Climate disasters, natural emergencies, family violence, and displacement confront Australian children with acute and chronic adversity that demands trauma-informed, community-resilience-building responses from early childhood educators.

1. Understanding the context
Situations of crisis and emergency include the range of acute and chronic adversities such as war. Disasters, climate events, family violence and domestic abuse, displacement, and community emergencies. These risks are unique to the Australian geographical and social context. Especially notable are the 2019–2020 Black Summer bushfires, which consumed an estimated 18.6 million hectares and devastated them.
Studies have shown that the short lifestyle of bulldozers created many unhealthy mental reactions among the victims. Families—including those with young children—in several states (AIHW, 2022). and family violence continues to be one of the universally present public health issues in Australia, as it is a challenge faced by communities the world over (Carson et al., 2007). Crises. The AIHW (2025) also states that 1 in 4 Australian women and 1 in 13 Men are victims of intimate partner violence throughout their lives, and children will be perpetrators of or observe family violence in most cases of domestic violence. Cologon and Hayden (2017) make the case that children living in fragile
contexts—such as those affected Affected by natural disasters, conflict and displacement are the most neglected in international early childhood policy. Indeed, the proven effectiveness of quality ECEC services Play an important part in their recovery and resilience. In Australia, climate change is becoming more Acknowledged to be a systemic threat to children's health, with increased temperatures, flood frequency,
severity, and intensity of bushfires creating a chronic disturbance regime for communities throughout. The country. Quite generally, violence within the family is closely associated with transitional periods, a situation of ongoing crisis for many children. Experience in silence—often without the awareness of the adults in their lives. Exposure and distress (1800RESPECT, 2024).

Sociological Theories
Community resilience theory (Gurwitch et al. 2007) is a useful framework for the following: Gain insight into how communities—including ECEC services—may strengthen collective capacity to prepare for, respond to, and recover from crises. This theory highlights the importance of: Social connectedness, a shared identity, and distributed leadership in social inclusion recovery. Bronfenbrenner's (1979) bioecological model has been used to place the event of the crisis. Disasters trigger simultaneous failures of several environmental systems: a natural disaster strikes the microsystem (home), mesosystem (community connections), exosystem (parent employment), and macrosystem (government disaster response) simultaneously, resulting in cascading developmental impacts. Nonetheless, the ecological resilience
theory also suggests that individual organs and systems have distinct resilience levels. For instance, it is well established that... People and communities absorb, adapt, and transform when faced with crisis events, depending on their existing resources, relationships, and infrastructural supports (Grace et al., 2022).

Diversity and Evolving Nature
The increasing occurrence and severity of climate-related emergencies in Australia is on the rise. Intergovernmental panel on climate change projecting intensification of bushfire flood Becoming more frequent and severe in the years to come. This changing risk environment is not Distributed fairly evenly: remote and rural communities, Indigenous peoples, and families. Those who are socio-economically disadvantaged in
life are exposed to a more unequal distribution of climate risks. and have fewer established pathways to recovery (AIHW, 2022). Family violence is in the same way inequitably distributed, with it being higher in communities under economic and social isolation, and substance use facilitates the conjunction of the above three topics within other chapters of this, which intersect one another in the portfolio (AIFS, n.d.).

2. Impact on children and families

1 in 4 Australian women experience intimate partner violence in their lifetime (AIHW, 2025)

18.6M Hectares burned in 2019–20 Black Summer bushfires (AIHW, 2022)

~1 in 4 Children exposed to domestic violence in Australia (AIHW, 2025)

40%Of children in disaster-affected areas show PTSD symptoms (Szente, 2016)

The events of a crisis or emergency are disruptive in all domains of development for children. Ecology. Natural Disasters. Severe natural destruction: the trauma experienced through exposure to life-threatening Disasters, property damage and destruction of communities
and fallout, as well as secondary trauma through Displacement, breakdown of social ties, and extended parental stress and mourning. (Szente, 2016). Research states that these are the cases where children are in. Cologan and Hayden (2017) lead show that in the cases of emergency—often suffer from developmental regression and sleep Is associated with trauma-related symptoms such as hyperarousal, hypervigilance, sleep problems, and difficulties with concentration and attention. Other symptoms include feelings of estrangement and distance from others, as well as avoidance reactions and persistent re-experiencing of the trauma. Gurwitch (2007) mentioned in her article cited
research that indicated children in 1 disaster can be as high as 40%. Affected sites display clinical entities characteristic of Post-Traumatic Stress Disorder (PTSD) especially where exposure was direct and social supports were absent. Incidents of family Violence, however, is equally damaging in terms of developmental harm. Children who at home Witnessing violence has neurobiological responses
contemporary to matched groups of children who experienced other conditions, such as, for instance, children who were physically abused or de-regulated by stress. Response system hypervigilance, impaired emotion regulation, and trouble processing and attachment (AIFS, 2016). The extent to which family violence affects the continual development of children. Development—cognitive, social-emotional, and physical—is
significant and frequently Underrated by professionals emphasizing the physical damage alone (AIHW, 2025). ECEC services offer a crucial safe space for children living with family violence. Stability, supportive relationships, and recognition of early need.

