Supporting Student Wellbeing – following the earthquake
A primary concern of parents and educators is children and young people’s well-being - helping them cope well with the inevitable ups and downs of life. Well-being, or good mental health can be seen as the ability to face challenges confidently, enjoy life, have positive emotions (happy, valued), deal with problems optimistically, and make the most of change. This requires both well-being and resilience.
Resilience is a tool, skill or process that a child or young person learns. It helps minimise the impact adverse times may have on their well-being and is part of healthy, inclusive and safe families, whānau and communities.
Adults can help children and young people develop resilience skills through experiences and relationships that allow them to:
- identify and express cultural identity and adapt to other cultures,
- reflection their thoughts and how this makes them feel physically and emotionally,
- know that they can influence the way they feel and think and intervene effectively in their own life, even during difficult times, to engage and interact positively with others, leading to meaningful relationships.
Studies of well-being and resiliency indicate that in difficult times, children and young people often turn to teachers, other teaching personnel and key adults for support. This highlights the importance of supportive interpersonal relationships and safe and stable environments.
Resiliency and well-being can be the foundation for many other positive characteristics, including patience, tolerance, responsibility, determination, commitment, self reliance and hope.
One approach to help promote well-being is Psychological First Aid (PFA). This is a human, caring and compassionate approach that addresses practical needs and concerns. It is not prescriptive but outlines core concepts and focus goals drawn from literature on risk, resilience, well-being, research, field experience and expert agreement.
Early Childhood Education Centres and schools can use each of these concepts and goals to support their students and families and whānau.
The core concepts and focus goals include promoting:
- Contact and Engagement. The goal is to engage in a non-intrusive and supportive manner.
- Safety and Comfort. The goal is to help meet immediate safety needs and to provide emotional comfort.
- Stabilisation.The goal is to reduce stress caused by a traumatic event.
- Information Gathering. The goal is to assess the immediate needs of the affected person.
- Practical Assistance. The goal is to create an environment where the individual can begin to problem solve.
- Connection with Social Supports. The goal is to assist people to connect or re-connect with primary support systems.
- Coping Information. The goal is to offer verbal and written information on coping skills and the concept of resilience in the face of disaster.
- Linkage with Collaborative Services. The goal is to inform people of services that are available to them.
This web-based resource provides teachers with a model of support and a menu of options to enable them to support children and young people.