"This review provides an important reminder that children don't simply 'bounce back' after disasters. While the immediate crisis may end, the emotional and educational effects can persist for months or even years if children don't receive the right support. We have seen this with the aftermath of events such as the Canterbury Earthquakes. Encouragingly, the review found strong evidence that trauma-focused psychological interventions can reduce symptoms of post-traumatic stress, anxiety and depression, highlighting that early, evidence-based support really does make a difference.

"One of the most significant findings is that schools are central to children's recovery. Effective interventions were frequently delivered in school settings, often by teachers or trained staff, reinforcing that schools are not just places for learning—they provide routine, trusted relationships and a sense of safety at a time when children's worlds may feel unpredictable. The review also found that physical activity consistently supported both wellbeing and learning, reminding us that movement and play are fundamental components of recovery rather than optional extras.

"For New Zealand, these findings are particularly relevant. As we face increasingly frequent floods, storms and other natural hazards, we need disaster planning that places children's mental health alongside physical recovery. Importantly, recovery should not be seen as the responsibility of health services alone. Schools, families, communities and health professionals all play complementary roles in helping children recover. Having an ecological approach to planning comprehensive services and support for children and their whānau is crucial.

"The review also highlights an important gap. While there is growing evidence for mental health interventions, there were no high-quality studies of educational interventions following natural or human-made disasters. Given New Zealand's experience of earthquakes, floods and cyclones, this represents an opportunity for us to strengthen the evidence base and ensure that future disaster responses support both children's emotional wellbeing and their educational recovery."