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Explaining the unexplainable: designing a national strategy on classroom communication concerning the 22 July terror
Jon-Håkon Schultz1, Ase Langballe2, Magne Raundalen3
1Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway ; Department of Education, University of Tromsø, Tromsø, Norway.
Background:
In the context of crisis and disasters, school-aged children are a vulnerable group with fewer coping resources than adults. The school is a key arena for preventive interventions; teachers can be given a key role in large-scale school-based interventions following a man-made or natural disaster.
Objectives:
This paper describes a practical example of designing a school-based population-level intervention.
Methods:
The preventive measures were delivered as a national communication strategy between teachers and pupils aged 6-19 concerning the terror attack on 22 July 2011 in Norway. The strategy is based on principles from international research.
Results:
The presentation contributes to the discussion of defining the teacher's role in school-based crisis interventions and dealing with high-intensity media coverage of war, terror, and catastrophes.
Conclusions:
THE PRESENTATION PROVIDES EDUCATIONAL AND PSYCHOLOGICAL PERSPECTIVES ON HOW TEACHERS CAN TAKE AN ACTIVE ROLE IN HELPING PUPILS TO DEAL WITH SUCH EVENTS THROUGH TWO APPROACHES: the therapeutic approach, to restore calm and feelings of safety; and the educational approach, to foster reflection and deeper understanding.
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