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School Interventions After the Joplin Tornado

Published online by Cambridge University Press:  21 March 2014

Robert K. Kanter  and
David Abramson
Robert K. Kanter*
Affiliation:
Pediatric Critical Care Medicine, SUNY Upstate Medical University, Syracuse, New York USA National Center for Disaster Preparedness, Columbia University, New York, New York USA
David Abramson
Affiliation:
National Center for Disaster Preparedness, Columbia University, New York, New York USA
*
Correspondence: Robert K. Kanter, MD Pediatric Critical Care Medicine SUNY Upstate Medical University 750 E. Adams St. Syracuse, NY 13210 USA E-mail [email protected]
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Abstract

Background/Objective

To qualitatively describe interventions by schools to meet children's needs after the May 2011 Joplin, Missouri tornado.

Methods

Qualitative exploratory study conducted six months after the tornado. Key informant interviews with school staff (teachers, psychologists, guidance counselor, nurse, principal), public health official, and physicians.

Report

After the tornado, school staff immediately worked to contact every enrolled child to provide assistance and coordinate recovery services. Despite severe damage to half of the city's schools, the decision was made to reopen schools at the earliest possible time to provide a safe, reassuring environment and additional services. An expanded summer school session emphasized child safety and emotional wellbeing. The 2011-2012 school year began on time, less than three months after the disaster, using temporary facilities. Displaced children were bused to their usual schools regardless of their new temporary residence locations. In just-in-time training sessions, teachers developed strategies to support students and staff experiencing anxiety or depression. Certified counselors conducted school-based, small-group counseling for students. Selective referrals were made to community mental health providers for children with greatest needs.

Conclusions

Evidence from Joplin adds to a small body of empirical experience demonstrating the important contribution of schools to postdisaster community recovery. Despite timely and proactive services, many families and children struggled after the tornado. Improvements in the effectiveness of postdisaster interventions at schools will follow from future scientific evidence on optimal approaches.

KanterRK , AbramsonD . School Interventions After the Joplin Tornado. Prehosp Disaster Med. 2014;29(2):1-4.

Keywords

behavioral healthdisaster recoveryjust-in-time trainingresilienceschool healthvulnerability
Type
Case Report
Information
Prehospital and Disaster Medicine , Volume 29 , Issue 2 , April 2014 , pp. 214 - 217
Copyright
Copyright © World Association for Disaster and Emergency Medicine 2014 

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