The distress and impact may affect individuals with direct connections to a crisis and may be experienced by others as well. For example:

• people who live in neighbouring areas
• communities who have experienced similar events in the past
• individuals who have links to, or are friends with people from the affected areas
• people worried about the broader implications of the crisis.

The distress experienced by students and their families may be influenced by:

• geographic location
• the duration and severity of a crisis
• students' cultural and family attachment to the regions involved.

Some communities may also feel particularly vulnerable because of their previous experiences. Barriers to accessing support may exist for newly arrived students, including those from refugee backgrounds, and their families.

These students and families may experience difficulties coping in emergency situations if they:

• do not speak or understand English well
• have limited social networks in the community
• have experienced racism or discrimination
• have had experiences which have made them feel unsafe in the community
• have limited access to accurate and relevant information
• have extended family or relations living in the affected area/s.

The impact of a crisis and individuals’ responses will vary and can change as an issue unfolds. School leaders and other staff should show empathy to maintain a safe and supportive learning and working environment.

Possible reactions and/or responses may include:

• heightened sensitivity to issues of justice, freedom and equity 
• anxiety, fear and grief
• distress due to frequent graphic or uncensored images in the media or social media
• re-emergence of previous trauma
• behaviour changes such as withdrawal or acting out 
• conflict with peers 
• headaches and general body pains 
• survivor guilt and helplessness
• anger and resentment due to social and political factors associated with the current crisis
• feeling that their concerns are not being acknowledged or understood by the wider community
• uncertainty and worry about loved ones still in the affected area/s.

These responses may impact students’ learning and wellbeing. Some students may disengage from learning and struggle to complete schoolwork. Others may withdraw or exhibit challenging behaviours. The capacity of parents and carers to support their children’s learning may also be impacted.

• Maintain routines as much as possible.
• Acknowledge feelings of distress and worry.
• Do not make assumptions about the way any individual student or group of students will react. For example, some students may be less aware than others about events overseas. Required support may vary between individuals.
• Be aware of, and sensitive to, students’ family, cultural, religious and language backgrounds.
• Listen to what students have to say.
• Check instructions are understood. Clarification may be necessary because some students may be distracted.
• Be understanding and flexible about completion of homework and assignments.
• Reassure students that schools are safe places.
• Allow time for students to access individual support systems. Friendships are important for distressed students. Contact with others from the same background or cultural group is also beneficial.
• Encourage students to exercise and be active.
• Help students take control of their own learning to strengthen emotional wellbeing.
• Share observations with colleagues, including specialist EAL/D teachers. Work together to determine the best support for students.
• Monitor students for signs of distress including sudden changes in behaviour, school attendance and participation.
• Notify school counselling staff and the principal if a student appears particularly distressed. They can make referrals to other agencies such as the Refugee Student Counselling Support Team or NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS).
• Seek support from School Learning Support Officers (Bilingual), if available, to contact students and families.
• Support bilingual staff with links to affected areas who may be experiencing trauma or re-traumatisation. Care should be taken to maintain staff safety and self-care.
• Schools may wish to establish processes to allow students to anonymously or discreetly express concerns. This may include email or individual appointments with staff. A variety of people within and outside the school can offer support. These include the welfare team, counsellors, youth workers, community organisations and other relevant government and non-government agencies. Further resources and support, see Resources for support during times of crisis.

Family members may be a source of support. But it is important to be aware that some families and adults may be experiencing their own distress.

• Recommend parents and carers monitor their children’s exposure to current events on the news and social media. Some parents and families may unintentionally expose children and young people to media reports about a crisis. They may not be aware of the consequences of this type of exposure on children of violent and graphic images.
• Communicate with families sensitively. Telephone interpreting can be used to assist communication with parents who do not speak or understand English well. See interpreting and translations.
• Send a letter to families outlining the school’s response and the support available. A letter regarding steps taken to support students in response to stressful community events is available in translation: Letter to parents regarding recent community events.
• Where appropriate hold meetings with students and families to help them to understand how the school can support them. For resources to support communication and engagement with recently arrived families, see:
  • Interpreting and translations
  • Engaging communities

• Some members of staff may also experience anxiety due to their previous experiences.
• Remind staff that it is important to look after their own emotional wellbeing. Some may need to talk with a friend or a colleague.
• Advise staff of support available through the Employee Assistance Program.
  Phone: 1800 951 198