ReviewFrontiers in psychology2022
How schools can aid children's resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories.
Review in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 32 citations in OpenAlex.
- From trauma to words: the effect of bibliotherapy on psychological flexibility and language skills in children affected by an earthquake.BMC psychology · 2026Article
- Development and validation of the Student Social Resilience Scale for Disasters (SSRD) among adolescents in disaster-prone areas.BMC psychology · 2026Article
- Children, Disasters, and Place Attachment: A Contemporary Framework for Understanding Crisis in Context.Current psychiatry reports · 2025Review
- The types of school attended by the ALSPAC children from1997 to 2011 (ages 5 to 19 years): A Focus on Christian Faith Schools.Wellcome open research · 2025Article
- Concerns of earthquake survivor mothers for their children and the role of school leadership in addressing them.Frontiers in public health · 2025Article
- School climate and creativity as predictors of psychological resilience among college students.Frontiers in psychiatry · 2025Article
- The Role of Teachers in Fostering Resilience After a Disaster in Indonesia.School mental health · 2025Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Disasters incurred by natural hazards affect young people most. Schools play a vital role in safeguarding the wellbeing of their pupils. Consideration of schools' psychosocial influence on children may be vital to resilience-building efforts in disaster-vulnerable settings. This paper presents an evidence-based conceptualization of how schools are psychosocially meaningful for children and youth in disaster settings. Drawing on Social Representations and Place Attachment Theories, we explore the nature of group-based meaning-making practices and the meanings that emerge concerning school environments in disaster settings. We contribute a novel understanding of how schools may mitigate psychosocial risk for young people by considering how schools are conceptualised at four levels: (1) as physical environment, (2) as social arena, (3) as a place with individual and (4) group-based significance. In each of these domains schools can foster disaster resilience in young people. This paper highlights the evidence concerning the functions of schools beyond their capacity as educational institutions, critically considering their social and physical functions in their communities. This evidence can inform stakeholders involved in disaster resilience building.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.