Support in times of crisis

The resources to support students and families from Ukraine document has been recently updated. It contains resources, support services and enrolment advice.

Students in NSW government schools come from all over the world. Over 37% of students have a language background other than English (LBOTE) and a significant number of students were born overseas. Given the ties that many students and their families have to countries overseas, there may be times when they are affected by international social and political crises. Individual circumstances such as length of time in Australia, previous experiences and proficiency in English may also affect how some students and families are impacted by extreme events such as pandemics and natural disasters within Australia.

The geographic location, duration and severity of an international event as well as a student’s cultural and family attachment to the countries or regions involved are factors which may influence the level of distress experienced by students and their families. Some communities may also feel particularly vulnerable because of their experiences prior to coming to Australia.

Who is at risk?

Newly arrived students, including those from refugee backgrounds, and their families may have difficulties coping in response to emergency situations if they:

  • do not speak or understand English well
  • have limited social networks in the community
  • have experienced racism or discrimination, or similar experiences which have made them feel unsafe in the community
  • have limited access to accurate and relevant information
  • have extended family or relations living in the affected area.

It is important to remember that the distress and impact will not be limited to individuals with direct connections to a crisis but may be felt by others as well. For example, people from neighbouring countries, communities who have experienced similar events in their own countries, individuals who have links to, or are friends with people, from the affected areas or who are concerned about the broader implications of a crisis may also experience heightened distress.

Current crises

With Russian military operations in Ukraine and martial law declared by the Ukrainian president, thousands of residents have fled their homes in the capital, Kyiv and other cities, to find shelter in urban areas and neighbouring countries.

This situation, including reports of missiles targeting Ukrainian airbases and military targets and Russian soldiers crossing Ukrainian borders, is creating overwhelming feelings of fear and anger for many people from Ukraine who live in Australia, who have family and friends in Ukraine or have other links to the country. The outbreak of war and its global implications have also caused general anxiety in the wider Australian community.

Many Ukrainian students, teachers and their families are extremely distressed and finding it hard to cope. Students from Ukrainian backgrounds, or with associations to Ukraine, may need additional support and to be reassured that their educational environment continues to be a safe place for them.

The current events in Ukraine may also be having an impact on students from other communities and those with similar previous experiences, including:

  • communities from countries which are in close proximity to Ukraine, such as Poland, Romania and Belarus, may also be experiencing anxiety
  • individuals with links to Ukraine, or people from Ukrainian backgrounds including friends, teachers and case workers
  • individuals with links to Russia, or people from Russian backgrounds, including friends, teachers and case workers
  • individuals concerned about the potential escalation of war to other parts of the world.

With borders recently opened, there may be additional numbers of people arriving in Australia from Ukraine, with new students enrolling in schools. These students may have limited friendship groups and familiarity with school routines and may need additional support.

Students and families from Russia may also need care and attention at this time. Teachers should be vigilant and report any incidents of racial discrimination.

Information about racial discrimination and the support available for members of the school community experiencing racism should be provided, and include contact details for the school’s Anti-Racism Contact Officer. For advice for parents in community languages, see the role of the Anti-Racism Contact Officer.

Resources to support students and families from Ukraine document contains resources, support services and enrolment advice.

In Afghanistan, tens of thousands of people fled their homes for the capital, Kabul, and neighbouring countries as the Taliban seized control of the country.

This situation, including graphic scenes of chaos in Kabul and most of Afghanistan being reported in the media, has created overwhelming feelings of fear for many people from Afghanistan who live in Australia, or who have family and friends in Afghanistan or other links to the country.

Many Afghan students and their families have indicated that they are extremely distressed. COVID-19 and the lockdowns exacerbated this distress due to children and families not being able to access their usual familial and community supports. Many LGAs which experienced harsher restrictions had significant numbers of Afghan residents, and together with learning from home, it meant that many of the supports which were usually available to students and their families through schools were more difficult to access.

Students from Afghan backgrounds or with associations to Afghanistan may need additional support on an ongoing basis and to be reassured that their educational environment is a safe place to be.

The events in Afghanistan also have the potential to impact on students, from other communities and with similar previous experiences, for example:

  • communities from countries which are in close proximity to Afghanistan, such as Iran and Pakistan, may also be experiencing anxiety
  • Iraqi and Syrian communities may be experiencing re-traumatisation due to similar events in their own countries
  • individuals with links to Afghanistan, or people from Afghan backgrounds including friends, teachers and case workers.

While all members of the school community will be affected and require support during natural disasters like floods or bushfires, students and families from culturally and linguistically diverse communities, particularly those from refugee backgrounds, may need additional support. Alarms, evacuation sirens, deployment of military personnel, evacuation to temporary shelters and loss of property may cause distress and trigger trauma associated with prior experiences of loss and displacement.

Families who do not speak English well may need additional support to:

  • understand the advice provided by emergency services
  • access emergency services
  • understand the dangers associated with bushfires and flashflooding
  • adjust to changes to routine, such as closure of schools.

Advice to assist parents, teachers and students following bushfires is available via the School safety website.

Headspace also provides advice on how to cope with the stress of natural disasters.


