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The Infant/Toddler & School-Age Child Care Institute
Emergency Preparedness,
Response, and Recovery:
Supporting the Social-Emotional
Health of Children, Families, and
Teachers
Gail Kelso, State Capacity Building Center
Julie Law, State Capacity Building Center
Maggie Norton, National Center on Early Childhood Health and Wellness
1
Welcome
Thank you for the support you provide to
children and their families in your state,
territory, or tribe.
2
Welcome and Introductions
Lara Magnusdottir
Public Policy Director
Community Child Care
Council of Sonoma County
(4Cs), CA 3
Becky Houf
Senior Writer/Analyst
Child Care Aware of
America, MO
Outcomes
Consider the importance of relationships for
social-emotional health.
Explore the social-emotional impact of
emergencies and disasters and the support
needed for children, families, and teachers.
Review Child Care and Development Fund
(CCDF) emergency preparedness requirements.
Identify strategies, program supports, and next
steps.
4
What Role Do You Play in Child Care?
5
Child Care and Development Fund (CCDF)
Statewide Disaster Plan
Emergency Preparedness, Response, and
Recovery for Child Care
6
Be
prepared
on all
levels
CCDF Statewide Disaster Plan:
Requirements
The CCDF final rule requires state, territory, and tribal
grantees to develop a comprehensive plan. Each plan must:
be developed in collaboration with required partners,
describe how child care subsidies and services will
continue following a disaster,
describe the coordination of postdisaster recovery of child
care services, and
include requirements for provider planning and preparation,
training, and drills.
7
Child Care and Development Fund, 45 C.F.R.§98.16(aa)(1) (2016).
CCDF Requirements for Providers
The final rule is more specific about what CCDF Lead
Agencies must require for CCDF providers:
Procedures for evacuation; relocation; shelter-in-place;
lock-down; communication and reunification with families;
continuity of operations; and accommodations for infants
and toddlers, children with disabilities, and children with
chronic medical conditions
Procedures for staff and volunteer emergency
preparedness training and practice drills, including training
requirements for child care providers of services for which
assistance is provided under CCDF
8
Child Care and Development Fund, 45 C.F.R.§98.16(aa)(2)(iii)(A)(B) (2016).
Relationships: The Heart of Children’s
Social-Emotional Development
9
One Word
What is one word that
comes to mind when
you think about a
healthy relationship
between a child and
his or her teacher?
10
To Thrive, Children Need…
Connection to families and to child care programs or schools
Close, caring relationships with adults and peers
Stimulating routines and environments that promote their health, safety, and learning
Knowledgeable, responsive caregivers
Support with identifying, labeling, and managing emotions
11
All children benefit from responsive interactions that support their
social-emotional development.
Shonkoff, J. P., & Phillips, D. A. (2005). From neurons to neighborhoods: The science of early
childhood development. Washington, D.C.: National Academy Press.
Adult Wellness
The social-emotional health of adults influences their ability to provide sensitive, responsive care to children and their families.
State, territory, and tribal professional development systems and initiatives can promote adult wellness.
Office of Head Start. (2014, August). Health services newsletter (volume 2, issue 7). Retrieved from
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/health-services-newsletter-201408.pdf
12
CCDF Promotes Social-Emotional Health
Family engagement
Prevention of suspension and
expulsion
Relationship-based care
programs
Health and safety training
Professional development on
developmental domains,
including social and emotional
13
Potential Impact of Emergencies and
Disasters on Children
14
Imagine What It Is Like…
To be a young child…
witnessing a disaster,
entering a shelter for the first time,
without a home, or
separated from his or her family or
caregiver.
