Scholarlink

In the wake of Hurricane Helene and the devastating floods that followed on September 27, 2024, elementary schools became vital safe havens for children facing fear, displacement, and trauma. The disaster disrupted routines and strained emotional well-being, making schools essential in fostering resilience and stability. Educators, administrators, and mental health professionals implemented trauma-informed practices to help students process emotions and regain a sense of security. This chapter examines the multifaceted role of schools in post-disaster recovery while highlighting effective strategies for supporting the well-being of young children (K-3rd grade). In addition to examining best practices in trauma-informed care for young children following a natural disaster, this chapter also presents the preliminary results of a qualitative study of administrators, teachers, and K-3rd grade children in East Tennessee affected by Hurricane Helene. These experiences underscore the profound impact of school communities in shaping children’s emotional recovery and resilience in the face of adversity.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Weathering the Storm: Understanding Trauma and Recovery in Elementary Schools Post-hurricane Helene

  • 章节

  • 发表日期：

    2026年

查看全文
  • Amy Jane Malkus,
  • Candi Clevinger,
  • Tammy Ferguson

摘要

In the wake of Hurricane Helene and the devastating floods that followed on September 27, 2024, elementary schools became vital safe havens for children facing fear, displacement, and trauma. The disaster disrupted routines and strained emotional well-being, making schools essential in fostering resilience and stability. Educators, administrators, and mental health professionals implemented trauma-informed practices to help students process emotions and regain a sense of security. This chapter examines the multifaceted role of schools in post-disaster recovery while highlighting effective strategies for supporting the well-being of young children (K-3rd grade). In addition to examining best practices in trauma-informed care for young children following a natural disaster, this chapter also presents the preliminary results of a qualitative study of administrators, teachers, and K-3rd grade children in East Tennessee affected by Hurricane Helene. These experiences underscore the profound impact of school communities in shaping children’s emotional recovery and resilience in the face of adversity.