ore.; the

National Association of School Psychologists; the American School

Counselors Association; and the staff of the Center for Mental Health

Services, Department of Health and Human Services.

Disclaimer

The information in this document is provided only as a resource that readers

may find helpful and use at their option. The information does not necessarily

represent the views of the U.S. Department of Education.
p

a

r

e

n

t

s

3

n Going to a new school is hard, especially now. Parents may want

to see if they can visit the school with their child ahead of time. 

n Enabling children to stay in contact with their old friends or even

children they met in a shelter can help them feel that their whole

world is not gone. The child’s new school may want to help

evacuated children get in touch with friends also relocated in the

area. 

n Parents will want to establish daily routines as soon as they can.

Meals, bedtimes and other regular parts of their day can help

children feel comforted and know what to expect. 

n Sometimes students react to trauma and stress with anger. They

may feel it gives them a sense of control. Adults should be

understanding but hold children responsible for their behavior. It is

not OK to hurt others and break other home and school rules,

even if students are stressed. 

n It doesn’t help younger children to watch coverage of the disaster

over and over. However, some older adolescents may find viewing

some factual media reports helpful in order to better understand

the disaster and recovery efforts. As an alternative, parents may

want to read the newspaper or a book with their child. 

n Parents should remember to take good care of themselves, too.

This will help them have the energy necessary to take care of their

children. Their ability to cope with this disaster will help their

children cope as well.

2

Tips for Parents 

Children will react in their own way and in their own time to their

disaster experience. Most reactions are normal and typically go

away with time. Be observant, though, if this does not happen. 

n Often children will cling to parents and may not want to be away

from them. When a child shows excessive clinging and

unwillingness to let a parent out of sight, the child is expressing fear

and anxiety of separation or loss. These fears should dissolve when

the threat of danger dissipates and children feel secure again

under a parent’s protection. Parents should give them comfort

and reassure them that they are safe. Once they feel safe, they’ll

begin to let go.

n Some children need to talk about a traumatic experience all the

time and others don’t want to talk at all. This is normal. While it is

important not to force children to talk about their experiences, it is

also critical for parents to let them know they’re willing to listen,

and then, to listen. 

n Anxiety about disaster experiences and problems sometimes

keeps children awake at night, or nightmares might wake them.

Temporary changes in sleeping arrangements following a disaster

may be helpful, such as parents letting children put sleeping bags

on the floor in their room or sleeping closer to them at first. After a

brief period of temporary changes, it is helpful to move back to

pre-disaster bedtime routines. 

n Giving children choices helps them feel some control when their

environment has felt out of control. Choosing food, clothes, what

games to play—any appropriate choices—can be helpful. 

n Children still need discipline. It helps them feel safe to know their

parents won’t let them get away with too much and that normal

rules still apply.

p

a

r

e

n

t

s
s

t

u

d

e

n

t

s

5

n If students or their friends feel really upset, they should take time to

talk to an adult about what happened. Some feelings can be

overwhelming after a crisis like this and talking to an adult can

help students feel better. 

n This experience has changed students’ lives, at least for right now.

While they may not feel better immediately, most people will find

that they start to feel better after a few weeks and begin to realize

that things will be okay.

n If people ask about things that students don’t want to talk about, it

is fine for them to say that they don’t want to talk about those

things. 

n When students feel anxious, it may help to find a calming activity.

Doing math, working out, listening to music, making lists, doing

crossword puzzles, or memorizing something sometimes helps give

students a rest from worry. 

n Students may feel better if they can help someone. It may make

them feel good to help at home, do some volunteer work, help

make dinner or clean up, babysit a little brother or sister, or fold

laundry. It can make a real difference for students to help their

parents and others. 

4

Tips for Students

Here are some things to think about for students who are at a new

school because their families had to move after a natural disaster: 

n Millions of Americans watched the news coverage of the natural

disaster and are volunteering their time and resources to help

students and their families recover and rebuild their lives. 

n With so many TV channels and news reports, it’s easy to get too

much exposure to news about the disaster. 

n Students should remember to stay in touch with their old friends. 

n Students should tell their new teachers what will help them feel

comfortable in their classes and tell them if they are having trouble

concentrating or doing schoolwork.

n Students should get involved in activities that they enjoy at school

or in their new neighborhoods. They may also want to join a youth

group such as the Boy Scouts, Girl Scouts, or 4-H. This will help them

meet new friends who share their interests. 

n Some students may find it helpful to have lunch or get together at

other times during school with other students who have relocated

because of the disaster. 

n Students may want to find some way to express what they’re

feeling by creating artwork, writing, playing music, acting in a

theater, singing in a choir or just talking to a friend or trusted adult. 

n Students should get enough sleep and exercise and eat food that

is good for them. 