15
Vulnerability of Children
Children have unique needs during and after an emergency or
disaster and may experience the following:
Increased risk of adverse outcome
Intense reactions, including possible fighting, fleeing, or
freezing in response to hazards
Heightened reliance on adults to meet basic needs
Lack of stability in the school and home
Separation from primary caregivers and other family members
Lack of transportation options
National Child Traumatic Stress Network. (2008). Child trauma toolkit for educators. Retrieved from
https://wmich.edu/sites/default/files/attachments/u57/2013/child-trauma-toolkit.pdf
Schonfeld, D. J., Demaria, T., & the Disaster Preparedness Advisory Council and Committee on Psychosocial
Aspects of Child and Family Health. (2015). Providing psychosocial support to children and families in
the aftermath of disasters and crisis. Pediatrics, 136(4), 1,120–1,130. Retrieved from
http://pediatrics.aappublications.org/content/pediatrics/early/2015/09/08/peds.2015-2861.full.pdf16
Impact on Children
“All children are vulnerable, but not equally.” —Greenman, 2005, p. 27
Factors that may influence vulnerability:
Effect of the emergency or disaster
Adverse childhood experiences (ACEs)
Quality of relationships
Greenman, J. (2005). What happened to my world: Helping children cope with natural disaster and
catastrophe. Retrieved from
https://www.brighthorizons.com/resources/pdf/talktochildren/docs/What_Happened_to_MY_World.pdf
Schonfeld, D. J., Demaria, T., & the Disaster Preparedness Advisory Council and Committee on Psychosocial
Aspects of Child and Family Health. (2015). Providing psychosocial support to children and families in
the aftermath of disasters and crisis. Pediatrics, 136(4), 1,120–1,130. Retrieved from
http://pediatrics.aappublications.org/content/pediatrics/early/2015/09/08/peds.2015-2861.full.pdf17
The Impact of Stress
18
Center on the Developing Child, Harvard University. (2017). Toxic stress [web page].
Retrieved on March 26, 2018, from https://developingchild.harvard.edu/science/key-
concepts/toxic-stress/
Childhood Trauma
Childhood trauma can occur when a frightening
event overwhelms a child’s ability to cope or
threatens the safety of a child’s caregiver.
Experiences of trauma do not necessarily
become a diagnosis or disorder.
Center for Early Childhood Mental Health Consultation. (n.d.).
Defining trauma [web page]. Retrieved on March 26, 2018,
from https://www.ecmhc.org/tutorials/trauma/mod1_1.html
Center for Early Childhood Mental Health Consultation. (n.d.). Two
types of trauma [web page]. Retrieved on March 26, 2018,
from https://www.ecmhc.org/tutorials/trauma/mod1_2.html
Groves, B. M. (2002). Children who see too much: Lessons from
the child witness to violence project. Boston, MA: Beason
Press.
19
Potential Impact of Emergencies and
Disasters on Adults
20
Imagine What It Is Like…
To be a parent, caring for his child in a shelter
after losing his home in a disaster
To be a caregiver, caring for children in a child
care center after an emergency while worrying
about the well-being of her own children
21
Impact on Adults
The impact of an emergency or disaster on adults
will vary, depending on many variables such as
the extent of the impact on their personal lives,
previous experience with ACEs, and
preexisting conditions, such as mental health
conditions.
22
Schonfeld, D. J., Demaria, T., & the Disaster Preparedness Advisory Council and Committee on
Psychosocial Aspects of Child and Family Health. (2015). Providing psychosocial support to
children and families in the aftermath of disasters and crisis. Pediatrics, 136(4), 1,120–1,130.
Retrieved from http://pediatrics.aappublications.org/content/pediatrics/early/2015/09/08/peds.2015-
2861.full.pdf
Impact on Caring for Children
While dealing with the impact of
emergencies or disasters,
adults may have a decreased
ability to provide sensitive and
responsive care to children.
Adults may experience
secondary traumatic stress.
23
National Child Traumatic Stress Network, Substance Abuse and Mental Health Services Administration, U.S. Department
of Health and Human Services. (2008). Child trauma toolkit for educators. Retrieved from
https://wmich.edu/sites/default/files/attachments/u57/2013/child-trauma-toolkit.pdf
Schonfeld, D. J., Demaria, T., & the Disaster Preparedness Advisory Council and Committee on Psychosocial Aspects
of Child and Family Health. (2015). Providing psychosocial support to children and families in the aftermath of
disasters and crisis. Pediatrics, 136(4), 1,120–1,130. Retrieved from
http://pediatrics.aappublications.org/content/pediatrics/early/2015/09/08/peds.2015-2861.full.pdf
Supporting Social-Emotional Health of
Children and Adults during and after an
Emergency or Disaster
24
Resiliency
“Resilience is the ability to
bounce back, cope with
adversity, and endure during
difficult situations” (SAMSHA,
2017, para 2).
Preparation and response during
and after a disaster can promote
resiliency in children, families,
child care centers, and the wider
community.
Beardslee, W. R., Avery, M. W., Ayoub, C. C., Watts, C. L., & Lester, P. (2010). Building resilience: The
power to cope with adversity. Washington DC: Zero to Three.
