Post-Earthquake Trauma: Impact on Student Wellbeing

Kath Liberty (University of Canterbury) has led a study exploring the impact of the Canterbury earthquakes on preschool and NE-Year 1 children. 

Key Findings:
Background

• Earthquakes are unlike many other disasters - they are ongoing (after shocks).
• Data included Parent surveys (sleeping patterns, eating patterns, behaviour), Teacher interviews and surveys and National Standards data.
• Over 200 children from various schools in Christchurch have participated pre-quake. Baseline data was provided from an Asthma Foundation study done in 2001.

Data From Our School

• Behaviour challenges or issues noticed in many children.
• Some children with reported behaviour issues at start of year decreased across one year of the study. Others increased across the year.
• 49% of families noted they did or are still experiencing high levels of stress due to the earthquakes.
• Symptoms of post-traumatic stress are often similar or may co-exist with symptoms of other conditions (e.g. ADD, ADHD, learning disorders).
• High numbers of children experience disrupted sleep.
• Most challenging times for learning noted by teachers were after breaks, and afternoons.

Classroom and Learning Adjustments

• Hanging displays doesn't support focus. Many children may link hanging decorations with things falling off shelves etc, as happened in the quakes.
• Light levels need to be bright: 300 Lux. Avoid fluorescent lighting which can flicker.
• Noise level could be improved. 
• Watch heat - sense of arousal can increase and energy can drain easily if too hot.

Next Steps - Possible Strategies For Our School

Reduce arousal by (red are the things I can make a difference with now!) :

• Omega 3 fish oil and/or micro-nutrients may be offered for some children in study (pending parent agreement).
• Play-eat-learn schedule - Play before eating. Eat before learning.
• Increasing water intake in afternoon and after breaks.
• Eating Complex carbohydrates in afternoon.
• Low noise activities in afternoon.
• Start using a noise-o-meter rather than using teacher voice, which increases noise and children's arousal.
• Calming the room decor. Remove window and hanging decorations.
• Manage transitions e.g. moving to another room for learning.