Schools in the Shadow of Terrorism: Psychological Recovery and Interest in Therapeutic Interventions after Terrorist Attacks - A Review of the Article by Felix et al.

Many terrorist attacks have occurred during school hours (e.g., the September 11 attacks), so children were in their classrooms when the attacks occurred. When schools are close to the scene of an attack, teachers and school staff have a twofold immediate responsibility to keep themselves and their children safe. After terrorist attacks, even those that did not occur near schools, teachers and school staff become important actors who can help children heal. However, there is not enough research on their willingness to help in this process.
There are several personality factors that can influence the emotional response to trauma. One of them is a person’s perception of their ability to regulate their emotions and continue to function. Among teachers and school staff, the more positive this perception is (i.e., the more they believe in their ability to function), the better they can help students cope. This is partly because after a terrorist incident, children look to the adults in their lives to assess the situation, and the more calm and controlled the adults appear, the safer the children will assess the situation.

The researchers claim that while during normal times the first point of contact for dealing with emotional difficulties during school is the school counselors or regional psychologists, teachers, who are a permanent and significant figure in the lives of students, play an equally important role. In emergencies, counselors and psychologists will usually serve in a training role or supervise what is happening at school in the area of emotional support, while teachers will be the ones who will fulfill the practical role of supporting students and accompanying them on a daily basis. Accordingly, research evidence shows that support from teachers and classmates reduces post-traumatic symptoms in children after exposure to a traumatic event.

In addition, the classroom itself constitutes an important anchor of routine, certainty, and continuity, thus aiding recovery.
Felix and her colleagues sought to examine teachers' willingness to be part of emotional support processes, and to examine how teachers' personal coping with the traumatic event affects their ability or desire to serve in this role. This is based on the assumption that teachers who have experienced loss or are dealing with powerful emotional reactions may feel unable or unwilling to participate in therapeutic intervention programs with students.
In the current study, a survey was conducted among approximately 400 teachers and staff members in schools in Washington, D.C., who worked at the school during the September 11 attacks. The study's purpose was twofold: 1) to examine teachers' psychosocial adjustment to the traumatic event and their use of mental health services, and 2) to examine the relationship between the degree of adjustment and teachers' interest in participating in intervention programs aimed at helping students cope with their emotions following the terrorist attack.

The results of the study revealed that emotional reactions that arose following the traumatic event, behavioral changes, and posttraumatic growth were factors that predicted the degree of interest of teachers in participating in psychological interventions in schools. Teachers who felt prepared to deal with psychological distress, who felt that they were managing their work commitments, and teachers who perceived students' distress as increasing, tended to participate more in interventions with students.

The study shows the importance of promoting awareness and a sense of preparedness among teachers to deal with psychological distress. For example, schools should teach teachers how to deal with terrorist events, what emotional reactions to expect, and how to relieve those who suffer from them. Such psychoeducation can help teachers both in their own emotional coping and as agents of support and guidance for students.