Universal crisis psychoeducational interventions in schools: A scoping review

Abstract

In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.

War and Conflict: A resource bank for non-clinical professionals to support children who have escaped from war, conflict or persecution – developing a usable psycho-social guide for teachers and parents

“…The development of the resource was to promote adults’ confidence in supporting children who are displaced by war. The hope was to move away from assessment from trauma to that of creating a safe present and future which is open to purposefully possibilities (M, Carpuso, 2022, private communication). The topics covered in the resource include specific resources for children displaced by war, but also for the people who may support them – parents, staff, and other children.…”

“…There is also the recognition that schools have limited access to specialised staff, instead the support most frequently provided is from non-clinicians such as teachers or others in the community (Ertl & Neuner, 2014). We know that many psychological interventions are effectively utilised in schooling setting (Capurso et al, In press), and that schools have repeated ‘touch points’ to speak with children in both formal and informal settings. Schools are often the primary providers of mental health support and are culturally responsive to their communities (Franco, 2018).…”

“…There is limited research which explores what are effective interventions for displaced children and young people that reduce the effects of anxiety, Post-Traumatic Stress Disorder and improve experiences of well-being overall (Capurso et al, In press) (Ertl & Neuner, 2014) (Nocon et al, 2017). However, there is some evidence that approaches that support displaced children’s emotional well-being include: meditation and relaxation, specific educational programme developed by UNESCO and writing for recovery.…”

Back to School: Parental Concerns of Children with Hematological and Oncological Conditions During the COVID-19 Pandemic

“…Prior to and following the COVID-19 pandemic, various school-based prevention programs have been used to support the academic and mental health needs of at-risk students ( Capurso et al, 2020 ; Capurso et al, 2022 ; Fuchs & Deshler, 2007 ). Response to Intervention (RTI) is one example of a widely used three-tier intervention in the US that aims to identify and support students who are struggling or at risk for qualifying for special education/specialized instruction ( Alahmari, 2019 ; Fuchs & Deshler, 2007 ).…”

A Systematic Review of Psychosocial Resilience Interventions for Children and Adolescents in the COVID-19 Pandemic Period

“…The COVID-19 pandemic has created conditions for abuse, family violence, neglect, and racial discrimination that necessitate care for psychological, and mental well-being and the recognition of trauma. The school could be well prepared for the unexpected crisis to help students in any way it can and of course against the development of emotional and social difficulties caused by the pandemic (Arslan, 2021;Capurso, 2022) and respond to the needs of children, adolescents and to their quick recovery. Psychological crises, trauma, and secondary traumatic events could be the focus of planned interventions (Ascencao, 2022).…”