Disasters can leave children feeling frightened, confused, and insecure. Whether a child has personally experienced trauma, has merely seen the event on television, or has heard it discussed by adults, it is important for parents and teachers to be informed and ready to help a child know that if they are prepared, they need not fear emergency situations.
Before an Emergency
Disasters can leave children feeling frightened, confused, and insecure. Whether a child has personally experienced trauma, has merely seen the event on television, or has heard it discussed by adults, it is important for parents and teachers to be informed and ready to help if reactions to stress begin to occur.
Factors that contribute to greater vulnerability include:
- Direct exposure to the disaster. This includes being evacuated, seeing injured or dying people, being injured themselves, and feeling that their own lives are threatened.
- Personal loss. This includes the death or serious injury of a family member, close friend, or family pet.
- On-going stress from the secondary effects of disaster. This includes temporarily living elsewhere, losing contact with their friends and neighbors, losing things that are important to them, parental job loss, and the financial costs of reestablishing their previous living conditions.
- Prior exposure to disaster or other traumatic event.
Downloadable activity books to help educate your children.
During an Emergency – Children’s Reaction to Disaster
When an emergency occurs, things may be hectic, but taking time to understand a child’s reactions can help to make an easier process.
Birth through 2 years. When children are pre-verbal and experience a trauma, they do not have the words to describe the event or their feelings. However, they can retain memories of particular sights, sounds, or smells. Infants may react to trauma by being irritable, crying more than usual, or wanting to be held and cuddled. The biggest influence on children of this age is how their parents cope. As children get older, their play may involve acting out elements of the traumatic event that occurred several years in the past and was seemingly forgotten.
Preschool – 3 through 6 years. Preschool children often feel helpless and powerless in the face of an overwhelming event. Because of their age and small size, they lack the ability to protect themselves or others. As a result, they feel intense fear and insecurity about being separated from caregivers. Preschoolers cannot grasp the concept of permanent loss. They can see consequences as being reversible or permanent. In the weeks following a traumatic event, preschoolers’ play activities may reenact the incident or the disaster over and over again.
School age – 7 through 10 years. The school-age child has the ability to understand the permanence of loss. Some children become intensely preoccupied with the details of a traumatic event and want to talk about it continually. This preoccupation can interfere with the child’s concentration at school and academic performance may decline. At school, children may hear inaccurate information from peers. They may display a wide range of reactions—sadness, generalized fear, or specific fears of the disaster happening again, guilt over action or inaction during the disaster, anger that the event was not prevented, or fantasies of playing rescuer.
Pre-adolescence to adolescence – 11 through 18 years. As children grow older, they develop a more sophisticated understanding of the disaster event. Their responses are more similar to adults. Teenagers may become involved in dangerous, risk-taking behaviors, such as reckless driving, or alcohol or drug use. Others can become fearful of leaving home and avoid previous levels of activities. Much of adolescence is focused on moving out into the world. After a trauma, the view of the world can seem more dangerous and unsafe. A teenager may feel overwhelmed by intense emotions and yet feel unable to discuss them with others.
After an Emergency
Meeting the Child’s Emotional Needs
Children’s reactions are influenced by the behavior, thoughts, and feelings of adults. Adults should encourage children and adolescents to share their thoughts and feelings about the incident. Clarify misunderstandings about risk and danger by listening to children’s concerns and answering questions. Maintain a sense of calm by validating children’s concerns and perceptions and with discussion of concrete plans for safety.
Listen to what the child is saying. If a young child is asking questions about the event, answer them simply without the elaboration needed for an older child or adult. Some children are comforted by knowing more or less information than others; decide what level of information your particular child needs. If a child has difficulty expressing feelings, allow the child to draw a picture or tell a story of what happened.
Try to understand what is causing anxieties and fears. Be aware that following a disaster, children are most afraid that:
- The event will happen again.
- Someone close to them will be killed or injured.
- They will be left alone or separated from the family.
Reassuring Children After a Disaster
Suggestions to help reassure children include the following:
- Personal contact is reassuring. Hug and touch your children.
- Calmly provide factual information about the recent disaster and current plans for insuring their safety along with recovery plans.
- Encourage your children to talk about their feelings.
- Spend extra time with your children such as at bedtime.
- Re-establish your daily routine for work, school, play, meals, and rest.
- Involve your children by giving them specific chores to help them feel they are helping to restore family and community life.
- Praise and recognize responsible behavior.
- Understand that your children will have a range of reactions to disasters.
- Encourage your children to help update your a family disaster plan.
If you have tried to create a reassuring environment by following the steps above, but your child continues to exhibit stress, if the reactions worsen over time, or if they cause interference with daily behavior at school, at home, or with other relationships, it may be appropriate to talk to a professional. You can get professional help from the child’s primary care physician, a mental health provider specializing in children’s needs, or a member of the clergy.
Monitor and Limit Your Family’s Exposure to the Media
News coverage related to a disaster may elicit fear and confusion and arouse anxiety in children. This is particularly true for large-scale disasters or a terrorist event where significant property damage and loss of life has occurred. Particularly for younger children, repeated images of an event may cause them to believe the event is recurring over and over.
If parents allow children to watch television or use the Internet where images or news about the disaster are shown, parents should be with them to encourage communication and provide explanations. This may also include parent’s monitoring and appropriately limiting their own exposure to anxiety-provoking information.
Links and Resources to Help Prepare Your Children:
Illinois Emergency Medical Services for Children
An IMERT partner in pediatric preparedness in Illinois. The EMSC website features a number of initiatives for medical professionals to when dealing with children in an emergency as well as downloadable activity books for children
Ready Kids is a tool to help parents and teachers educate children from ages 8 to 12 about emergencies and how they can help their families prepare for them. Ready Kids includes a family-friendly web site and in-school materials.
FEMA: Helping Children Cope in Disaster
Above content provided by FEMA.