n Students should make time to do things they enjoy. They should

play sports, read good books, go to movies, spend time with

friends, go for walks or listen to music. Students should try to not

dwell on the disaster or their family’s situation all the time. 

n It isn’t unusual for students to want a light on at night or to leave

music on while they sleep. They might have nightmares for a while,

but this is normal. If they still feel really upset two or three weeks

after a return to their normal routine, they should tell their parents

or a teacher or school counselor. 

s

t

u

d

e

n

t

s
c

o

u

n

s

e

l

o

r

s

7

Tips for School Psychologists,

Counselors and Social Workers 

Professionals who work with students are in a critical position to

support displaced families as well as their teachers and

administrators. 

n While some displaced students may want to spend time with each

other even though they aren’t at the same grade level, by sitting

together at lunch or in assemblies, it’s important for educators to

ensure that the school is not unnecessarily separating these

students from their peers. 

n Educators can help the school find ways to express the value

contributed by all of its students, not just those who succeed

academically and athletically. 

n Staff members should try to keep red tape to a minimum

whenever possible, realizing that school will be the place many

families gain access to social services. 

n School leaders should realize that not all students who arrive will

have significant adjustment difficulties and a few will have very

delayed responses. 

n Children who have experienced a great loss will still often benefit

by feeling like they can give to others less fortunate than

themselves. School leaders should consider activities that allow

them to help others in need. 

n Educators should provide an in-service training program for school

staff on the warning signs of serious crisis reactions and make

certain that a referral process has been established and is

understood by teachers and other staff members. 

n Educators should create ways to help all families, not just the new

families, to have social time together. Establishing these

opportunities can be a helpful way of disseminating important

information and ensuring that community support is provided. 

n Educators should be mindful of the significant needs of all students,

not just those affected by the disaster. 

n Educators should work with community mental health service

providers to help ensure a variety of services are available to

students in need.

6

Tips for Teachers 

Teachers are among the most important adults in the transition and

recovery of students impacted by a natural disaster or other crisis.

Their efforts will begin to give students a sense of stability, security

and belonging. Not only will students look to teachers for support,

but the learning process and social environment of the classroom

can all contribute to their ability to cope. 

n Some students will cope fairly well early on and may have difficulty

in the weeks or months ahead. Still others will be resilient when

surrounded by caring and supportive adults.

n Some students may have difficulty concentrating, may feel a

need for success or may exhibit anger.

n It is important to ensure that displaced students feel welcomed

and supported and that they are not bullied or ostracized.

Teachers should make sure that students understand that bullying

will be taken seriously and not be tolerated. It is helpful to establish

clear expectations about bullying and to discuss those

expectations with students.

n Students will also benefit from teachers who: 

— Care and reassure students that they will be okay.

— Avoid using television programs to watch disaster-related

events (especially for younger elementary school students).

— Maintain consistent and fair discipline.

— Provide flexibility such as extra time to do work, extra support

for challenging subjects and different ways of showing

competence. 

— Show empathy for what they are going through and make

time to listen. 

— Help them feel welcomed and part of a social group. 

— Allow them to keep in contact with others who survived the

disaster. 

— Provide a variety of methods and opportunities to express

their reactions to the disaster and to tell their stories of

survival. 

— Create opportunities to do something to help others, even in

small ways. Group activities such as fundraising events are

ideal because they also reinforce a sense of connectedness. 

n Teachers may already have children in their schools who are

experiencing life stress and are not receiving the support provided

to those who have been displaced by a natural disaster. This can

provide fuel for contention, so teachers should try to ensure

fairness and help for all students including those coping with

distressing events. 

t

e

a

c

h

e

r

s
8

Tips for Coaches

Coaches hold an influential position in the lives of the nation’s youths.

For some students, sports can offer the opportunity to connect with

others, to succeed in activities that require athletic skills and

concentration, to temporarily escape disaster-related problems and

to find a sense of normalcy. 

n Coaches should consider ways for displaced students to play on

sports teams. If fall teams are already formed, they may want to

encourage new students to participate in intramural teams or to

try out for winter sports. Coaches may want to consider creating

new intramural teams, if necessary, and perhaps encourage

players on competitive teams to serve as mentors, assistant

coaches or referees for intramural leagues. 

n Students often look up to coaches as role models. School leaders

can identify ways for coaches to help new students feel welcome

and promote their acceptance by other students in school. 

n The role of a coach and the context of athletics are ideal for

building trust between students and adults. This can be particularly

important for displaced students who may feel vulnerable.

Coaches should let new students know that they are there to help

them and are willing to listen if they would like to talk. 

n Coaches should be observant of new students’ behaviors, as they

may be able to identify signs of serious distress; if they do, then

coaches should seek help for the student from administrators or

school counselors.

n The school may want to offer informal pickup games after school.

