Elinor Parrott, Martha Lomeli-Rodriguez, Emily-Marie Pacheco, Alfi Rahman, Yulia Direzkia, Helene Joffe
Disasters can result in poor psychosocial outcomes for adolescents. One pathway to mitigate these risks and foster resilience is via schools, where teachers can offer students support. However, existing research lacks consideration of the role schools and teachers play from the perspective of students, particularly those from marginalized populations. Therefore, this study examines adolescents’ representations of the role of schools and teachers after a major disaster in Indonesia using a free association interview technique. Thematic analysis of adolescents’ interviews (N = 46) yielded two salient themes: ‘the school as a place of recovery’ and ‘the school as a place of risk’. While the school and teachers were conceptualized positively in that they promoted students’ recovery, students also identified aspects of the post-disaster school environment that produced uncertainty, loss and discomfort thereby heightening their sense of risk. The paper concludes with recommendations for resilience-building, such as ensuring teachers receive relevant training. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Clinical, Educational and Health Psychology, Division of Psychology and Language Sciences, University College London (UCL), London, United Kingdom; Clinical and Health Psychology, School of Health in Social Sciences, University of Edinburgh, Edinburgh, United Kingdom; Tsunami and Disaster Mitigation Research Center (TDMRC), Research Centre for Social and Cultural Studies (PRISB), Syiah Kuala University, Banda Aceh, Indonesia; Tsunami and Disaster Mitigation Research Center (TDMRC), Syiah Kuala University, Banda Aceh, Indonesia; Psychology Department, Dr. Zainoel Abidin General Hospital, Banda Aceh, Indonesia
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