Navigating Recovery: Insights on Supporting Students and Staff After Disaster
In schools, we teach vocabulary to our students, striving to make it relatable and deepen their understanding through experiences. The definition of flooding is “the covering or submerging of normally dry land with a large amount of water.” Unfortunately, too many of our students in North Carolina have firsthand experience with flooding.
I grew up in the western part of North Carolina—not in the mountains, but close enough to enjoy the beauty they have to offer. Watching the devastation caused by Hurricane Helene—and more precisely, the flooding it brought to the North Carolina mountains—was heartbreaking. I have firsthand experience with such devastation. In September 2018, the town where I live, New Bern, was ravaged by flooding from Hurricane Florence. The destruction resembled a war zone: people lost everything they owned, houses and businesses were destroyed, areas became inaccessible, electricity was out for days or weeks, and schools couldn’t open.
It’s surreal to watch the world move forward while you are left to navigate the long and challenging aftermath of such devastation. As I follow the progress, I’m encouraged to hear that some schools have reopened, with others scheduled to do so soon. I was a middle school principal in 2018 when Hurricane Florence struck New Bern. Schools in my county were closed for weeks, even months. Some staff and students had to share buildings once school finally resumed. I remember the excitement of reopening, expecting a typical first day with balloons, music, and happy faces. But I quickly realized that things weren’t back to normal; I wasn’t prepared for the rollercoaster of emotions and the needs of staff, students, and the community.
Here are some of my key takeaways from that period, shared with the hope that educators will give themselves grace as they navigate these uncharted waters.
Practice self-care. In times of crisis, you find yourself giving endlessly to others. This is what neighbors do—they step up to help in any way they can. But to continue supporting others, you must remember to take care of yourself too.
Expect changes in student behavior. We noticed formerly outgoing students returning quieter, “good” students acting out, and a lot of tears. We worked hard to address the emotional needs of our students and tried to understand their behavioral changes.
Recognize that adults are struggling too. Many staff members came to work to support students, yet some had no home to return to at the end of the day. Others were working to rebuild their own homes or those of loved ones. Those days felt very long, with unending work both in and outside school. We had to support each other as a school team to get through the challenging days.
Routines are essential for students. One lesson I’ve learned in education is that students thrive with routines. Returning to school provided stability—not just for learning but also for the consistency a school day brings. Routines help reduce stress and anxiety. For eight hours a day, students knew they would be looked after, fed, and cared for. For those who lost everything, these basics were vital to begin their healing process.
Assess and address needs upon return. When students and staff returned to school, I could better assess their needs. Some students no longer had school supplies or clothing. We were able to send food home, provide clothing, and supply the materials needed to help them rebuild and succeed.
Recovering from a disaster is a long and difficult journey for students, educators, and communities alike. Schools become more than just places of learning; they are sources of stability, support, and hope. As we work through the challenges that follow such events, we learn resilience, deepen our empathy, and build stronger bonds within our communities. For educators facing similar challenges, remember to prioritize self-care, support each other, and recognize the impact of routine and care on students' recovery. Together, we can rebuild—not just physically, but emotionally—creating a foundation that will sustain us through any future challenges.
My heart goes out to everyone impacted by the recent flooding in the North Carolina mountains. I know the long and challenging road to recovery, and I hold close the hope that your communities find strength and support in one another as you rebuild.
About the Author: Jessica Fortescue, MSA
Jessica Fortescue is an experienced educational collaborator with a background as a teacher, principal, and parent. Passionate about the power of school-family partnerships, she supports Halos Counseling clients through insightful blogs and collaborative efforts, fostering connections that help students and families thrive.