A literature review of the evidence for successful post-disaster interventions relating to: (i) schools; (ii) vulnerable children

Professor Mark Mon-Williams, School of Psychology, Faculty of Medicine and Health

Covid-19 Rapid Action Fund

The COVID-19 crisis has resulted in students being pulled from their classroom communities. Students, teachers and parents are grappling with new routines and technologies - creating uncertainty, anxiety, and fears. These social and emotional shifts are likely to increase the mental ill health epidemic, exacerbate pre-existing mental problems and negatively impact on long term education. Moreover, the evidence suggests that these problems will disproportionately affect the most disadvantaged members of our community. The COVID-19 crisis is a unique situation but there have been many previous disasters that have resulted in school closures and created emotional difficulties for children (particularly those with vulnerabilities). Science gives us the opportunity to learn from the past. This project will review the scientific literature on interventions that have followed previous disasters so that we can ensure local and central government follow the best possible evidence when attempting to mitigate the problems created by the COVID-19 crisis.

Professor Mark Mon-Williams can be contacted by email: M.Mon-Williams@leeds.ac.uk