Taner Derman Meral, Türen Şeyma
Faculty of Education, Bursa Uludağ University, Bursa, Türkiye.
Faculty of Education, Istanbul Okan University, Istanbul, Türkiye.
Front Public Health. 2025 Aug 13;13:1555125. doi: 10.3389/fpubh.2025.1555125. eCollection 2025.
This study aims to examine the change in the concerns of mothers with preschool children before and after the earthquake and the role of school administrators in relieving these concerns. Understanding these concerns is essential for improving post-disaster support strategies for families.
The research was carried out in a holistic multi-case study design, which is one of the qualitative methods, with a study group consisting of 20 mothers and 5 school administrators living in the temporary housing area in Hatay. The data were collected through semi-structured interview forms and analyzed by content analysis method.
The findings showed that games and entertainment activities were at the forefront of mother-child relationships, but they were also a reflection of the earthquake. It has been revealed that mothers' future plans focused on positive goals such as their children growing up in a healthy environment before the earthquake and becoming successful individuals by receiving a good education, but after the earthquake, these plans were negatively affected due to financial and social losses, uncertainties and disruptions in education. It has been shown that mothers had general concerns about the education, security and social development of their children before the earthquake, but these concerns became more concrete and intense after the earthquake. Mothers reported serious concerns, particularly about living conditions, psychological effects, education, and the future. School administrators, on the other hand, resorted to methods such as summer schools, social activities, guidance services and financial support to alleviate the concerns of mothers. They suggested improving housing conditions, opening vocational courses, strengthening infrastructure and involving psychosocial support teams.
The research emphasized that the physical, social and psychological effects of natural disasters on individuals are multidimensional and revealed the critical role of school administrators in crisis management. It also highlights the need for coordinated efforts between families and schools in navigating post-disaster challenges.
本研究旨在考察地震前后有学龄前儿童的母亲所关心问题的变化，以及学校管理人员在缓解这些担忧方面所起的作用。了解这些担忧对于改进灾后家庭支持策略至关重要。
本研究采用整体多案例研究设计，这是定性研究方法之一，研究组由居住在哈塔伊临时住房区的20名母亲和5名学校管理人员组成。数据通过半结构化访谈表格收集，并采用内容分析法进行分析。
研究结果表明，游戏和娱乐活动在母子关系中处于首要地位，但它们也是地震的一种反映。研究发现，母亲们的未来计划在地震前侧重于积极目标，比如让孩子在健康的环境中成长，并通过接受良好教育成为成功人士，但地震后，由于经济和社会损失、教育的不确定性和中断，这些计划受到了负面影响。研究表明，母亲们在地震前普遍关心孩子的教育、安全和社会发展，但地震后这些担忧变得更加具体和强烈。母亲们报告了严重的担忧，特别是关于生活条件、心理影响、教育和未来。另一方面，学校管理人员采取了暑期学校、社会活动、指导服务和经济支持等方法来缓解母亲们的担忧。他们建议改善住房条件、开设职业课程、加强基础设施建设并让心理社会支持团队参与进来。
该研究强调自然灾害对个人的身体、社会和心理影响是多维度的，并揭示了学校管理人员在危机管理中的关键作用。它还强调了家庭和学校在应对灾后挑战方面需要协同努力。