National health emergencies and associated stay home orders, such as the recent COVID-19 pandemic, can have long term impact on the community, particularly on refugee communities, students from refugee backgrounds, and newly arrived students and their families who do not speak or understand English well. Students and families from these communities may feel particularly anxious and isolated due to:

  • disruption to school routine
  • lack of access to technology required to support learning from home
  • difficulties accessing and participating in online learning
  • parents’ and families' perceptions of their capacity to support their children learning online.

With increased police or military personnel presence in the community, some families and communities may experience a heightened sense of anxiety or trauma as a result of associations with experiences of war, conflict, persecutions and/or loss of freedom.  

Schools have an important role in re-establishing routines and maintaining a supportive environment for students from refugee backgrounds.

See EAL/D learners learning from home for support and extra information.

The COVID intensive learning support program provides small group tuition for students who need it most due to the impact of COVID 19.

How are people affected?

The learning, behaviour and wellbeing of students who are feeling distressed or anxious as a result of international events and crises can be greatly impacted, with some students disengaging from learning and exhibiting anti-social behaviour. The capacity of parents and carers to fully support their children’s learning may also be impacted during these times.

  • anxiety associated with a sense of loss of security and safety
  • re-emergence of previous trauma: re-traumatisation
  • increased sensitivity to issues of justice and equity
  • behaviour changes such as withdrawal or acting out
  • conflict with peers
  • feelings of uncertainty worry and fear about what is happening to loved ones who are still in the affected areahelplessness and despair
  • survivor guilt due to being ‘safe’ while loved one's face threat to life and basic human rights
  • distress due to frequent graphic or uncensored images via media or social media. This may be frightening and confusing for younger children who may be overly exposed to this content and not have the capacity to process what they are seeing.
  • grief due to disintegration of peace and safety in the affected area
  • anger and resentment due to many social and political factors that have contributed to the current conflict and destruction of safety
  • feelings of not being understood by the wider community
  • headaches and general body pains.

How can schools help?

Schools play a critical role in maintaining connection and engagement with students and families during periods of uncertainty and community unease. Students and staff should be encouraged to continue to focus on their core business of teaching and learning in a supportive educational environment.

Making students feel safe is very important. One of the best ways to ensure students feel safe is by keeping to routines as much as possible.

Staff should monitor students for signs of distress including sudden changes in behaviour, school attendance and/or participation and notify the principal if students show signs of extreme distress. Teachers and support staff can check in with individual students in line with Department policies, and explain what support structures are available including the school counselling staff and external agencies.

When talking to students it is important not to make assumptions about the way any individual student or group of students will react. Some students may be less aware than others about what is going on overseas, so the support needed by individual students may vary significantly.

Bilingual School Learning Support Officers may be able to assist in contacting students and families. Some bilingual staff with links to affected areas may also be experiencing trauma or re-traumatisation at this time and care should be taken to maintain staff safety and self-care.

English as an Additional Language or Dialect (EAL/D) teachers are likely to already be providing individual or small group learning support to affected students. Mainstream teachers and EAL/D teachers should share observations and work together to determine the best way to support students.

Routines Try to maintain routines and predictability.

Acknowledgement of the situation

Acknowledge that some students and/or staff may be feeling very distressed and worried.

Students’ backgrounds

Be aware of, and sensitive, to students’ family, cultural, religious and language backgrounds as well as students’ individual circumstances.


Be willing to listen to what students have to say.


Be understanding and flexible to accommodate the impact of the situation on individuals.

Reinforcement of instructions

Check that instructions are understood by students. Additional clarification may be necessary because some students may be distracted.

School work

Be flexible with the completion of homework and assignments.


Reassure students that your classes are safe places.

Time for interaction

Allow time for students to access individual support systems. Friendship bonds are really important for distressed students as is being in contact with others from the same ethnic or cultural group.

Encourage active participation

Encourage students to exercise and be as active as possible and help students take control of their own learning. Being actively involved in learning develops emotional strength.

Counselling support

If a student appears particularly distressed or you have concerns for a student, speak to the school counselling staff to organise support or referral to other agencies where appropriate.

Additional support

Where appropriate, schools may wish to establish additional processes that allow students to anonymously or discreetly express concerns to staff. This may include email correspondence as well as individual appointments with staff. 

A variety of people within and outside the school can offer support, including the school’s welfare team, counsellors, youth workers, community organisations and other relevant government and non-government agencies.

Family members may be a source of support in times of international crises. However, families and adults may be experiencing their own distress as well. Some parents and adults may also unintentionally expose children and young people to media reports about the crisis, including potentially violent and graphic images. Parents and families may not be aware of the consequences of this type of exposure on children. It may be helpful to recommend to parents and carers to monitor their children’s exposure to current events on the news and social media.

Communication with families should be handled sensitively. Telephone interpreting can be used to assist in communicating with parents who do not speak or understand English well. See the Department of Education’s interpreting and translations website for more information.

A letter to families outlining the school’s response and the support available may be of assistance. A general letter regarding steps taken to support students in response to stressful community events is available in translation: Letter to parents regarding recent community events

Schools may decide to conduct meetings with students and families to help them to understand how the school can support them. For resources to support communication and engagement with recently arrived families, see:

Some members of staff may also be experiencing heightened anxiety due to their previous experiences. Staff should be reminded that it is important to look after their own emotional wellbeing. Some may need to talk with a friend or a colleague. Support for staff is also available from the Employee Assistance Program: 1800 060 650

Resources and support services


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