Psychosocial Support and Disaster Preparedness in Early Childhood Education: Strategies for Coping with Volcanic and Environmental Hazards in Indonesia

Psychological preparedness is essential for early childhood educators, who play a central role in supporting children’s emotional stability during disasters intrinsically linked to environmental hazards. However, this dimension remains underexplored, particularly in vulnerable and geographically isolated ecosystems such as volcanic islands in Indonesia. This study aims to examine the psychological preparedness of early childhood teachers on Ternate Island, focusing on how they develop adaptive strategies in the face of recurrent volcanic hazards. The research was conducted in a community routinely exposed to eruptions from Mount Gamalama and the cascading environmental risks they generate. Employing a qualitative sequential multimethod design, data were gathered through open-ended questionnaires completed by 62 experienced teachers, followed by a focus group discussion with seven participants who had direct disaster exposure. Thematic analysis identified five interrelated dimensions of psychological preparedness: personal psychological readiness, cognitive knowledge and experience, emotional-spiritual coping, social-communal support, and environmental control strategies. The focus group further underscored the need for sustained psychosocial support throughout all phases of disaster management and improved geospatial literacy among educators to better interpret and respond to environmental signals. The findings demonstrate that repeated disaster exposure enhances psychological preparedness and adaptive capacity for environmental change. This study contributes to disaster and environmental education by offering a context-sensitive framework for strengthening preparedness in early childhood education, integrating emotional, spiritual, and practical strategies tailored to local ecological conditions.