What can you do?

Sometimes, in times of uncertainty, it feels good to do something: to offer help, for example. This certainly applies to schools located in a neighbourhood with a large Moroccan community. As a school, you could, for example, set up a place where people can donate goods or money.

Consider a ritual

Apart from actively doing something for Morocco, as a school community you can also consider whether a ritual for pupils, students and education staff would be appropriate. This could be a minute of silence or a prayer, for example. Involve pupils and students in thinking of a suitable ritual.

Pay attention to the pupils’ age and frame of reference

From Year 3 in primary education onwards, children take an interest in world news, so you can talk about it with them. With pupils in the higher years, you might be able to watch the youth news programme. However, be careful when using visual material and always view the footage yourself beforehand: images can increase fear and raise more questions. Work with your team to find ways of dealing with this and to strike the right balance.
In secondary and vocational education, many pupils and students find it helpful to talk and share with each other what they are feeling and experiencing. It is important to pay attention to the differences between pupils: not everyone wants to talk about it. Some would rather do something. Respond to what the pupils and students need. By asking about this, you gain insight into what is going on within the group.
Pupils may ask many questions. If you do not know the answer, say so; and emphasise that you will tell them when you do know.
School & Safety advises always paying attention to how the pupils are doing. In addition, pupils also appreciate the distraction provided by the structure of school and continuing with everyday activities. It offers security at a time when there is a great deal of unrest, confusion and uncertainty.
Especially for primary and secondary education, programme maker, writer and author Karim Amghar developed a lesson plan that everyone may use free of charge and without licensing restrictions.

Example questions for starting the conversation

Here too, take the age and frame of reference of your pupils into account. Not all questions are suitable for younger children. This list is not complete or exhaustive. Adapt the questions to what is going on among your pupils:

  • Where were you when it happened?
  • How did you hear about it: through the media or from someone?
  • What did you do then?
  • Were any family members/loved ones injured or killed?
  • Did you talk about it with your parents or other people?
  • Do you often think about it at night?
  • What do you do when you feel anxious, and what helps?
  • If you did not talk about it, what did you do? Does that help? If not, what does help?
  • How did your parents react?

Pay attention to emotions

Pay attention to emotions, both those of pupils and those of colleagues or yourself. An event like this evokes many emotions that occur alongside one another and sometimes become intertwined:

  • Fear and uncertainty: fear that loved ones have been affected, or the uncertainty caused by not yet having been in contact with loved ones in the area. Fears lead to stress symptoms, ranging from sleeping problems and anxious dreams to concentration problems, avoidance behaviour and aggressive thoughts and statements.
  • Relief: because loved ones are fortunately alive and contact has been made.
  • Sympathy and grief: for / because of those directly affected by the earthquake.

Emotions therefore require attention, including at schools, from and for staff, and from and for pupils and students. Let pupils and students know whom they can turn to if they want to talk to someone about their worries, feelings and/or fears.

Normal routine provides security

Alongside attention to feelings and processing, the normal school routine provides structure and, with it, a sense of calm and security. This can reduce any fear among the pupils.

Tips for school management and team leaders

Support your people and ensure that there is room within the school for everyone’s emotions. Discuss with the team what everyone needs. This allows people to support one another and provide the right assistance. Some teachers’ family members may have been personally affected, or colleagues may be upset by personal circumstances.

Support from the School & Safety Foundation

The School & Safety Foundation provides support in the form of tips and background information on dealing with emotions during distressing events.

In addition to this information, you can always contact School & Safety’s Advice Centre for help, advice and support: 030 – 2856 616. The Advice Centre can be reached every school day from 9:00 a.m. to 4:00 p.m.