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Impact on Children and families
Children affected by crisis situations by crisis situations may experience heightened anxiety, fear, behavioural changes, disrupted sleep and withdrawal. This learning, language development, and social relationships may be impacted by trauma and environment instability. Family dynamics may also shift due to parental stress, grief, or displacement. These experiences can create long-term developmental challenges if not addressed.
Early childhood services are often safe havens where children can experience stability, predictability, and responsive care. Educators must understand trauma’s impacts and support children through intentional teaching, routine consistency, and emotional support. The service’s environment must be calm, flexible, and inclusive of strategies to reduce sensory and emotional overwhelm.
Social Policy and Australian Responses
Here are the key Australian responses to crisis and emergency contexts includes:
1. National Disaster Response and Recovery Arrangements (NDRRA).
2. National Disaster Risk Reduction Framework 2018
3. Early Childhood Education and Care COVID-19 Relief Package (2020)
4. Be You mental Health Initiative
5. Australian Red Cross Emergency Services Framework
According to the Australian Institute for Disaster Resilience (2021), nearly 97% of Australians have been exposed to natural disasters or crisis in the last decade. The COVID-19 pandemic further revealed vulnerabilities in family stability, child mental health, and education access (Australian Government Department of Education [AGDE], 2025).
Policy responses such as trauma-informed professional development, continuity of funding for services, and emergency relief grants influence ECE practices by encouraging preparedness, communication protocols, and psychosocial support integration. They highlight the need for services to plan not only for physical safety but also emotional recovery.
Understanding the Context
Understanding the Context
Crisis and Emergency Context
Crisis and emergency context, such as natural disasters (bushfires, floods), pandemics, family violence, or sudden economic hardship- have become increasingly common and impactful in Australian society. Families experiencing such events face disruption, trauma, and instability that can significantly affect young children’s development and wellbeing. In early childhood education, understanding and responding to these contexts is crucial, as early intervention can foster resilience and recovery.
Crisis and emergency events are relevant in early childhood education because children are highly sensitive to changes in routine, emotion stress, and environments. These experiences can affect their emotional security, attachments relationships, and learning. Teachers play a critical role in supporting children to process experiences, manage emotions, and rebuild stability via consistent routines and trauma-informed approaches.
Bronfenbrenner’s ecological systems theory- It highlights the interconnectedness of family, community, and societal systems, emphasising how macro-level crisis influence micro level child development(Waugh & Guhn, 2024). Research by Gibbs and McLean stresses the significance of continuity, trauma-sensitive care, and emotional support in early years settings for children recovering from crisis situations (Gibbs et al., 2024). The evolving nature of climate-related emergencies and global pandemics underscores the need for early learning services to be adaptive and responsive (McLean, 2021).
Resources for Educators and Children
Projects/Programs/Websites
1. Emerging Minds- It provides trauma resources, videos, and training for educators and families (Emerging Minds, 2025).
2. Raising Children Network- It offers articles and videos for families navigating difficult times (Raising Children Network, 2025).
3. The big little feelings project- It focuses on emotional development and managing anxiety in young children (Big Little Feelings, 2025).
4. The bloom program- It integrates social and emotional learning, physical activity, and nutrition to enhance preschooler’s wellbeing across Australian early childhood settings. It supports educators and families with user friendly tools (Australian Prevention Partnership Centre [APPC], 2025).
Children’s Storybooks
1. When the wind changed by Ruth Park- It supports reflection on change and unpredictability (Park, 2020).
2. Birdie and the Fire by Andrea Baldwin- It helps children understand bushfire experiences and emotions (Baldwin, 2018).
3. The Huge Bag of Worries by Virgina Ironside- It encourages children to express and unpack emotional burdens (Ironside, 2004).
4. A terrible thing happened by Margaret Holmes- It is a story for children who have witnessed a traumatic event (Holmes, 2000).
Children’s Videos, Educational shows, Podcasts
1. Birdie’s Tree Animated Stories- These videos are based on Birdie storybooks for children (Queensland Health, 2025).
2. Little Yarns- This podcast introduces resilience and emotional storytelling through Indigenous perspectives (ABS, 2025).
3. Sesame Street in Communities: Traumatic Experiences- It is helpful in addressing grief, stress, and change (Sesame Workshop, 2018).
4. ABC Kids ‘Play School Special: Coping with Change’- Discusses change and emotions with emotions with relatable language and songs (ABC, 2025).
Each resources uses age-appropriate language, characters, and narrative structure to support emotional resilience, foster empathy, and encourage children to express feelings safely. Educators can integrate these into group discussions, quiet reading times, or transition routines.
Strategies for practice
1. Establish consistent and predictable routines- Repetition and familiar activities provide a sense of normalcy, helping children feel secure during uncertain times.
2. Implement trauma-informed pedagogy- Recognise trauma symptoms in children and adapt teaching to promote safety, empowerment, and trust. Use calm tones, predictable routines, and choices to restore a sense of control.
3. Partnership with families- Open, empathetic communication and flexibility in attendance or learning approaches can ease pressures on families during crisis.
4. Provide emotional literacy support- Use tools such as emotion cards, puppets, and storybooks to help children label and express feelings.
5. Create safe, quiet spaces- Provide space where children can retreat, self-regulate, and engage in sensory-based calming activities.
Community and Professional Partnerships
1. Early Childhood Australia (ECA)- It delivers resources, webinars, and advocacy related to supporting children through crisis.
2. Australian Red Cross- It offers emergency relief, psychosocial recovery programs, and disaster preparedness education for families.
3. Be You (Beyond Blue)- It provides specific mental health resources, training, and professional development for trauma-informed practices.
4. Local councils and emergency services- Engage with educators on disaster preparedness plans and post-crisis community recovery.
5. Child and Adolescent Mental Health Services (CAMHS)- It offers mental health assessment and support for children experiencing trauma.
Collaboration with these professional support comprehensive responses, staff wellbeing, and referral pathways for families in need.
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