Building inclusive and resilient schools for crises

Schools play an important role in keeping pupils safe during emergencies, but preparedness goes far beyond evacuation plans and procedures. Supporting pupils’ wellbeing and helping them build resilience are just as essential.  

When schools create a calm, informed and emotionally supportive environment, pupils are better equipped to cope with uncertainty and recover from challenging events. This article explores how schools can strengthen their collective capacity to adapt and thrive. 

Making sure every pupil is prepared and included 

Pupils with developmental disabilities may struggle to cope well in unexpected or dangerous situations. To address this in an inclusive way, the Erasmus+ project I Will Survive!  developed a handbook, related open educational resources (e.g. videos, presentations), a curriculum and teaching materials freely available to anyone interested.  

These resources also focus on support and self-help after trauma. This approach helps pupils recognise and understand emotional reactions (e.g. fear) and find ways to alleviate them after a stressful event.  

For students with developmental disabilities, being prepared for emergency situations is not only a matter of safety, but also of self-confidence. Through adapted materials, practical skills and structured support, we teach them to understand their own reactions, to feel confident asking for help, and to know how to protect themselves. It is our responsibility to provide them with tools for life, not just school knowledge.

— Maja Postoglu, ‘I Will Survive’ project coordinator 

Including pupils with special needs should be part of schools’ emergency planning. To help with this work, the Spanish association GEDES (Grupo Educación, Discapacidad, Emergencia y Seguridad) has created an Inclusive evacuation plan for schools, ensuring that pupils who need extra help are protected and considered in all safety procedures. The plan helps teachers and staff think ahead and act together in emergencies. 

Developing resilience before and after trauma 

In Croatia, the School of Support programme aims to strengthen resilience, inclusion and mental health in primary and secondary schools. It provides school staff with a 40-hour training programme and various pedagogical materials.  

In the video below, pupils and teachers from two schools explain how the programme helped them to cope with the exceptional circumstances during the COVID-19 pandemic and after an earthquake hit their school and region. Teachers note that the programme helps them better understand what young people are going through, and that the training sessions, seminars and workshops leave them feeling prepared and confident to discuss these topics. 

Children can also feel shocked by news about war, terrorism or natural disasters. Talking about it can be difficult, but it helps them make sense of what they see and hear.  

 In the classroom, these six simple tips can guide the conversation: 

1. tell the truth
2. check the facts
3. add a message of hope
4. create space for discussion
5. normalise different feelings
6. let feelings be expressed 

The SPITEC project (Student participation as an integrated tool in emergency contexts), carried out in schools in Catalonia, Spain, highlights how involving pupils in planning can make schools more resilient. When young people take part in decisions, they feel responsible and capable of helping others. The project paid special attention to gender equality and the most vulnerable groups.  

Welcoming refugee and migrant pupils 

Many schools across Europe are welcoming newly arrived refugee and migrant pupils, some of whom may have gone through very traumatic experiences. From day one, it’s important to make newcomers feel part of the group – through buddy systems, visual aids and language support.  

If pupils can’t express themselves in words yet, images and pictograms can be used. A practical, bi-lingual pictogram-based booklet has been published to help Ukrainian speakers overcome initial communication barriers (available in Ukrainian/EU languages). In addition, a collection of articles and resources has been brought together to support the integration of young Ukrainian pupils into the education systems of EU Member States and Erasmus+ countries. 

What truly makes a difference is whether pupils feel safe and welcomed, rather than how quickly they learn a new language. Teachers should help build a classroom climate where every child feels calm, supported and can learn at their own pace. 

The Swedish National Agency for Education has listed practical guidance for teaching newly arrived pupils. The specific support measures are neither extra adaptations nor special support, but a form of support in their own right. These measures are: 

• preparation classes to help pupils get started in school
• prioritised timetables that focus on essential subjects
• individual study plans tailored to each pupil’s needs
• customised timetables for a smoother transition
• strengthened rights to receive guidance in the mother tongue for certain newly arrived pupils 

Inclusion and resilience become meaningful only when they are put into practice. By planning ahead, communicating openly and supporting every pupil, schools can create communities where everyone feels safe, valued and able to thrive. 

Read more on school preparedness

• School preparedness: building a culture of risk awareness
• Prepared school leadership in times of crisis
• When nature surprises: how schools can prepare
• The role of schools in addressing safety and security threats  

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