In stressful times what can we as teachers do?

Dr John Worthington

Educational Consultant and Psychologist

Brisbane Australia

Discussion Notes prepared for West End State School

What does research tell us?

Viewing disastrous events can lead to more worry and stress in children.

The way children react depends on their age:

• Infants and toddlers are unable to understand the impact of the disaster, but recognise and respond to the emotional and behavioural changes in adults around them
• Preschool children can be upset by what they see on TV. They may think events are occurring in real time, and that the event is happening again and again as it is replayed. If preschoolers see adults upset in response to traumatic events screened on TV, they are likely to think the events are taking place in their immediate environment.
• Primary school-aged children may be frightened TV images. They may be confused about information from different sources. They are often unable to differentiate between events that happened a long way away, or in another country, from those that are on their own doorstep and may worry about the impact on their own lives.
• Adolescents have a greater capacity to understand the event, its causes and consequences. Responses can include anger, desire for revenge, worry and despair. Sometimes they unsure about how to respond. They may want to know how other people are responding, and may be keen to discuss their options, or try to offer assistance.

Teachers can:

• Listen to children and acknowledge the feelings which go with what they are saying. Encourage children to talk to their parents or others at home about what they are thinking.
• In the context of the classroom do not attempt to give overt 'counselling' or 'therapy'. Keep track of the emotions of the class and if specific needs arise ask for the help from the guidance officer.
• Note in a low-key way if the behaviour of the individual child changes. Some children may be expressing violent thoughts through what they are saying, their interactions with peers, in their writing and their drawings.
• Keep the issues in the broader context of all the events and experiences surrounding the child.
• Understand that, as adults, we need to consider and look after our own mental and physical health and recognise we are as vulnerable as others in our school community. While we need to take a professional interest to become informed about world issues we also need to become more informed about how those issues can impact on us and others in our school community.