Substance Abuse and Mental Health Services Administrations (SAMSHA). (2017). Disaster
preparedness, response, and recovery [Web page]. Retrieved on March 3, 2018, from
https://www.samhsa.gov/disaster-preparedness25
Supporting Social-Emotional Health
Starts with Preparation
Develop your emergency plan
Strengthen adult-child relationships
Create “go kits” that include comfort items for children
Practice emergency drills
Identify and plan for children who may need additional
support during drills and emergencies
Increase provider-family engagement
Support adult self-care
State Capacity Building Center. (2017). How states and territories prepare to support special populations
in emergencies and disasters. Retrieved from https://childcareta.acf.hhs.gov/resource/how-states-
and-territories-prepare-support-special-populations-emergencies-and-disasters
Zero to Three. (2016). Shelter from the storm: Resources for early care and education professionals.
Retrieved from https://www.zerotothree.org/resources/1662-shelter-from-the-storm-resources-for-
early-care-and-education-professionals 26
State Examples
27
California Missouri
Strategies to Support Social-Emotional
Health during and after a Disaster
States, territories, and tribes can explore programs
and initiatives that do the following:
Provide support for social-emotional health
Support and train parents and teachers to
strengthen their skills
Promote responsive adult-child relationships
Plan for support in postdisaster settings
Plan for long-term social-emotional support
28
We All Have a Role to Play
29
Resources
For additional resources on supporting the social-
emotional health of children, families, and teachers
during and after disaster and emergencies, download
the resource handout for this session on the ITSACC
2018 website, http://www.occ-cmc.org/ITSA2018/.
30
Early Childhood Training and Technical
Assistance System Resources
National Center on Early
Childhood Health and
Wellness (ECHW Center)
resources for providers and
families
https://childcareta.acf.hhs.gov/
emergency-preparedness-0
State Capacity Building
Center (SCBC) resources for
state and territory staff
https://childcareta.acf.hhs.gov/
emergency-preparedness-031
Thank You for All You Do!
Gail Kelso
State Systems Specialist,
Region VI, State Capacity
Building Center
Julie Law
Infant/Toddler Specialist,
Region VII, State Capacity
Building Center
Maggie Norton
Research Manager,
Child Care Aware of America
Maggie.Norton@usa.
childcareaware.org
Appendix
Additional resources and strategies are included in this
section
33
Strategies to Support Social-Emotional
Health during and after a Disaster
States, territories, and tribes can explore programs
and initiatives that do the following:
Provide support for social-emotional health
Support and train parents and teachers to
strengthen their skills
Promote responsive adult-child relationships
Plan for support in postdisaster settings
Plan for long-term social-emotional support
34
Strategy: Provide Support for Social-
Emotional Health
35
Supports for Social-Emotional Health
Psychological first aid
Support services and psychoeducation
Mental health consultation for child care and schools
settings
Build trauma-informed services
Substance abuse and mental health services
administration’s disaster distress hotline
1-800-985-5990 or text "talkwithus" to 66746
Emergency preparedness initiatives
Child-friendly spaces
Journey of hope36
Strategy: Support and Train Parents and
Teachers to Strengthen Their Skills
37
System and Program Supports for Adult
Wellness
Build a network of support
within programs, schools, and
communities
Staff wellness programs
Recognize compassion fatigue
and secondary traumatic stress
Provide support and resources
for adult self-care within daily
routines and during and after
disasters
38
National Child Traumatic Stress Network, Substance Abuse and Mental Health Services Administration,
U.S. Department of Health and Human Services. (2008). Child Trauma toolkit for educators.
Retrieved from https://wmich.edu/sites/default/files/attachments/u57/2013/child-trauma-toolkit.pdf
Regularly practicing self-
care supports responsive
interactions with children
every day and during and
after a disaster.
Supporting Adults with Cultural Awareness
Substance Abuse and Mental Health Services Administration. (2017). Disaster preparedness,
response, and recovery [Web page] (para. 7). Retrieved on March 23, 2018, from
https://www.samhsa.gov/disaster-preparedness
39
“People’s reactions to disaster and stress, and
their coping skills, can differ based on their
beliefs, cultural traditions, or economic and
social status. Behavioral health workers
increasingly recognize the importance of
cultural competence in developing, planning,
and delivering effective disaster behavioral
health services.”
Offer Training, Resources, and Services
to Families
Confirm the importance of responsive adult-child
relationships
Learn about each family’s unique traditions and values
Offer training and resources on emergency preparedness
and social-emotional health in families’ home languages
Partner with families while developing emergency
preparedness plans and creating go-kits
Connect families with mental health services when needed
40
State Capacity Building Center. (2017). How states and territories prepare to support special populations
in emergencies and disasters. Retrieved from https://childcareta.acf.hhs.gov/resource/how-states-
and-territories-prepare-support-special-populations-emergencies-and-disasters
Zero to Three. (2016). Shelter from the storm: Resources for early care and education professionals.
