Fostering resilient recovery: An intervention for disaster-affected teachers in Indonesia

Disasters leave survivors at heighted risk of negative psychological consequences. Teachers require post-disaster psychosocial support, given their added responsibility for supporting their students' recovery. However, alongside coping with their own mental health, teachers often lack training to support students psychologically. This study addresses this gap by detailing an intervention designed to foster resilient recovery among secondary school teachers in Central Sulawesi, Indonesia, to enhance their ability to support both themselves and their students after a devastating earthquake/tsunami. Teachers (n = 37) from three disaster-affected schools participated in a one-day workshop exploring collective strengths and strategies to develop their own and their students’ post-disaster resilience, featuring the Tree of Life activity. Impact was evaluated using a pre-post intervention design. Findings from a three month follow up demonstrated significant improvements across various resilience-related measures, including personal resilience, community resilience, social support , adaptive coping strategies, psychological help seeking, earthquake anxiety, post-traumatic stress, complex post-traumatic stress and fatalism. Open-ended survey responses indicated that most teachers reporting subjective improvements in their own recovery and their capacity to support students psychologically. This study emphasises the importance of creating teacher interventions underpinned by disaster recovery theory, which offer practical skills to foster post-disaster psychosocial recovery. While the intervention exhibits promising initial results, future research would benefit from an evaluation using a randomised control group. • Disaster-affected teachers in a LMIC benefit from group-based psychosocial support. • A novel intervention was feasible, accepted and efficacious in a low resource context. • It increased resilience, social support, adaptive coping strategies and reduced anxiety and PTSS. • Interventions benefit from fostering collective efficacy and empowerment in teachers. • Recognising sociocultural sources of strength is crucial for intervention design.