Helping Children Cope with Disaster

As all of us struggle to deal with the tragic and terrible events of September 11, it's important to recognize how young children may be especially affected by these terrorist acts. Parents and others who care for young children need to provide comfort, reassurance and stability.

When children witness violent events, directly or on television, the result is often fear and confusion. Not only can the sudden and unexpected nature of many disasters cause high anxiety and even panic, but young children are also most fearful when they do not understand what is happening around them. Their feelings and reactions should be expected and considered natural.

Helping children deal with their reactions to this disaster can be challenging when adults haven't had adequate time to deal with their own reactions, but adults should remember that children are very perceptive, and will quickly recognize the fear and anxiety that adults are experiencing.

The following strategies can help parents and other adults give children the emotional support they need, and show them that you are there to take care of them.

Give reassurance and physical comfort.
Physically holding children brings comfort and a sense of security. Children need extra hugs, smiles and hand-holding. Reassure them that they are safe and that there is someone there to take care of them. Hearing a family member or a teacher say, "I will take care of you," makes children feel safe. Young children have great faith in adults' powers and are responsive to adult reassurances. Model and demonstrate coping skills, because children will imitate adults in reacting to the situation.

Provide structure.
Children need to find consistency and security in their day, especially when the rest of their life is unpredictable. Provide a framework that will be the same from day to day. Emphasize familiar routines at playtime, clean-up, naptime, meals and bedtime. Make sure children are getting appropriate sleep, exercise and nutrition. Play soothing music and model moving slowly and using a quiet voice. Children may have a difficult time accepting routines and other limits, but persevere by being firm and supportive. Make decisions for children when they cannot cope with choice.

Welcome children's talking about the disaster.
Children regain a sense of control by talking about things that bother them, and talking with a supportive adult can help them clarify their feelings. At the same time, children should not be pressured to talk; they may need time to absorb these experiences before discussing them. To help children feel comfortable, parents and other adults can share their own feelings of fear and anxiety, but they should always do so in a calm, reassuring way. For example, you might say, "I was frightened when I saw the explosions, but I knew there were people who were ready to help out." What children need most is to feel that the situation is under control.

Focus on experiences that help children release tension.

• Give children more time for the relaxing, therapeutic experience of playing with sand, water, clay and playdough.
• Provide plenty of time and opportunity for children to work out their concerns and feelings through dramatic play. Create props that children can use to pretend they are firefighters, doctors, rescue workers or other helpers. In dramatic play, children can pretend that they are big and strong to gain control over their trauma and to overcome feelings of helplessness.
• Spend more time in settings that give children opportunities for physical activity and that provide an emotional release.

Model peaceful resolution to conflict.
Peaceful resolution to conflict is one way to give children a stronger sense of power and control, especially critical in the wake of a disaster, which leaves them feeling powerless. Because children who have experienced the emotional trauma and violence of disaster often behave aggressively, they need to see alternatives to using violence to solve problems.

Maintain perspective.
As we learn more about the individuals who are responsible for these tragic events, adults must help children avoid making inappropriate assumptions and using labels about groups of people based on their race, ethnicity, religious background or national origin.

Watch for changes in behavior.
Mental health professionals suggest that, children, like adults, may exhibit symptoms of stress following a disaster. For preschoolers, such symptoms may include thumbsucking, bedwetting, clinging, changes in sleep or eating patterns, and isolation from other children. Older children may be irritable or aggressive and display poor concentration, among other changes in their behavior. Experts also suggest that it is natural for children to display behavioral changes as they emotionally process their anxiety and fear.

Adapted from "When Disaster Strikes: Helping Young Children Cope" by Jane M. Farish --an NAEYC brochure.

NAEYC has several other resources on our Web site that may be helpful for parents and others who work with young children:

Discussing the News with 3- to 7-Year-Olds: What to Do?

Helping Children Cope with Violence

Additional helpful sites on the Web include:

American Academy of Pediatrics

"Helping Children Deal with Scary News" from Mr. Rogers/Family Communications, Inc.

National Association of School Psychologists

Supporting Our Fellow Early Childhood Educators

The horrible attacks on September 11 have made all of us grateful for the heroics of the firefighters, police, rescue workers, health professionals and others who helped so many in an hour of need.

Another group of heroes is right within our field - the early childhood teachers and professionals who have supported so many children during this national crisis. In New York City, at the Pentagon and around the country, early childhood educators have played a crucial part in helping children cope with the violence and destruction they have witnessed. These heroes deserve our thanks and praise, but they also need our support.

Responding to that need, the New York State AEYC and the New York City chapter - with the support of NAEYC - have begun a series of initiatives that will help early childhood professionals, and the children we serve, deal with the aftermath of these terrible events.

The first of these initiatives has been providing New York City early childhood professionals most directly affected by the attack with opportunities for facilitated discussions with early childhood specialists and mental health professionals. Similar opportunities will be arranged for early childhood educators throughout the New York metropolitan area and around the state in coming weeks and months, including at the New York State AEYC conference in spring 2002.

To reach many more early childhood educators, the NYS AEYC is developing a tool kit for program directors and others, to be used as a guide in times of crisis. This tool kit will focus on working with children, staff, parents and community, and will include handouts, discussion guides, resource lists and advice on developing a crisis management plan.

These are valuable efforts, and they require substantial resources. NYS AEYC is working to raise funds to support these initiatives, and we invite you to help. If you are interested, please send a check (payable to the Child Care Provider's Relief Fund) to:

Child Care Provider's Relief Fund
c/o New York State AEYC
130 Ontario Street
Albany, NY 12206