Members of the community can help with this effort. 

n School leaders can support informal mentoring opportunities

related to sports to connect youths with adults in the community. 

n Coaches can encourage their players to help welcome new

students. 

c

o

a

c

h

e

s

a

d

m

i

n

i

s

t

r

a

t

o

r

s

9

Tips for Administrators 

The decisions educators make early on will have far-reaching

implications for both displaced students and for the overall school

climate. Even if principals have not received any new registrations,

they can think ahead about how to handle the registration process

when the first family arrives.

n Some parents may have difficulty letting their children be

separated from them. This is normal. Also, while some students 

look forward to the normalcy of school, others may not. 

n Principals may want to sponsor parent gatherings for all parents in

the mornings as school starts so they have a place to meet each

other and share the challenges of being a parent.

n While assemblies often pay recognition to students involved in

sports and leadership activities, administrators may want to

recognize a wider range of students, with a special focus on

making new students feel valued. 

n Staff will need extra support for a while. The full scope of

challenges may not be obvious at first and will likely change over

time. Principals can provide in-service staff development on

helping disaster victims, as well as time for teachers to gather and

share their frustrations and successes. Teachers also need the

opportunity to generate ideas on how to welcome the new

students.

n Administrators can provide teachers with guidelines for leading

class discussions on how to cope with disasters. Principals can

encourage lessons on such topics as the science of hurricanes and

other natural disasters, environmental impact issues, local

development and economic revitalization, disaster preparedness

and volunteerism. It may also be appropriate for teachers to lead

class discussions on what it was like for students to experience the

disaster and move to a new place and school. However, it will be

important to let teachers know that every displaced child is

different and that some will not find in-class discussion of the

disaster helpful.

n As with many things in life, flexibility and adaptability are key for

school leaders. 
r

e

s

o

u

r

c

e

s

11

State Agencies

Florida Department of Education

http://sss.usf.edu/hurricaneassistance/default.htm

Mississippi Department of Education

www.mde.k12.ms.us/Katrina/

Texas Department of Education

www.tea.state.tx.us/hcane/

Louisiana Department of Education

www.doe.state.la.us/lde/index.html

Alabama Department of Education

www.alsde.edu/html/home.asp

Private Organizations

American Psychiatric Association

www.psych.org

American Academy of Child and Adolescent Psychiatry

www.aacap.org 

National Center for Missing and Exploited Children

www.missingkids.com/

National Center for the Study of Traumatic Stress,

www.usuhs.mil/centerforthestudyoftraumaticstress

National Organization of Victim Assistance (NOVA)

www.trynova.org 

National Association of School Psychologists (NASP) Hurricane

Katrina Resources,

www.nasponline.org/NEAT/katrina.html 

Council for Exceptional Children

www.cec.sped.org/cec_bn/Hurricane_Katrina.html

National Association of State Directors of Special Education

(NASDSE)

http://edla.aum.edu/serrc/partbhurricane.html 

American Counseling Association

www.counseling.org/hurricane 

American School Counselor Association

www.schoolcounselor.org 

10

Additional Resources

These resources are intended only as a partial listing of the resources

that may be relevant and available to readers. The U.S. Department

of Education does not endorse private or commercial products,

services or organizations.

Federal Agencies

Department of Education

www.hurricanehelpforschools.gov/index.html

Department of Education Office of Safe and Drug-Free Schools

www.ed.gov/admins/lead/safety/crisisplanning.html

Department of Homeland Security

www.ready.gov

Federal Emergency Management Agency

www.fema.gov/kids/hurr.htm

Department of Health and Human Services

www.hhs.gov 

Centers for Disease Control Division of Adolescent Health

www.cdc.gov/HealthyYouth/crisis/hurricane.htm 

National Institute of Mental Health

www.nimh.nih.gov 

Substance Abuse and Mental Health Services Administration’s

National Mental Health Information Center

www.mentalhealth.samhsa.gov 

Office of The Surgeon General and the Office of Public Health

Emergency Preparedness

https://volunteer.ccrf.hhs.gov 

Other Agencies

American Red Cross

www.redcross.org/services/disaster/0,1082,0_587_,00.html

National Child Traumatic Stress Network

www.nctsnet.org 

Office of Safe and Drug-Free Schools Emergency Response and

Crisis Management (ERCM) Technical Assistance Center

www.ercm.org

Center for Mental Health in Schools at UCLA

http://smhp.psych.ucla.edu

Salvation Army National Headquarters

www.salvationarmyusa.org 

r

e

s

o

u

r

c

e

s

Our mission is to ensure equal access to education 

and to promote educational excellence throughout the nation.

www.ed.gov

1-800-USA-LEARN

SM