This tip sheet lists reactions to stress that are common among children and that caregivers, parents, and teachers may see during and after an infectious disease outbreak. It also suggests ways that adults can help children manage stress.

Developed for institutions of higher education, this guide incorporates lessons learned from recent incidents and recommendations from experts in the field to provide guidance for emergency planners revising and updating existing emergency operations plans. This resources was jointly developed by the U.S. Departments of Homeland Security, Justice, Education, and Health and Human Services.

The International Consortium for Organizational Resilience offers professional development, training, and credentialing; an online library; and membership to help professionals increase the resilience of their organizations and communities.

Supported by entities including the Centers for Disease Control and Prevention, the National Institute of Mental Health, and the RAND Corporation, this project is an effort to understand and increase community resilience to disasters, pandemics, and other public health emergencies. Its website features tools that communities across the United States may find useful.

This LACCDR work plan offers questions and worksheets as a guide for communities and organizations seeking to build resilience.

This web page describes the Project School Emergency Response to Violence (SERV) grant program, which provides grants to local educational agencies and institutions of higher education to support recovery after a violent or other traumatic incident. It includes links to further information about Project SERV and contact information for the U.S. Department of Education’s Office of Safe and Supportive Schools and Disaster Recovery Unit.

This guide provides the details of Psychological First Aid (PFA), which it explains is "an evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism." PFA can be used by a range of people responding to disaster, including those who are not mental health professionals.

This publication reports on the Listen, Protect, Connect—Model and Teach strategy, an adaptation of PFA for schools by the U.S. Department of Homeland Security. PFA is an evidence-informed, modular approach anyone can use to assist disaster survivors in meeting their needs and accessing resilience. The publication also reviews the type of training school staff members need to use PFA effectively.

This toolkit equips high schools and their districts with strategies to prevent suicide and support the mental health of their students. The toolkit covers helping students who are at risk, responding to a suicide in a school, training staff, and conducting outreach to parents.

This website provides information and resources about emergency management to help individual schools, school districts, and institutions of higher education learn more about developing, implementing, and evaluating crisis plans. Resources include guides and other publications, checklists, and templates and sample materials.

On this web page, the American School Counselor Association offers tips for adults for helping children in dealing with their reactions to natural disasters. Also provided are links to information and resources on helping kids cope with natural disasters from the American Psychological Association, National Child Traumatic Stress Network, Federal Emergency Management Agency, and SAMHSA.

The CDC earthquake page contains helpful information and resources on earthquake preparedness, surviving during an earthquake, and what happens after an earthquake.

In this online article, ICOR presents a model of a resilient community called the Community Resilience Framework. The organization also presents and discusses each of the elements of the framework.

These fact sheets from the National Child Traumatic Stress Network discuss challenging financial circumstances and economic hardships that can negatively affect youth, families, and communities. The series offers practical ways to address the challenges during economic hardships by improving a sense of safety, calming, self- and community efficacy, connectedness, and hope.

At this part of its website, AACAP provides an overview of the topic of disasters and how they affect children, and how parents can offer support, and then presents links to fact sheets, answers to parents’ frequently asked questions, and policies and articles for clinicians. The webpage also features information and links for finding help for a child or adolescent struggling with his or her disaster reactions.

This part of the NCTSN’s website links to sections with information about specific types of natural disasters and about pandemics, how to prepare for them, and how they may affect children and families. Also provided are ideas for preparedness, response, and recovery, as well as links to related resources.

The American Psychological Association provides an overview of disasters and their mental health impacts and presents links to articles on the impacts of a range of types of disasters. Also provided are links to news articles and related publications by the American Psychological Association.

This webpage contains five fact sheets about Ebola preparedness. One fact sheet focuses on steps members of the general public can take to protect their health. Another is for health care providers and gives tips on how to recognize Ebola, and also how to talk to patients who are worried about the outbreak. There is also a fact sheet for community leaders that describes effective communication tactics in high-stress situations.

This website, managed by the HHS and operated under the governance of the Office of Management and Budget, provides a comprehensive database of federally funded grant opportunities. The search can be narrowed down by topic, agency, eligibility, and more. The website also offers information on how to register for grants.gov, how to receive updates, how to apply, and other important information for anyone seeking funding.

This tip sheet explains how teens may experience traumatic grief following a disaster or other traumatic event. It describes 10 ways teens may feel, behave, and express themselves as they go through a period of grief. It also suggests ways parents or caregivers can support them and identifies signs that a teen might benefit from seeing a mental health professional.

This online article suggests ways for families and school staff to behave around children, and talk with children, to help them cope with the emotional effects of acts of terrorism. Adults are also advised to monitor their own emotions and levels of stress and engage in self-care activities.

This 10-page fact sheet describes the effects that media coverage may have on Children and Youth DBHIS both those directly affected by the disaster and also those who live far from the disaster site but see coverage in the news of the disaster. It identifies ways in which school personnel can support students in coping with media coverage and their emotions about the disaster. [Authors: Houston, J. B., Rosenholtz, C. E., and Weisbrod, J. L.]

This part of the NCTSN’s website describes hurricanes and how they often affect children and families. Information and resources are also provided to help children and teens through response and recovery after hurricanes.

This tip sheet provides information about the traumatic grief that Children and Youth DBHIS may experience after a disaster or other traumatic event. It explains that school-age children my experience traumatic grief differently from adults and suggests tips for parents and caregivers to support them in moving through and coping with grief.

This tip sheet explains how young children may experience traumatic grief, which can arise after a disaster or other traumatic event in which the child lost a loved one. The tip sheet lists ways in which young children may go through and express traumatic grief and offers suggestions for parents and other caregivers to support children in coping.