ArticleSchool mental health2025
The Role of Teachers in Fostering Resilience After a Disaster in Indonesia.
Article in School mental health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- Tsunami disaster resilience through dramatisation of local wisdom: The performance of Nandong Smong by Acehnese high school students in Simeulue regency, Indonesia.Jamba (Potchefstroom, South Africa) · 2026Article
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6 authors.
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Abstract
Disasters are distressing and disorientating. They often result in enduring community-wide devastation. Consequently, young people may seek support from trusted adults to scaffold their emotional responses and to support their psychosocial recovery. An important non-familial adult in a student's life is their teacher. However, few studies have examined teachers' perspectives on the support they provide to students after exposure to disasters, such as earthquakes and tsunamis, particularly in low- and middle-income countries (LMIC) with collectivistic cultural orientations. Given the potential for teachers to foster students' resilience, the goal of this study was to examine how teachers conceptualise their role following a major disaster. Forty teachers were interviewed from three schools in Central Sulawesi, Indonesia, after a major earthquake and tsunami in September 2018. Thematic analysis shows that teachers act as agents of community resilience after a disaster. The two themes presented converge on support-based aspects. Teachers provided: (1) psychoeducational support (i.e. supporting students' well-being and educational continuity, including encouraging their return to school) and (2) practical support (i.e. assisting administrative roles, aid distribution and disaster risk reduction). Within these themes, socioculturally specific practices are elucidated, including the Indonesian value of mutual assistance ('
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