Teacher-mediated Interventions to Support Child Mental Health After a Disaster

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Author(s)
Coombe, J. , Mackenzie, L. & Munro, R.
Publication language
English
Pages
11pp
Date published
28 Jul 2020
Publisher
PLoS Currents Disasters. 2015 Dec 8;7
Type
Research, reports and studies
Keywords
Children & youth, COVID-19, Epidemics & pandemics, Education, Health, Psychosocial support, Good health and well-being (SDG)
Organisations
Evidence Aid

What is this? The COVID-19 pandemic is placing a strain on the mental health of children. Existing research on teacher-medicated interventions to support child mental health after disasters might provide useful information for policy makers. After a disaster, school-based interventions mediated by teachers have short-term benefits on psychological symptoms and academic performance in students and on teachers’ personal and professional self-efficacy.

In this systematic review, the authors searched for studies on the effects of teacher-mediated interventions to support child and adolescent recovery after a natural or man-made disaster. They restricted their search to articles published in English and did the search in January 2015. They included  20 studies reporting on 18 separate intervention.

 

Authors: 
Coombe, J. , Mackenzie, L. & Munro, R.