
Natural Disasters and Their Effect on the Behavioral/Mental Health of Children and Youth
Steering Committee
February 01, 2025
Given the recent fires in Los Angeles (LA) County and the impact these have had on the staff and students at some of the charter schools we serve, DMCC thought it was important to address the effects of a mass trauma event such as the fires in LA. There is well-established research that documents the increased risk for mental health challenges arising from a natural disaster for adults, as well as the correlated losses and disruptions that can occur in the following months and even years for families. Children and youth are even more at risk during a natural disaster because they are reliant on the adults around them to ensure their safety and well-being.1
The number and intensity of natural disasters in the United States (US) is only rising2 so it behooves us to look at what the consequences are and how to best prepare to protect the children and youth we serve. The number of natural disasters in the United States, particularly those with damages exceeding $1 billion, has significantly increased from 2014 to 2024.3 The annual average for these billion-dollar events in the most recent five years (2020-2024) is 23.4 Just last year there were 27 billion-dollar events, compared to 33 events during the entire decade of the 1980s (1980-1989).5 The emphasis on the drastic increase is only to stress that the likelihood of our communities experiencing one of these natural disasters is high.
In California, wildfires are increasing and are having significant adverse effects on the physical environment and the state’s population. The wildfire season has lengthened, and its peak has moved from August to July.6 While there are thousands of fires in California every year, mega-fires, fires that cover over 100,000 acres, are becoming more common. From 1900-1999 there were 45 mega-fires that burned throughout the state, since 2000 we have already had 35 fires.7 While the reasons for the uptick in fires vary and may be controversial to some, the effects of these fires on the land and the people of California cannot be denied.
Recently, Harvard University’s Center on the Developing Child released a brief on “How Wildfire Smoke Affects Early Childhood Development.” The brief describes the myriad ways that wildfire smoke poses significant risks to early childhood development, affecting both mental and physical health and cognitive development. Children's developing brains and bodies make them more susceptible to the harmful effects of air pollution. Exposure to wildfire smoke, particularly fine particulate matter (PM2.5), can lead to respiratory problems such as wheezing, coughing, and increased asthma attacks in children. Early exposure to wildfire smoke is also associated with reduced lung function, immune dysregulation, and increased susceptibility to respiratory infections. There are documented links between PM2.5 exposure and neuropsychological effects, such as attention deficit hyperactivity disorder (ADHD), autism, impaired school performance, and decreased memory. Children are more vulnerable to stress and mental health effects from disasters, including wildfires. The cumulative impact of repeated exposure to wildfires and smoke can exacerbate anxiety and stress in young children.8
Natural disasters not only cause physical destruction but also have profound effects on the mental and physical health of children and youth. Besides the immediate trauma caused by the exposure to the natural disaster, children and youth may suffer physical, psychological, and educational deficiencies. Young children may experience higher rates of physical ailments such as diarrhea, fever, and respiratory illnesses. Children and youth may express their stress in somatic symptoms, such as stomachaches, headaches, and fatigue. Children and youth may report post-traumatic stress symptoms such as difficulty concentrating or sleeping, hypervigilance, and recurring thoughts about the event. Children and youth may also experience depression symptoms such as feeling sad or losing interest in their regular activities or anxiety symptoms such as fears and being worried about their and their family’s safety. If children and youth are in school, they may experience disruptions to their school routines and miss school more often or have trouble concentrating when in school leading to lower grades and/or test scores.9
Children and youth will react differently to disasters depending on their age and developmental capacity. Some children may experience behavioral regressions – returning to behaviors they had outgrown or losing skills they previously had – while others may have more externalizing behaviors such as increased aggression, defiance, and impulsivity. Here are some general guidelines as to how children might react to a natural disaster by age group:10
- PRESCHOOL-AGE CHILDREN
- Bedwetting when previously toilet trained
- Thumb sucking
- Appetite changes – loss of appetite or overeating
- Nervousness
- Anxiety over being separated from parents/caregivers
- Irritability and disobedience
- ELEMENTARY SCHOOL-AGE CHILDREN
- Clinginess with parents/caregivers
- Crying or whimpering
- Requests to be fed or dressed
- Headaches
- Complaints of visual or hearing problems
- Sleep problems and nightmares
- School phobia
- Social withdrawal
- Irritability and disobedience
- MIDDLE SCHOOL-AGE ADOLESCENTS
- Competing with younger siblings for attention from parents/caregivers
- Failure to perform chores and fulfil normal responsibilities
- Headaches
- Complaints of vague aches and pains
- Loss of appetite or overeating
- Skin problems
- Sleep problems
- Loss of interest in activities
- Poorer school performance
- Disruptive behavior
- Resistance to authority
- HIGH SCHOOL-AGE ADOLESCENTS
- Resumption of earlier behaviors and attitudes
- Decline in previous responsible behaviors
- Headaches
- Sleep problems
- Digestive problems
- Vague physical complaints
- Increase or decrease in physical activity
- Depression
- Isolation
- Acting out behavior – reckless driving, alcohol, tobacco and/or other drug use
Children with special needs of any age may exhibit additional/different behaviors after experiencing a natural disaster and may need additional reassurances: 11
- CHILDREN WITH SPECIAL NEEDS
- Children who need continuous use of a breathing machine, those who use a wheelchair, or those who are confined to a bed may have stronger reactions to a threatened or actual disaster.
