Parrott Elinor, Lomeli-Rodriguez Martha, Burgess Rochelle, Rahman Alfi, Direzkia Yulia, Joffe Helene
Clinical, Educational and Health Psychology, University College London (UCL), London, UK.
Institute for Global Health, University College London (UCL), London, UK.
School Ment Health. 2025;17(1):118-136. doi: 10.1007/s12310-024-09709-y. Epub 2024 Sep 5.
Disasters are distressing and disorientating. They often result in enduring community-wide devastation. Consequently, young people may seek support from trusted adults to scaffold their emotional responses and to support their psychosocial recovery. An important non-familial adult in a student's life is their teacher. However, few studies have examined teachers' perspectives on the support they provide to students after exposure to disasters, such as earthquakes and tsunamis, particularly in low- and middle-income countries (LMIC) with collectivistic cultural orientations. Given the potential for teachers to foster students' resilience, the goal of this study was to examine how teachers conceptualise their role following a major disaster. Forty teachers were interviewed from three schools in Central Sulawesi, Indonesia, after a major earthquake and tsunami in September 2018. Thematic analysis shows that teachers act as agents of community resilience after a disaster. The two themes presented converge on support-based aspects. Teachers provided: (1) psychoeducational support (i.e. supporting students' well-being and educational continuity, including encouraging their return to school) and (2) practical support (i.e. assisting administrative roles, aid distribution and disaster risk reduction). Within these themes, socioculturally specific practices are elucidated, including the Indonesian value of mutual assistance (''), storytelling ('') and the role of religiosity as a form of psychosocial support. Overall, our results highlight the capacity and willingness of teachers to play a central role in the psychosocial recovery of students and their families, contributing to community resilience. We identify implications such as the importance of providing accessible psychological training and support for teachers.
灾难令人痛苦且使人迷失方向。它们常常导致整个社区遭受持久的破坏。因此，年轻人可能会向值得信赖的成年人寻求支持，以构建他们的情绪反应并支持他们的心理社会恢复。学生生活中一位重要的非家庭成年人是他们的老师。然而，很少有研究考察教师对于在经历地震和海啸等灾难后为学生提供支持的看法，尤其是在具有集体主义文化取向的低收入和中等收入国家（LMIC）。鉴于教师有培养学生恢复力的潜力，本研究的目的是考察教师在重大灾难后如何构想他们的角色。2018年9月印度尼西亚中苏拉威西发生重大地震和海啸后，对来自三所学校的40名教师进行了访谈。主题分析表明，教师在灾难后充当社区恢复力的推动者。呈现的两个主题集中在基于支持的方面。教师提供：（1）心理教育支持（即支持学生的幸福和教育连续性，包括鼓励他们返校）和（2）实际支持（即协助行政工作、援助分发和减少灾害风险）。在这些主题中，阐明了社会文化特定的做法，包括印度尼西亚的互助价值观（“”）、讲故事（“”）以及宗教信仰作为一种心理社会支持形式的作用。总体而言，我们的结果突出了教师在学生及其家庭心理社会恢复中发挥核心作用的能力和意愿，有助于社区恢复力。我们确定了一些影响，例如为教师提供可获得的心理培训和支持的重要性。
