School Performance and Social-Emotional Behavior of Primary School Children Before and After a Disaster

• 2006

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• Dini Smilde-van den Doel; Cees Smit; Judith Wolleswinkel-van den Bosch
PMID: 17079532DOI: https://doi.org/10.1542/peds.2005-2781

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About

This study looks at how a disaster affected primary school children in Enschede, Netherlands. It describes that after the firework disaster in 2000, children's school performance was as good or better than before. However, two to three years later, there were noticeable social-emotional issues reported by teachers and parents. The research suggests that while academic skills may not suffer long-term from such events, emotional and behavioral problems can arise later on. Teachers and health workers should be aware of these potential issues when working with young children who have experienced disasters.

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Tags

Focus Areas: CBRNE; Everyday Emergency

Audiences: Behavioral Health Professionals; Schools & Childcare Providers

Emergency Management Stage: Recovery

Bundles: Disaster Research Literature Review

Keywords: Achievement; Child; Child Behavior; Child, Preschool; Cognition; Cross-Sectional Studies; Disasters; Educational Status; Emotions; Retrospective Studies; Social Adjustment; Social Behavior; Time Factors

Institutions: Pallas Health Research and Consultancy

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