How Trauma-Informed Schools Support Students and Families After Natural Disasters
When a natural disaster strikes—a wildfire, hurricane, tornado, flood, or blizzard—the damage goes far beyond destroyed homes and downed power lines. The emotional and psychological toll on students and families can last for months, even years. The loss of a home, the stress of evacuation, or even just witnessing the devastation in their community can disrupt a child’s sense of safety in ways that show up in the classroom.
Schools, however, can be a powerful force in disaster recovery. By implementing trauma-informed practices, educators and school staff can help students regain a sense of normalcy, process their emotions, and build resilience in the wake of crisis.
The Emotional Toll of Natural Disasters on Students
When children experience a natural disaster, their stress response system goes into overdrive. Even after the immediate danger has passed, many students struggle with:
Heightened Anxiety – Fear that another disaster will happen again.
Difficulty Concentrating – The brain stays in survival mode, making focus difficult.
Withdrawal or Shutdown – Avoiding social situations or school activities.
Irritability or Anger – Feelings of helplessness that manifest as frustration or aggression.
For students who lost their homes or had to relocate to shelters or temporary housing, the sense of instability can feel overwhelming. Even those who weren’t directly affected may still struggle emotionally—seeing destroyed neighborhoods, experiencing disruptions in their routines, or absorbing stress from family and teachers can create secondary trauma.
In recent years, the United States has faced several significant natural disasters that have profoundly affected educational communities:
January 2025 Southern California Wildfires: Massive wildfires tore through Southern California, forcing thousands of families to evacuate. Communities in Pacific Palisades, Altadena, and surrounding areas suffered severe damage, with entire neighborhoods left in ashes. At least 19 Los Angeles school districts announced closures, and two elementary schools were destroyed. The Los Angeles Unified School District closed all schools on January 9, 2025, and extended closures until conditions improved.
Tropical Storm Helene, September 2024: In late September 2024, Tropical Storm Helene devastated western North Carolina, resulting in widespread school closures, damaged infrastructure, and unsafe water supplies. Nearly 76,000 students were out of school for almost a month, causing significant stress and disruption, especially among economically disadvantaged students.
Hurricanes Helene and Milton, October 2024: These hurricanes caused extensive damage in the Southeast, leading to prolonged school closures and significant disruptions in students' education. The disasters highlighted the need for schools to address both physical rebuilding and the emotional well-being of students.
In cases like this and others - local schools can become a cornerstone of recovery, through actions like:
Rebuilding Stability – Schools maintained modified schedules so students could return as soon as it was safe.
Providing Emotional Support – Teachers integrated SEL (Social-Emotional Learning) strategies into daily lessons to help students process emotions.
Helping Families Rebuild – Schools partnered with nonprofits to offer housing assistance, meal programs, and trauma counseling for displaced students.
How Trauma-Informed Schools Can Help After a Disaster
Schools are more than just places for academic learning—they are community hubs where students find stability, connection, and support. When disaster strikes, trauma-informed schools focus on three key areas of recovery:
Restoring Routine and Stability
Why It Matters: After traumatic events, predictability helps students feel safe. When everything else in life is uncertain, consistent school routines can be grounding.
What Schools Can Do:
Keep daily class schedules as stable as possible.
Use visual schedules to help students know what to expect.
Allow flexibility with assignments and attendance for displaced families.
Creating Safe Spaces for Emotional Processing
Why It Matters: Students need a way to process their emotions in a safe, structured way. Without it, emotions can bottle up and manifest as outbursts or disengagement.
What Schools Can Do:
Start the day with a "How Are You Feeling?" check-in (verbal or non-verbal).
Provide journaling, art, or storytelling as expressive outlets.
Offer quiet spaces where students can take breaks if they feel overwhelmed.
Providing Support for Families
Why It Matters: Many families face financial hardship, housing instability, or emotional distress after disasters. Schools are in a unique position to connect them with resources.
What Schools Can Do:
Partner with local organizations to provide food, clothing, and financial aid.
Offer mental health resources for both students and parents.
Hold family support meetings to share updates and available services.
The Importance of Restorative Practices and Trauma-Informed Approaches
Implementing restorative practices and trauma-informed approaches in schools is crucial for helping students and families process their experiences and find ways to cope and heal. Research indicates that trauma-informed schools can reduce suspension, expulsion, and drop-out rates, improve graduation rates and test scores, increase teacher retention, and create positive school cultures.
A systematic review highlighted the need for efficient methods to assess child health and mental health in post-disaster environments, emphasizing the importance of understanding factors that contribute to children's vulnerability and key signs of distress reactions after disasters.
Final Thoughts: Why Trauma-Informed Schools Are Essential After Disasters
Natural disasters are unpredictable, but the way schools respond afterward can change everything. By implementing trauma-informed approaches, educators can help students heal, build resilience, and move forward with confidence.
Key Takeaways for Educators
Maintain predictable routines to create a sense of normalcy.
Provide safe spaces for students to process emotions.
Support families with resources to ease the recovery process.
Focus on long-term mental health, not just immediate needs.
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Citations
January 2025 Southern California wildfires. (n.d.). In Wikipedia. Retrieved from
'They regress': kids struggle without school and structure after Helene. (2024, October 25). The Guardian. Retrieved from
Schools tend to physical, mental harm after disasters like Helene. (2024, October 16). Chalkbeat. Retrieved from
REPORT: Trauma-Informed Schools. (n.d.). CTIPP. Retrieved from
Trauma-informed schools: Child disaster exposure, community. (n.d.). PubMed Central (PMC). Retrieved from