Retrieved from https://www.zerotothree.org/resources/1662-shelter-from-the-storm-resources-for-
early-care-and-education-professionals
Professional Development Systems
Can Support the Workforce
Understand child development, social-emotional health, and trauma
Use respectful communication and interactions that support expression
of feelings and emotional regulation
Provide stable, calm, healthy, and safe environments
Support Inclusion and respond to developmental needs of all children
Value and encourage family engagement; understand stressors family
may be experiencing (e.g., injury, relocation, financial issues)
See children as competent and capable
Support continued learning and growth during and after emergency or
disaster
Sosinsky, L., Ruprecht, K., Horm, D., Kriener-Althen, K., Vogel, C., & Halle, T. (2016). Including relationship-
based care practices in infant toddler care: Implications for practice and policy (OPRE Report No.
2016-46). Retrieved from http://www.acf.hhs.gov/opre/resource/including-relationship-based-care-
practices-infant-toddler-care-implications-practice-and-policy
Incorporate key components of emergency preparedness and
relationship-based care in training and educational requirements:
41
Strategy: Promote Responsive Adult-
Child Relationships
42
Support Children’s Social-Emotional
Health during and after a Disaster
43
“Many of the things you say and do every day
with children are the same things children
need from you when disaster strikes.”
—Zero to Three, 2016, p.6
Zero to Three. (2016). Shelter from the storm: Resources for early care and education
professionals. Retrieved from https://www.zerotothree.org/resources/1662-shelter-from-the-
storm-resources-for-early-care-and-education-professionals
Ensure that children’s basic needs are met
Engage in responsive adult-child interactions
Reunite children with their families
Create safe, nurturing, and calm
environments
Reestablish familiar and
predictable routines
Reopen child care centers
Limit exposure to media
44
Support Children’s Social-Emotional
Health during and after a Disaster
Zero to Three. (2016). Shelter from the storm: Resources for early care and education
professionals. Retrieved from https://www.zerotothree.org/resources/1662-shelter-from-the-
storm-resources-for-early-care-and-education-professionals
Limit the Negative Impact of Trauma
Know each child
Seek to understand the meaning of each child’s
behavior
Recognize possible signs of distress and respond
sensitively
Offer safe ways for children to express feelings
Offer choices
Be aware of environmental triggers that may cause
a reaction in children
Support children’s emotion regulation
Seek additional help when needed
Zero To Three. (2016). Shelter from the storm: A parent guide. Retrieved from
https://www.zerotothree.org/resources/1663-shelter-from-the-storm-a-parent-guide
Zero to Three. (2016). Shelter from the storm: Resources for early care and education professionals (p.6). Retrieved
from https://www.zerotothree.org/resources/1662-shelter-from-the-storm-resources-for-early-care-and-education-
professionals
Zero to Three (2017). Coping after a natural disaster. Retrieved from https://www.zerotothree.org/resources/1096-
coping-after-a-natural-disaster 45
Strategy: Plan for Social-Emotional
Support in Postdisaster Settings
46
Shelter Professionals Caring for
Children and Families
Children may feel unsafe in shelters—lack of
predictability; new noises, smells, and people; and
general environment
Adults may be overwhelmed dealing with the
aftermath of the disaster while caring for their
children in shelters
Children’s and adults’ social-emotional health can
be supported by responsive practices of shelter
professionals
Shelter professionals may need support and
reminders for their own self-care so they can care
for others
Zero to Three. (2018). Helping your child feel safe. Retrieved from https://www.zerotothree.org/resources/1661-shelter-
from-the-storm-tips-for-parents-and-caregivers-of-babies-and-toddlers
Zero to Three. (2018). Shelter from the storm: Caring for families with very young children. Retrieved from
https://www.zerotothree.org/resources/1660-shelter-from-the-storm-tips-for-shelter-professionals47
Strategy: Plan for Long-Term Support
48
Long-Term Social-Emotional Health
American Academy of Pediatrics. (2015). Ensuring the health of children in disasters. Pediatrics,
136(5), e1,407–e 1,417 (p. e1,413). Retrieved from
http://pediatrics.aappublications.org/content/pediatrics/136/5/e1407.full.pdf 49
“The need for mental health
support does not fade once the
acute disaster passes; secondary
trauma, ongoing bereavement,
anniversaries of the event, and
physical and demographic changes
in the community can affect
children for months, years, or even
a lifetime.”
