Integrating psychosocial and WASH school interventions to build disaster resilience

How schools can aid children’s resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories

“…However, they find that while themes relevant to place attachment are often mentioned in empirical findings in disaster social science research, they are rarely discussed in the context of specific place attachment theory, especially in research on children and youth. A social psychological lens has been notably missing from the place attachment and disaster resilience discourses ( Lewicka, 2011 ; Pacheco et al, 2021 ). This paper endeavors to address this gap as a social psychological lens can help us to conceptualize how places (i.e., schools) can act as icons of recovery for youth ( Cox et al, 2017 ), such as by fostering emotional regulation and positive affect.…”

“…Schools are essential sites for safeguarding children and youth in disaster settings ( Mutch, 2014 ; see also, UNISDR, 2014 ; ACFCSS, 2016 ; Paci-Green et al, 2020 ). Though the significance of their role as educational institutions and resource distribution centers in disaster contexts is well-established (e.g., Sakurai et al, 2018 ; Mirzaei et al, 2019 ), consideration of schools’ psychosocial influence may be vital to disaster risk management and resilience-building ( IASC, 2006 ; Pacheco et al, 2021 ). Many works explore the socio-physical dynamics of spaces such as cities or the home (e.g., Bechtel, 2010 ; Clayton, 2012 ; Fleury-Bahi et al, 2017 ; Sawyer et al, 2022 ), yet to our knowledge, the literature lacks academic conceptualization of the socio-physical elements of schools.…”

“…While disasters vary in the scale of disruption and loss of life caused, a disaster setting is an area that has experienced widespread human, material, economic and/or environmental loss as a result of the interaction of a hazard (e.g., an earthquake, tsunami, flooding) with social vulnerability ( Massazza et al, 2019 ). Resilience building is facilitated through a system of processes that buffer the impact of such disaster scenarios and improve circumstances in both the short-term response and long-term planning ( Pacheco et al, 2021 ).…”

A Structured Review of Emotional Barriers to WASH Provision for Schoolgirls Post-Disaster

“…The connection between individual psychological aspects (thoughts, emotions and behaviours) and collective social aspects (relationships, traditions and culture) that are central to positive human functioning but which are often disrupted by traumatic events [3].…”

“…However, disasters can cause devastating physical damage to school buildings, including water and sanitation (WASH) infrastructure. Inadequate WASH facilities following disasters are likely to exacerbate the psychosocial stress young people experience after a disaster [3]. This may be particularly important for pubescent girls, who may be reluctant to attend school if toilets are not viewed as safe spaces that safeguard dignity and privacy.…”