Adolescent girls' representations of the role of schools and teachers post-disaster: second parents, second homes

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.

Automated summary

Disasters can have negative psychological and social outcomes for adolescents. Schools and teachers can help mitigate these risks and promote resilience. However, research often overlooks the perspectives of students, particularly marginalized populations. This study examines how Indonesian adolescents perceive the role of schools and teachers after a major disaster, finding that schools can serve as both a space for recovery and a source of risk.