Today marks World Mental Health Day, and this year's theme—"Access to Services – Mental Health in Catastrophes and Emergencies"—has particular implications for those of us working in or learning about early childhood development. Young children experience disasters and emergencies differently from adults, and how we support them in the aftermath can significantly shape their wellbeing.

Why early years matter in crisis response

Nearly one-third of people affected by disasters experience significant mental health consequences, and children are particularly vulnerable. Yet it's difficult to predict how individual children will be affected psychologically. What we do know is that the responses of the adults around them—parents, carers, and early years professionals—play a crucial role in helping children process traumatic events.

Whether it's experiencing the lingering effects of the COVID-19 pandemic in the UK, or understanding how global crises affect the children and families in early years settings, professionals need to be equipped with practical strategies for support.

Understanding children's responses to trauma

Every child responds to trauma differently. Some may become withdrawn, others may act out, and some may seem unaffected initially only to show signs of distress weeks later. Young children might lose skills they'd recently mastered—like toilet training or sleeping independently. They might want to talk about the event repeatedly or avoid mentioning it altogether.

These varied responses are all normal, and it's crucial that we don't expect every child to react in the same way.

Practical support strategies for early years settings

Create safety and routine. Maintaining familiar schedules—circle time, snack routines, story time—helps children feel safe and normal again. When the world feels unpredictable, predictable routines provide comfort and security.

Be available and listen. Make time for children to talk if they want to, but don't force conversations about their feelings or the traumatic event. Sometimes children need to chat about everyday things—their favourite toy, what they had for breakfast—and that's just as important for their wellbeing.

Limit exposure to distressing media. Young children don't need to see repeated images of disasters on television or tablets. These can be frightening and overwhelming, making it harder for them to feel safe.

Give children some control. Let them make small choices throughout the day—which story to read, what to play, which snack to have. This sense of control and mastery helps counter feelings of helplessness.

Reassure without blame. Children, especially young ones, sometimes believe that bad things happen because of something they did or thought. Clear, age-appropriate reassurance that the disaster wasn't their fault is essential.

Help them understand they're safe. When children hear about disasters affecting others, they may worry it will happen to them. Provide concrete information about how their situation is different, helping them understand they're safe without dismissing their concerns.

Expect regression and be patient. If a child who was sleeping through the night suddenly can't settle alone, or accidents happen after successful potty training, respond with patience and understanding rather than frustration.

Supporting yourself to support children

Before you can effectively help children process trauma, you need to manage your own reactions. Talk through your feelings with another adult. Your emotional state directly influences how children in your care will respond to crisis situations. This isn't just good practice—it's essential.

Reflection for educators and students

As we mark World Mental Health Day today, consider:

• What should early years settings do to prepare for supporting children who've experienced trauma?
• What training would help early years professionals feel more confident responding to children in crisis?
• How should early years settings balance acknowledging difficult world events whilst maintaining a sense of safety for young children?
• What support systems should be in place for early years professionals dealing with their own trauma responses?

World Mental Health Day is observed annually on 10th October. Learn more at the World Federation for Mental Health website.

Information in this article was adapted from guidance by the Center for the Study of Traumatic Stress and the WFMH.