Several strategies can be adopted to support children and families in crises and emergencies. Establishing predictable routines and consistent caregiving within the service instills children's sense of safety and normalcy during times of disruption (Department of Education, Skills and Employment, 2022). Creating these safe spaces allows children to express their feelings through play, art, or storytelling, giving them a chance to process their traumatic experience in developmentally appropriate ways. The educator should observe the child closely for signs of distress and must respond with empathy and patience and reassurance (Bath, 2015).
Families are an essential partner, and it is important to listen to families' concerns and share information about services or supports available to families and to advocate for the families' needs in the broader community. Professional learning opportunities relevant to trauma-informed care assist educators by showing them how crises can affect a person and how to respond accordingly and sensitively (Australian Children’s Education and Care Quality Authority (ACECQA), 2020). Interventions focused on building resilience, such as mindfulness, problem-solving activities, and social-emotional learning programs, promote stress coping and emotional regulation in children (Masten & Narayan, 2012).
As working with traumatized children can be very draining, it is vital that educators maintain self-care habits and seek professional support. Having clearly defined communication channels available and the option of counselling services helps support the educator in maintaining their own wellbeing.