CRISIS AND EMERGENCY CONTEXTS

Understanding the Context 

Crisis and emergency contexts—such as natural disasters, climate‑related events, family violence, and displacement—create sudden and significant challenges for children and families. In Australia, increasing bushfires, floods, and extreme weather, alongside ongoing issues like domestic and family violence, have heightened vulnerability for many communities.

These situations often involve disruption, instability, and trauma. Families may face evacuation, loss of housing, separation from support networks, or emotional distress. Children may experience these events directly or indirectly, and the impacts can be long‑lasting, affecting their development, wellbeing, and sense of safety.

Bronfenbrenner’s ecological systems theory helps explain how crises affect children across multiple layers of their environment. The microsystem—family and home life—may be disrupted by evacuation or violence. The exosystem, including emergency services and community supports, plays a key role in responding to crises. The macrosystem, such as government policies and societal responses, shapes the resources available to families. These systems interact dynamically, meaning children’s responses to crisis can also influence family functioning and recovery.

Resilience theory highlights that while adversity can impact development, protective factors—such as stable relationships, supportive environments, and consistent routines—can promote recovery and positive outcomes. In Australia, the increasing frequency of climate‑related disasters and the ongoing prevalence of family violence emphasise the need for preparedness, strong support systems, and trauma‑informed care in early childhood settings.

 Impact on Children and Families

Social Policy and Australian Responses

Crisis and emergency situations can have immediate and significant effects on children’s emotional, social, and cognitive development. Exposure to events such as natural disasters or family violence can activate strong stress responses, influencing brain development and emotional regulation.

Children may show:

  • Anxiety, fear, or withdrawal

  • Aggression or heightened emotional reactions

  • Regression (e.g., toileting, sleep changes)

  • Difficulty concentrating or engaging in learning

Trauma theory explains that repeated or prolonged stress can make it hard for children to feel safe—an essential foundation for learning and development. Attachment theory (Bowlby, 1969) also highlights that disruptions to caregiving relationships, such as displacement or violence, can affect children’s sense of trust and security.

For families, crises often bring:

  • Loss of housing or financial stability

  • Disrupted routines and social networks

  • Increased stress, grief, or trauma

  • Barriers to accessing services and support

In early childhood settings, educators may notice irregular attendance, emotional distress, or increased support needs. These impacts reinforce the importance of early childhood services as safe, stable, and nurturing environments that help children recover, rebuild routines, and develop resilience.

 

Australia has several policies and frameworks designed to support children and families during crises and emergencies. The National Disaster Risk Reduction Framework focuses on preparedness, resilience, and community recovery in response to natural disasters. State‑based emergency management systems also coordinate responses to events such as bushfires and floods.

In relation to family violence, the National Plan to End Violence against Women and Children 2022–2032 outlines prevention strategies and support for affected individuals. Child protection systems play a key role in safeguarding children exposed to harm, including mandatory reporting responsibilities for educators.

The Early Years Learning Framework (EYLF) emphasises secure relationships, wellbeing, and responsive practice—especially important for children experiencing adversity (Department of Education, 2022). The National Quality Framework (NQF) further supports the creation of safe, supportive environments.

Despite these policies, challenges remain. Families in rural or disaster‑affected areas may face limited access to services, and recovery processes can be long and complex. These realities highlight the essential role of early childhood services in translating policy into practical, responsive support for children and families during and after crises.

Strategies for Practice

Educators can support children and families experiencing crisis or emergency contexts through trauma‑aware, stabilizing approaches:

1. Trauma‑Informed Practice

Create environments that priorities safety, predictability, and emotional support. Recognize trauma responses and respond with sensitivity and care.

2. Providing Stability and Routine

Consistent daily routines help children regain a sense of normalcy and security after disruption.

3. Supporting Emotional Expression

Use play, art, storytelling, and conversation to help children express and process their feelings.

4. Building Strong Relationships

Warm, responsive relationships provide a secure base for children, supporting recovery, trust, and wellbeing.

5. Emergency Preparedness and Response Planning

Develop and implement emergency management plans so educators are confident and prepared to respond effectively during crises.

Community and Professional Partnerships

Collaboration with community organisations and professionals is essential when supporting children and families during crises and emergencies. These partnerships help create a coordinated, multidisciplinary response across systems.

1. State Emergency Services (SES)

Provide frontline emergency response during natural disasters and support communities through rescue, evacuation, and recovery efforts.

2. Red Cross Australia

Offers emergency relief, recovery assistance, and community resilience programs that help families rebuild after crises.

3. Domestic Violence Services (e.g., 1800RESPECT)

Provide counselling, safety planning, and crisis support for individuals experiencing family and domestic violence.

4. Child Protection Services

Ensure the safety and wellbeing of children at risk, including responding to reports of harm and coordinating care arrangements.

5. Community Health and Counselling Services

Support families’ physical and mental health needs during and after crises, offering counselling, healthcare, and early intervention programs.

These partnerships strengthen the support network around children and families, ensuring they receive consistent, holistic assistance across emergency, health, and social systems.

Resources for Educators and Children

Websites/Programs

Children’s Books (0–5 years)

  1. Australian Red Cross – Disaster preparedness and recovery resources
  2. Be You (Early Childhood Australia) – Mental health and wellbeing support
  3. 1800RESPECT – Support for family and domestic violence
  4. Emerging Minds – Resources for supporting children after trauma
  1. After the Fall – Dan Santat
  2. The Rabbit Listened – Cori Doerrfield
  3. When the Storm Comes – Linda Ashman
  4. A Shelter for Sadness – Anne Booth

Sesame Street – Content on coping with emergencies and emotions

Daniel Tiger’s Neighbourhood – Managing fear and change

Play School (ABC) – Episodes addressing emotions and resilience

Family support and problem-solving themes

Critical Reflection

Crisis and emergency contexts highlight how vulnerable children and families can be during periods of disruption and uncertainty. While Australian policies and emergency frameworks provide essential guidance, long‑term recovery depends on sustained, collaborative support across systems. Early childhood educators play a crucial role in this process by offering stable, nurturing environments and building strong, trusting relationships. Through trauma‑informed and responsive practice, educators help children navigate adversity, rebuild a sense of safety, and strengthen resilience, ultimately supporting positive developmental outcomes.

Reference List

 

Australian Institute for Disaster Resilience. (2019). National disaster risk reduction framework. Australian Government. https://www.homeaffairs.gov.au/emergency/files/national-disaster-risk-reduction-framework.pdf  

Australian Red Cross. (n.d.). Emergency preparedness and recovery resources. https://www.redcross.org.au 

Be You. (n.d.). Mental health and wellbeing resources for early childhood educators. https://beyou.edu.au 

Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books.

Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (Version 2.0). Australian Government. https://www.education.gov.au 

Domestic, Family and Sexual Violence Commission. (2022). National plan to end violence against women and children 2022–2032. Australian Government. https://www.dfsvcommission.gov.au  

Emerging Minds. (n.d.). Resources for supporting children after trauma. https://emergingminds.com.au  

National Quality Framework. (2020). Guide to the National Quality Framework. ACECQA. https://www.acecqa.gov.au 

Resilience NSW. (n.d.). Community recovery and resilience resources. https://www.nsw.gov.au/resilience-nsw  

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 

1800RESPECT. (n.d.). National sexual assault, domestic and family violence counselling service. https://www.1800respect.org.au  

State Emergency Service. (n.d.). Emergency response and community support.

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