Epidemics and Pandemics...

You may be looking at this resource because of an epidemic or pandemic currently being experienced, or you may be looking to prepare and build the capacity of your team for a 'big situation' that may occur.

Before you do anything... safety comes first

If you are experiencing a situation related to an epidemic or pandemic...

• Keep everyone safe. Avoid injuries or harm by making your site physically safe and keeping things as calm as possible.
• Follow the directions of emergency services.
• Follow regulatory requirements and implement relevant policies, including informing management, and your Regulatory Authority where needed e.g. critical incident or service closure.
• Be ready to say no if people ask you to do things that are outside your scope or that could be harmful for children and calmly explain why.
• Seek or ask for help as needed.

To access further tips for responding right now, click here.

When infectious diseases affect communities, educators are responsible for following health requirements to keep themselves, children and families safe, as well as helping children understand the big changes around them. They may also help families by providing information and support. Many factors make this a stressful time for educators, so it is important to access support from peers and/or professionals.

This resource aims to support educators to include all children while responding to, and supporting recovery from, events that impact on the lives of children, families, and communities. This is not about educators needing to know everything, or feeling pressured to resolve or fix big situations. This resource is designed to be a starting point to quickly connect educators with the targeted support and resources they need to keep going with their important work with children and families when big situations happen.

An Inclusion Professional can support educators to proactively prepare to have the skills and confidence to respond to big situations that may occur. This preparation could include support to use this resource and may involve strategic inclusion planning. It should be noted that big situations often require support from experts that sit outside the role and expertise of the Inclusion Professional. Inclusion Professionals can help educators connect with external organisations and agencies as needed. If educators feel prepared to respond to big situations, they are more able to remain inclusive of all children and continue to deliver a quality program.

Maintain routines and rhythms

Children benefit from consistency. You can help them feel safe by continuing to do things the way you usually would. Acknowledge events and how children feel, but also provide the usual play opportunities and experiences.

Encourage connections and conversations

Children process experiences through play and interactions with people they trust. Children will connect through play, and conversations about big situations may happen as they play. Adults may need more encouragement and structure, so create opportunities for this where you can, or encourage families and your team members to access community supports and networks where relevant. People especially benefit from support from those they already know and trust.

Link to specialist services when necessary

In a crisis, practical help (eg housing, food, finances) is usually what is needed first. Not everyone needs counselling or psychological assistance. Be aware of people who are distressed, especially those whose distress continues over time, as they may need specialist help.

Take care of yourself

Big situations often bring up big feelings, at the time and also afterwards. Helping others can be demanding and tiring. Being part of a supportive team can really help. Sometimes it helps to set priorities and accept that you can’t do what you usually would do. Accessing professional support (such as Employee Assistance Program) can help especially if an incident brings up feelings from your own past, or you feel uncertain, overwhelmed or burdened by your role in the situation.

Next time

After responding to a big situation, it’s helpful to review how you and your team have coped. If you want to be better prepared for big situations that may happen in the future, you might like to access the Community Trauma Tool Kit (Emerging Minds) and/or sign up for National Mental Health Education Initiative (Be You) to help you develop a positive, inclusive and resilient learning community. You can also seek support to plan for the future by contacting your Inclusion Professional or contact us to send us an email.

• How might this epidemic or pandemic impact on children's engagement, interactions, access and participation?
• What do you think parents and carers need to know about the impact of an epidemic or pandemic? What might children need to know?
• How do you plan for children's individual needs (mobility, communication - visuals, understanding - social stories, increased health risks)? What resources and information do you need?
• How can you ensure this planning remains relevant to the needs of each child?
• How can policies and procedures support your responses and planning? Do you need to develop or review any policies or procedures?

Below is a range of resources that may support you to respond to or be prepared for an epidemic or pandemic

Information for educators

• Talking to children about COVID-19 (Red Cross)
• Talking to children about lockdown and home quarantine (Raising Children)
• COVID-19 Recommendations for ECE services (NSW Department of Education)
• ACT Education Directorate COVID-19 school arrangements (ACT Government Education)
• COVID-19 Social stories (KU Children's Services)
  COVID-19 social stories developed KU Sector Capacity Building Program team to help children and families to navigate the current stressful and unusual circumstances

Information for families

• Talking to children about COVID-19 (Red Cross)
• Talking to children about lockdown and home quarantine (Raising Children)
• ECEC COVID-19 guidance for families (NSW Department of Education)
• Children, COVID-19 and advice for families (ACT Government Education)

Children's books relating to this big situation

• Birdie and the virus by Andrea Baldwin and Anil Tortop
• Birdie gets her vaccination (online only) by Andrea Baldwin and Anil Tortop

These stories are available in community languages. Hard copies of Birdie's stories can be bought for $10.00 here.

• Edna May – A true story about a little girl and a big virus (Australian Childhood Foundation)
• My hero is you (The Inter-Agency Standing Committee) For primary school children.

Tip: Look for these books on YouTube if you want to view them before purchasing.

• National Mental Health Education Initiative (Be You)

Access professional learning modules for educators, or to get the most benefit from Be You, sign up your service to create a learning community and access a Be You consultant from Early Childhood Australia.

• Community Trauma Toolkit for Educators (Emerging Minds)

Access short courses and resources to help educators support children following a disaster or community trauma.

The following story Riding the waves of the pandemic relates to the impact of COVID-19 to provide insights and opportunities for reflection to inform your planning and preparation.

Disclaimer:

Links within this website provide a starting point for accessing support and resources and are not exhaustive. If you have any feedback on this resource please contact us.