After natural disasters, traumatic incidents or community acts of violence, early education professionals may be the first people families and children turn to for support. Responses to such incidents can significantly impact children, families, and the community, and requires planning.
Trauma affects everyone differently and there are different categories of trauma. These include:
- Primary – where a situation immediately affected a child
- Secondary – where a child was indirectly affected by trauma
- Complex – where a child is repeatedly exposed to or experiences traumatic events or an event that is likely to go on to affect a child’s long term development and well-being
- Developmental – relating to abuse or abandonment in a child’s first years of life
- TransGenerational – where the trauma experienced is passed to future generations along the line.
It is important to remember that the trauma is not always an event itself, but rather the downstream effect the traumatic event can have on emotional, social, physical and psychological development.
The situations surrounding death, natural disaster, violence, neglect and abuse are known to be influencers of trauma in children. Remember that early childhood trauma is not restricted to these ‘classic’ events, and can occur in situations around family illness or injury, community violence, home relocation and geopolitical events like refugee status.
To effectively offer safety and emotional support, prioritising your own well-being is crucial. Understanding the significant role self-care plays in your capacity to aid the children and families in your service can empower you to be more effective in your role.
Ensuring educator well-being and preparedness
Early education professionals play a crucial role in supporting children and families following critical incidents. To be effective in this role, it is vital to:
Limit exposure
Limit your exposure to the daily replaying of traumatic events that are replayed in the media. Look for some uplifting community stories to help you have hope things will get better.
Be self aware
Utilise your strengths and be aware of what you normally do to soothe yourself. The motion of swings, rocking chairs, hammocks and anything that has a rhythm and rocking motion can help adults and children to self soothe.
Reconnect to your body
Because we now know that trauma resides in the body and nervous system some of the current research encourages us to reconnect to our body awareness. This could involve doing activities such as yoga, dance, pilates, breathing and movement, which can make us aware of how our bodies are feeling.
Connect with your community
Stay connected to your local community and reach out to them for help. Staying connected to community and feeling supported and safe are good predictors of recovery and healing.
Give yourself permission for time out
Many who have suffered loss and trauma will come to your centre and will want to share stories. You may also have been impacted yourself, so do be aware of the impact this is having on you in terms of vicarious trauma or burnout. Be able to ask for what you need whether it’s a break, time out or self care and give yourself permission to stop.
Be informed
Take some time to pause and absorb some information about trauma.
Prepare the team
Ensure all staff understand their roles in supporting affected families, with an emphasis on both physical and emotional preparedness. Consider additional staffing to handle increased needs.
Maintain a supportive environment
Create a tranquil atmosphere in your educational setting with activities and toys that have a calming effect on children.
Effective response to community trauma
Once educators are prepared, they can take effective actions to support children and families:
Engage with the community
Proactively contact families, offering strategies to cope with the event's aftermath. Clearly communicate the security measures in place within your service. Actively participate in broader community healing activities to foster communal resilience.
Facilitate open dialogue and invite questions
Provide private spaces for families to discuss their concerns without children present, offering a comforting setting such as a conversation over a cuppa.
Encourage children to express their curiosity and fears by asking, "Do you have any questions about what happened?" or "Is there anything you're wondering about?" This can help them process their experiences in a safe and supportive setting.
Guide and support families
Advise families to limit children's exposure to media and adult conversations about the event. Encourage maintaining regular schedules to reinforce a sense of normalcy.
Acknowledge and address emotions
Help children express their feelings and be vigilant for any signs of distress. Refer to specialists like paediatricians or psychologists if needed.
Routine and ritual
Uphold daily routines to provide predictability and a sense of security for both children and families.
The resilience of a community begins with the strength of its educators. Prioritising well-being and preparing a considered response can significantly bolster a community's ability to recover from trauma.
Helpful links and articles:
About CELA
Community Early Learning Australia is a not for profit organisation with a focus on amplifying the value of early learning for every child across Australia - representing our members and uniting our sector as a force for quality education and care.