3. Social policies and Australian responses
Key Policies: National Plan to End Violence Against Women and Children (2022-2032) | National Disaster Risk Reduction Framework (2020) | Australia's Climate Active Carbon Neutral Standard | Safe and Supported: National Framework (2021-2031) | National Emergency Management Agency (NEMA) Framework | Family Safety Framework (Attribute-based).

Australia's current policy response to family violence is the National Strategic Plan to End Violence Against Women and Children 2022-2032, the 10-year national strategy to commit to primary prevention, early intervention, response, and recovery. Has been very successful across all industries (Australian Institute of Health and Welfare, 2025). The plan states that it clearly recognises children as victims of family violence in their own right—not simply witnesses—and commits to services, including ECEC services, that are to be Identify gaps in the service system that should be equipped to address the issue. It was designed to provide information and advice to enable the public to identify and respond to children. 1800RESPECT service Is one of the central elements to the national response providing 24-hour counselling and crisis Support and referral for victims of domestic and family violence (1800RESPECT, 2024). The National Disaster Risk Reduction Framework (2020) adopts a systems approach to 7.3.1.7.2: disaster preparedness, response, and recovery, acknowledging the critical role of a range of community organisations (particularly ECEC services) in rebuilding social infrastructure. In emergencies and post-emergencies. According to Woodrow et al. (2022), ECECs are increasingly becoming community hubs in disaster-affected communities. remaining open during all or most of the recovery so as to provide a relatively consistent space for families and children. To connect and build community for. Therefore, early childhood professionals would need to know to achieve this aim. Emergency management protocols, business continuity planning and
trauma-informed Recovery responses are becoming a more and more viable professional skill.

4. Strategies for practice

1. Trauma-Informed Disaster Preparedness Create and update plans for responding to emergencies that are trauma-informed and
   consider the special needs of children who have experienced trauma in the past (Gurwitch et al., 2007). This includes training all staff in Psychological First Aid (PFA)—a research-supported method of immediate care and a trauma-informed approach that focuses on establishing safety, calm, connectedness, self-efficacy, and hope (Gurwitch et al., 2007). Emergency exercises should be undertaken in an age- appropriate, predictable, desensitizing, not frightening way, with special attention to children who have trauma histories and may find emergency exercises very upsetting.
2. Return to Safe, Predictable Routines Post-event Following an emergency, crisis, or trauma, the return to a normal routine, environment, relationships, and routines in the ECEC environment is the best educators can do (Szente, 2016). Research confirms that predictability and relationships with positive adults are the most important for children's ability to withstand trauma and adversity (Harvard University Centre on the Developing Child, 2023). Teachers should engage with parents on the recovery plan for their service and begin to engage children who have not been attending during the emergency to help them return.
3. Family Violence Safety and Disclosure Protocols Have safe and trauma-sensitive processes for families affected by domestic and family violence, such as safe disclosure processes and criteria and risk assessments that consider the safety of children (AIHW) and adults (AIHW, 2025). Teachers should be provided with education about signs of family violence in children, including changes in behaviour, unexplained injuries, and disclosures—and how to respond in appropriate and safe ways. Partnerships with 1800RESPECT, White Ribbon, Ghutra, and Karmali (2005) argue that this is because Australia and established family violence specialist services are a part of this protocol (1800RESPECT, 2024).
4. Preparing for Climate and Other Crises in Curriculum Include age-appropriate, positive explorations of natural disasters, community helpers, and resilience into the ECEC curriculum in advance of crises to develop children's understanding and coping words (Cologon ;& Hayden, 2017). This could include stories about storms and bushfires, role-playing with emergency equipment, and talking about what we do when something scary happens. Children exposed to these ideas and coping skills prior to a crisis are better able to cope when crises arise (Gurwitch et al., 2007). Climate literacy—age-appropriate knowledge of sustainability and environmental protection—also develops children's feelings against climate change.
5. Community Resilience Building and Interagency Networks Build on the ECEC service as a source of community resilience by engaging with emergency management networks, community recovery committees, and interagency meetings (Gurwitch et al., 2007). This includes developing partnerships with emergency services, the Red Cross, and social welfare agencies so that referral and coordination systems are in place to operate. Moore et al. (2014) point to the evidence for place- based approaches to community resilience, in which ECEC services are "community hubs" that mobilise social connectedness and distribute resources during and after disasters.

