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Images for children; more images...

Other, National Library of New Zealand

A public wiki where schools, students and experts from around the world can share thoughts and experiences around earthquakes, with a particular focus on the Canterbury 2010 earthquake. Website content has been archived, but is not currently viewing in the browser.

Images, UC QuakeStudies

A dinosaur seat on the corner of London and Oxford Streets, amongst flowers sown and tendered by children from Lyttelton Main School. In the background, the broken Plunkett Building can be seen.

Images, UC QuakeStudies

A photograph of children participating in a water calligraphy workshop as part of Emerge Poetica project. This event was part of FESTA 2014 and included a floating poetry installation on the Avon River.

Articles, UC QuakeStudies

The Gap Hunt booklet put together by Gap Filler in collaboration with KidsFest for the school holidays. The booklet challenged school children to find and enjoy Gap Filler projects around the central city.

Images, UC QuakeStudies

A photograph of preschool children decorating cards with help from Ciaran Fox, Programme Design and Delivery Specialist for the Mental Health Foundation. The photograph was taken at the Tiny Adventures launch at Niu Early Learning Centre in Linwood. Niu Early Learning Centre is managed by the Tongan Canterbury Community Trust. The Tiny Adventure card packs and smartphone app offer ideas, games and quick fun ways for parents to spend time with their children. They are a project of the All Right? mental health campaign.

Research papers, University of Canterbury Library

For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.