This article is written by Liam McGovern, Policy Officer at the NSW Office of the Advocate for Children and Young People (ACYP)

Every year we see new cases of disaster around the globe: prolonged droughts, flash flooding, wildfires and tornadoes, to name but a few.

Such events tend to remind us that children and young people are among the most vulnerable groups in a society.

Though governments are often quick to roll out funding for programs and resources geared towards community and economic recovery, rarely do they take heed of children's experiences of disastrous events.

To provide a better understanding of young people's experiences in disaster zones, the Advocate for Children and Young People (ACYP) recently published a report. A cornerstone of this report was the development of a Disaster Resilience Framework, taking a child-centred approach to recovery, based on both quantitative and qualitative research.

When children and young people see that their experiences and contributions are valued, they are encouraged to engage more and take ownership of their role.

The Framework asserts that disaster recovery also needs to consider future disaster prevention and preparedness at an individual, community and structural level. Within each of these recovery phases, communities need to recognise that their children have agency and involve them in the process.

It identifies six “Resilience Building Factors” that promote individual health and wellbeing. Though such factors may be diminished by the nature of a disaster event, reinforcing them in the overall process of rebuilding must remain a focus in any recovery program.

The six Resilience Building Factors

Empowerment - Ensuring that children and young people are provided with the resources to actively participate in disaster prevention, preparation, response and recovery. This includes providing educational resources on how and why disasters occur, as well as practical information about what to do in the event of a disaster. Such information might include when to evacuate, what to pack when evacuating, and how to prepare if you choose to remain in place during a disaster event.

Choice – Giving children and young people a suite of services that support their individual needs and provide early intervention to prevent trauma. This may include peer-to-peer support from other young people who have experienced similar disasters in the past. Having agency at a time of devastation enables a young person to look after themselves, which makes it easier for organisations to provide other vital services effectively and efficiently.

Inclusion – Including children and young people early on in a recovery effort leads to better policy, procedures and services. These are policies and procedures that actually grow with and continue to support the child or young person as they mature in the community.

Visibility – Allowing for the experiences of children and young people to be heard makes them “active agents” in disaster recovery. When children and young people see that their experiences and contributions are valued, they are encouraged to engage more and take ownership of their role.

Identity – Children and young people must own their identity in a disaster scenario, be able to articulate their experiences and needs, and act in response to emergencies.

Connections – Greater connection to a community enhances resilience in young people and increases their access to support services. It promotes the sharing of information within a community, as well as a collective responsibility to manage the fallout of disaster.

The Disaster Resilience Framework also identifies five “Enabling Environments” that are key to building resilience.

They include: Social Infrastructure & Services (education, mental health, employment and housing), Neighbourhood & Environment, Community Ties, Family & Peers and Having a Voice.

Structure and consistency in each of these Environments facilitates individual recovery for a child or young person. With individual recovery comes the ability of young people to contribute to broader community recovery.

The Framework in practice

Virtual schooling is offered as a disaster response for keeping children and young people connected to schooling. Not all children and young people have access to good internet connection, quality laptops or a parent or guardian able to guide them through their lessons.

Including programs designed and run by children, enables children to see their community as vibrant and recovering.

Application of the Framework would suggest that, on its own, virtual schooling does not fully facilitate inclusion. Other options are therefore necessary. In addition, schooling is not just about learning, but connecting with peers. Application of the Framework requires consideration as to how virtual schooling can facilitate adequate connection for school students. The resulting inclusion and connection is what drives resilience.

Family and peers

In our consultations, children and young people reported either separation from, or lack of time spent with family, peers and communities during and after disasters.

Application of the Framework reinforces the notion that spending time together is critical for re-building and re-forging connection. Creating a variety of activities and services aimed at bringing family, peer groups and communities together will be more effective in reducing trauma and other disaster impacts. Including programs designed and run by children enables them to see their community as resurgent and recovering.

While there is no one size fits all approach to disaster recovery, this Framework represents an important opportunity to bring together Government, non-government, community and business sectors to improve the way we respond to the needs of children and young people as we work towards a world of safer, more resilient communities in every country. — Liam McGovern

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