EPRO204 Assessment 3

CRISIS AND EMERGENCY CONTEXTS

Understanding the Context

Crisis and emergency situations, including bushfires, floods, and pandemics, have become increasingly frequent in Australia and can have profound effects on families and children (AIHW, 2022). Such events often disrupt daily routines, create emotional stress, and in some cases lead to temporary displacement or prolonged absences from early learning settings. These disruptions can affect children’s sense of safety, social connections, and overall wellbeing.
Early childhood services therefore, play a critical role in supporting children and families during crises. By providing stability, routine, and emotional support, educators can help children cope with stress and trauma. Services that incorporate trauma-informed practices, community support, and flexible learning arrangements can reduce the negative impacts of emergencies and promote resilience in both children and families.

Impact on Children and Families

Current research shows that exposure to crisis can impact children’s emotional security, behaviour, and sense of safety, with long-term effects on wellbeing if not supported (Gibbs et al., 2020). The diversity of experiences across communities where some regions face repeated disasters shows how unequal and evolving this issue has become in Australian society. For early childhood services, crises require strong emergency management plans, trauma-informed practice, and continuity-of-learning strategies to maintain stability and connection for children and families. Services must also prioritise emotional support, clear communication, and predictable routines to rebuild children’s sense of safety.

Social Policy and Australian Responses

Crisis and emergency contexts have become an increasingly prominent focus in early childhood policy due to frequent natural disasters and recent pandemic disruptions. National and state emergency management frameworks require early learning services to maintain detailed evacuation plans, communicate clearly with families, and provide safe, stable routines during and after critical events. Following major disasters such as the 2019–20 bushfires—which affected thousands of education settings—funding has been directed toward service recovery, trauma support, and mental-health resources for children and staff. Similarly, COVID-19 policies prompted services to strengthen hygiene practices, implement flexible attendance approaches, and develop continuity-of-learning strategies when children could not be on site. These policy shifts mean that educators now play an essential role not only in emergency preparedness but also in supporting children’s emotional wellbeing during recovery periods. The requirement for trauma-informed pedagogy, predictable routines, and family reassurance has become a standard expectation in the sector, reflecting the broader push to protect children’s safety and resilience in a changing climate and social environment.

Strategies for Practices

  • Provide physical and emotional safety– Ensure children feel secure in the environment.
  • Offer psychosocial support– Discuss events age-appropriately to reduce fear.
  • Maintain routines where possible– Continuity helps children manage stress.
  • Connect families with emergency services– Liaise with Red Cross, Lifeline, or local agencies.
  • Encourage problem-solving and resilience activities– Use role-play or storytelling to help children process experiences.

Educators can have safety and emergency drills, teach children stories how to cope.

Community and Professional Partnerships

Below are the 5 relevant organizations that support children and families:

  1. NSW Department of Education – Support in Times of Crisis – Resources for children affected by natural disasters. Early Childhood Education can implement emergency support plans.
  2. Australian Red Cross – Emergency preparedness and recovery programs. Early Childhood Education can help families access safety information.
  3. Foundation House – Supports displaced children and families. Early Childhood Education can collaborate for refugee children’s safety and inclusion.
  4. Kids Helpline – 24/7 crisis support for children. Early Childhood Education can refer children experiencing family violence or trauma.
  5. Lifeline – Crisis support and counselling. Early Childhood Education can connect families in urgent situations.

Resources for Educators and Children

Projects/ Websites/ Programs

  • NSW Department of Education – Support in Times of Crisis– Provides resources for children affected by natural disasters or family crises.
  • Australian Red Cross – Emergency Recovery Lesson plans– provide opportunities for young children to understand how they can prepare for emergencies
  • Foundation House – Refugee Support– Offers guidance for displaced children and families.
  • Kids Helpline – Crisis Support– Provides 24/7 assistance for children in family violence or emergencies.

 

Videos/ Educational Shows/ Podcast

  • ABC Education – How to Prepare Kids for Emergencies– Short videos explaining bushfires, floods, and preparedness for children.
  • American Red Cross – Prepare with Pedro: Wildfires– Shows children how to be prepared for and take action during wildfire
  • Fire and Rescue NSW Kids Fire Safety Awareness PRE-ED (Ages 3-5)– Child-friendly approach to what children need to know in case of an emergency.
  • National PTA – Helping Your Child Through Crises– Guidance for parents and educators on helping children.

 

Children’s Story Books (Birth to 5 years)

  • The Day You Beginby Jacqueline Woodson – Teaches resilience and courage when facing new or difficult situations.
  • Friends of the flood– About community helping each other after disaster
  • A Terrible Thing Happenedby Margaret Holmes – Supports children who have witnessed traumatic events.
  • Somewhere in the World Right Nowby Stacey Schuett – Helps children understand global events and their effects.