Help, Hope and Healing after a Trauma: A Story of the Wildfires and Partnerships

California wildfires are continuing to rage, with many calling 2020 historic for the large-scale devastation experienced throughout the state. There are 99 school districts (approximately 10 percent LEAs) identified as being affected by the wildfires. Our heart goes out to the countless individuals who have experienced life-altering losses. We can only imagine how difficult the wildfires have been on an already complicated world with the unremitting COVID-19 issues. Regrettably, wildfires have recurred in some California communities. One Butte County Office of Education official told me he knows of a teacher who has lost three homes in three separate areas in the past six years due to wildfires. This article is a story about challenges, hope and partnerships that have emerge during this time.

School counselors have a lot of responsibilities working in the aftermath of a disaster. Studies show that school counselors’ focus begins with stabilizing their community of teachers, parents and students. Curriculum and instruction concerns come later, with school counselors sometimes reminding teachers and administrators that mental health support is foremost.

The National Child Traumatic Stress Network suggests a nine-stage approach to responding to trauma:

1. Contact and engage survivors.
2. Provide physical and emotional comfort.
3. Stabilize those emotionally overwhelmed or disoriented.
4. Gather information on current needs.
5. Identify immediate needs and concerns.
6. Offer practical assistance.
7. Help establish ongoing contacts with community helping resources.
8. Provide information about stress reactions and coping.
9. Link survivors with available services to help now and in the future.

One of the greatest risks for traumatic stress reactions after a disaster is the presence of preexisting mental disorders. Most people are amazingly resilient after a natural disaster with trauma-related symptoms resolving in a matter of months (Keane & Piwowarczyk, 2006).

Unique Issues Facing California’s Smallest School Districts

I was not surprised to receive a call from Tim Taylor, executive director for the Small School District Association (SSDA), asking for mental health support for schools in the burn area. SSDA represents superintendents from more than 500 school districts across California. Taylor is the former Superintendent for Butte County and understands firsthand the wildfire devastation that occurred due to the Camp Fire in 2018.

California’s small school districts face big management hurdles. As Taylor once told me, “The bureaucratic paperwork does not diminish, even when you’re small.” According to a study by Duncombe and Yinger, the optimal school size for school districts in terms of cost efficiency is between 2000 and 4000 students. Many SSDA superintendents say financial issues are the reason they do not employ school counselors. However, some school districts have been able to maintain at least one part-time school counselor. More than 50 percent of California’s school districts are considered small, with less than 1,000 students enrolled. Two Santa Cruz districts in the burn area were the first to be identified as needing support. Both have fewer than 500 students and little mental health training. One of these Santa Cruz superintendents exclaimed his situation: “All of our families’ homes are gone. The only reason we have a school district is because, while families have scattered, they have remained connected virtually.”

Troubling Times Promotes Partnerships

If one word could describes CASC’s work in this time of Covid, it would be “partnership.” So it came naturally to contact the leadership from a number of organizations to support all these districts. I am proud of the depth of partnerships that have emerged over the last nine months, including those helping with wildfire victims: California Association of School Psychologist (CASP), California Association of School Social Workers (CASSW), Care Solace and California Alliance of Child & Family Services. This group created a resource to help superintendents in the initial recovery process that includes the Adopt a School Program. We utilize members of the CASC Emeritus, a group of retired school counselors and others from the aforementioned associations to adopt a school to help through these rough times. I give a big thank you to Dr. Aubrey Uresti and Dr. Suzy Thomas who were the first to volunteer to work directly with Santa Cruz superintendents.

Sacramento Implications

CASC has uncompromisingly worked to strengthen school counselors’ image as an integral part of the school-based mental health professional team. The Adopt a School Program is one of several resources created over the past several months. These resources have been noticed favorably by Sacramento decision makers. Such efforts make a powerful statement as to the valuable work we do as counselors every day! Some of CASC’s recently publications include:

• Best Practice document
• Public letter to the California Governor
• Video featuring California school counseling
• Covid19 website
• Resources for addressing social justice, race-based trauma, and human rights issues
• Superintendent’s Guide to Re-Opening School  

A collaborative CASC, CASP and CASSW document is due out soon regarding the work of professionals who hold a California’s Pupil Personnel Credential.

Resources for Disaster Areas

Last, view our page with resources specifically for schools in disaster areas. Although we hope you will never have to use them, they are useful resources and are applicable beyond wildfires. If you are from a school district located in a disaster area and you are seeking help, please have your superintendent contact us at: adoptaschool@schoolcounselor-ca.org.

Contact Dr. Loretta Whitson, CASC executive director, at executivedirector@schoolcounselor-ca.org.