- They might have more intense distress, worry, or anger than children without special needs because they have less control over day-to-day well-being than other people.
- The same is true for children with other physical, emotional, or intellectual limitations.
- May need more explanations about the event.
Most notably, the impact of these events on young minds can be long-lasting, leading to various mental health issues, including anxiety, depression, behavioral problems, and even post-traumatic stress disorder (PTSD). Up to half of children may develop PTSD after a natural disaster, especially if they witness the event, are injured, or lose loved ones. Anxiety and depression are common among children and youth following disasters. Children may also exhibit behavioral changes, such as aggression or withdrawal, because of the trauma of being exposed to a natural disaster.,12 The children and youth who are most vulnerable to long-term psychological distress after experiencing natural disasters are those who faced other forms of trauma after the disaster, were exposed to multiple life-threatening disaster events, experienced multiple stressors in the recovery period, missed school days, or are members of underserved or marginalized groups.13
To help children and youth stave off any long-term effects from experiencing a natural disaster, we must mitigate the short-term ones. It is imperative to intervene as soon as possible after the event. Schools play a crucial role in supporting children who have experienced a natural disaster. Here are some strategies schools can use to provide immediate support:14
- Establish a Safe Space:
- Create a supervised safe area where students can receive support or sit quietly as needed.
- Ensure this space is comfortable and inviting, possibly with cozy elements like pillows and stuffed animals.
- Maintain Routine:
- Reinstate classroom routines as soon as possible to provide a sense of normalcy and stability.
- Encourage participation in familiar activities like sports and playgroups.
- Emotional Support:
- Be available for one-on-one conversations with students, allowing them to express their feelings without pressure.
- Validate their emotions and experiences, echoing what they say to ensure they feel heard.
Educational and Community Activities
- Disaster Education:
- Incorporate disaster-related information into the curriculum to help students understand and process their experiences.
- Use creative arts like art, drama, music, or writing to express emotions and reflect on the disaster.
- Community Engagement:
- Organize activities that allow students to help others affected by the disaster, such as making cards or participating in fundraisers.
- Assist with school and community clean-up efforts to foster a sense of community and control.
- Peer Support:
- Encourage peer interactions through group activities and play to build support networks.
- Facilitate discussions about the disaster in a safe and controlled environment to promote understanding and empathy.
Long-Term Support
- 1. Promote Resilience:
- Emphasize children's resilience by highlighting past coping strategies.
- Teach positive coping and problem-solving skills to manage stressors related to the disaster.
- Provide information on available community services for emotional and practical needs.
Natural disasters pose significant risks to the mental health and general well-being of children and youth. Understanding these impacts and implementing effective, supportive strategies can help mitigate the short- and long-term effects of any challenges faced by children and youth after a natural disaster. Helping children and youth after a natural disaster requires a thoughtful and multi-faceted approach. It is crucial to recognize that children's reactions to disasters are often influenced by the behavior and coping strategies of the adults around them. Remember, children look to adults for guidance and reassurance, so it is essential for adults to manage their own stress and emotions effectively to provide the best support possible. Together we can play a pivotal role in supporting children's emotional well-being and resilience after a natural disaster.
References:
- 1. The Climate Crisis is a Child Rights Crisis: Introducing the Children’s Climate Risk Index. New York: United Nations Children’s Fund (UNICEF), 2021.
- NOAA National Centers for Environmental Information (NCEI) U.S. Billion-Dollar Weather and Climate Disasters (2025
- Ibid
- Ibid
- Ibid
- Li, S., Banerjee, T. Spatial and temporal pattern of wildfires in California from 2000 to 2019. Sci Rep 11, 8779 (2021)
- California Wildfire History and Statistics
- Growing Up in a Warming World: How Wildfire Smoke Affects Early Childhood Development
- Understanding the Impacts of Natural Disasters on Children
- Understanding the Impacts of Natural Disasters on Children
- SAMHSA Disaster Technical Assistance Center Supplemental Research Bulletin Behavioral Health Conditions in Children and Youth Exposed to Natural Disasters - September 2018
- Children and School Preparedness
- SAMHSA Disaster Technical Assistance Center Supplemental Research Bulletin Behavioral Health Conditions in Children and Youth Exposed to Natural Disasters - September 2018
- Understanding the Impacts of Natural Disasters on Children
- Helping Children After a Wildfire: Tips for Caregivers and Teachers
Resources:
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