Canterbury schools rose to meet challenges of earthquakes

Canterbury schools rose to meet challenges of earthquakes

24 June 2013

Canterbury schools and early childhood services rose to meet the challenges of earthquakes, new ERO report shows

In a report published today the Education Review Office (ERO) shares innovative ideas from schools and early childhood services affected by the Canterbury earthquakes.

ERO’s report, ‘Stories of Resilience and Innovation in Schools and Early Childhood Services’, gathers together the experiences of principals, teachers and managers during and after the severe February 2011 earthquake which struck in the middle of a working day in the school term.

ERO’s National Manager Review Services for the Southern region, Graham Randell, says the stories were told to reviewers when they started going back into schools and services towards the end of 2011.

“Our reviewers were impressed by the innovative practices and changes that schools and services had introduced because of the earthquakes. We realised their ideas would be helpful for other people coping with a natural disaster so we began collecting them during the reviews from January last year,” says Mr Randell.

“When relating their experiences the schools and services emphasised how people came first, before any procedures or protocols that they might have had. Children’s wellbeing was paramount in the days of uncertainty that followed. Staff in schools and services often had to make quick decisions and change their plans along the way.

“This report will provide some useful insights for schools and services throughout New Zealand. We are grateful to everyone who told us their stories. They showed real courage, resilience and professionalism during a very difficult time.”

ERO found schools and services focused most on four aspects – keeping children safe, supporting children’s learning, supporting staff and families, and managing ongoing anxiety.

Many schools and early childhood services introduced new practices to help keep children safe and calm in their learning, while still managing significant issues with property and resources.

Leaders in schools and early childhood services became role models for others. If the leaders stayed calm, then children, staff and parents were more likely to remain safe and calm.

After the earthquakes, teachers found that getting children and young people back into learning helped to normalise the situation for children and their families. Some schools and services had to quickly find ways to make learning more ‘portable’, for example with off-site learning hubs, learning at home, and retaining a connection between the teacher and student so learning could continue.

Some schools adapted their curriculum and added new programmes in response to the emotional stress experienced by children. Teachers used the earthquakes as a theme or topic in the curriculum. One teacher described how children practised multiple evacuation plans, such as how to avoid tsunami threats when the planned escape route is ‘falling down’. This approach was particularly evident in early childhood services.

Some schools and services said they had improved their communications planning after the February 2011 earthquake. Staff made sure communications systems would operate even when people did not have access to an office, the school or service’s computer, or to power. This included having an emergency mobile phone already set up with emergency information, having up to date communication records, and having a ‘text tree’. Some schools used social media to send messages to parents via posts on Twitter and Facebook.

Parents needed to know how they could keep in touch during and after an emergency. Everyone was encouraged to have an emergency plan for picking up their children, staff and parents.

The stories also told how schools and services worked to manage ongoing anxiety for children. Teachers supported children who exhibited a range of emotional responses and enlisted outside help when needed, including the Ministry of Education’s trauma team.

The Ministry also created a position for a principal to provide support for the most affected schools in an advocacy role. The seconded principal worked closely with the Canterbury Primary Principals’ Association and the teachers’ unions.

Many stories ERO gathered told of closer relationships between schools and their communities as a result of the crisis. The school was seen as a vital hub in the local community, not only for the families attending the school, but also the wider community. Resources were delivered to schools, and staff and parents helped deliver them to their community.

ENDS

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