5. Community and professional partnerships
1800RESPECT
The national domestic and family violence, sexual assault, and family and relationship services counselling service. Offers 24-hour crisis counselling and referral to victims. ECEC services can display 1800RESPECT’s number and link to their online training for professionals identifying family violence (1800RESPECT, 2024).

White Ribbon Australia
Australia’s peak body dedicated to preventing men's violence against women through education and cultural change. Offers resources for and workshops to action for community organisations (including ECEC services) in primary prevention action (whiteribbon.org.au).

Australian Red Cross
Offers disaster assistance, recovery and community preparedness programs including the "Get Prepared" family and community resources. ECEC services can access Red Cross emergency management training and family disaster preparedness resources (redcross.org.au).

National Emergency Management Agency (NEMA)
The federal government agency coordinating Australia's emergency system, including disaster risk reduction, preparedness, response, and recovery. ECEC services can access NEMA’s community resilience resources and connect with state branches of emergency management (nema.gov.au).

Safe Steps Family Violence Response Centre
Offers 24-hour crisis intervention, safety planning and referral for women and children experiencing family violence in Victoria. ECE services can make referrals and consult with Safe Steps about at-risk children (safesteps.org.au).

6. Resources for educators and children
Programs, Projects and Websites

Service
1800RESPECT
1800respect.org.au - National counselling and referral service for domestic and family violence. Offers educator training, family safety planning guides, and a 24/7 helpline. Crucial resource for ECEC services dealing with disclosures of family violence (1800RESPECT 2024).

Website
White Ribbon Australia
whiteribbon.org.au - Offers primary prevention education materials, accreditation programs for communities, and training for organisations to end violence against women. ECEC services can become White Ribbon accredited as a commitment to safety (White Ribbon Australia, 2025).

Program
Emerging Minds - Disaster and Emergency Resources
emergingminds.com.au - Resources for trauma-informed practice related to children's reactions to natural disasters, family violence, and community emergencies. Provides free ECEC professional learning for educators.

Website
AIHW - Family, domestic and sexual violence
aihw.gov.au - National data and research on family violence, including impact on children. Evidence for practice and policy and development of ECEC services (AIHW, 2025).

Children's Storybooks (0-5 years)
Storybook
The Storm Whale - Benji Davies (2013)
Tender tale of a boy who rescues a whale after a storm, with themes of rescue, nurturing, and the importance of returning home. Great for talking about feelings of being lost and finding home after a crisis event.

Storybook
Lifetimes — Bryan Mellonie and Robert Ingpen (1983)
An exquisitely illustrated, gentle exploration of life and death and the life cycle of all living things. Can be used with children who are grieving after trauma, relocation, or death. Teachers can use this to initiate discussion about loss and remembering.

Storybook
After the Storm - Nick Butterworth (1992)
Percy the park keeper's friends have their houses damaged in a storm, but they work to repair their homes. A story about friendship, community, and recovery. Teachers can use this to develop children’s awareness of how to recover after a disaster.

Storybook
The Invisible String - Patrice Karst (2000)
Reassures children that their connection with others is not lost even when apart from each other, in trouble or grieving. A very reassuring book for children facing separation or loss of a parent. Teachers can use the "invisible string" to regulate their emotions each day.

Videos, Shows & Podcasts
TV Show
Bluey - Resilience Episodes (ABC)
Particular Bluey episodes deal with unexpected change, disappointment and family emotional maturity and compassion; Sleepy time, The Show, Bus Ride, and The Show deal with coping with challenges. Educators can use these to teach emotional regulation.

TV Show
Daniel Tiger — When Something New Is Happening (ABC Kids)
Daniel Tiger’s Neighborhood has episodes devoted to new things, scary things, and unexpected things. The consistent use of easy coping strategies helps to teach young children how to utilise strategies that can be used in ECEC and beyond.

TV Show
Sesame Street — When Families Grieve (Special Episode)
Children with sensitivity and care. Suitable for children who have experienced disaster or family violence. Teachers can use this to initiate soft discussions about loss.

Documentary
Play School - Community Helpers Episodes (ABC)
Introduces firefighters, ambulance personnel, police and other helpers in accessible, reassuring ways. Allows preschoolers to learn about emergency service personnel and create a feeling of safety in community structures. It can be used after trauma for comfort.