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Research papers, University of Canterbury Library

For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.

Audio, Radio New Zealand

Primary and intermediate teachers marching in Christchurch echoed the message of their colleagues further north - they also want pay increases and improved working conditions. But they say that their classrooms are even more complex as they continue to deal with the effects of the earthquakes - and the associated trauma.

Research papers, University of Canterbury Library

It is reported that natural disasters such as earthquakes impact significantly upon survivors’ psychological wellbeing. Little is known however about the impact of disasters upon the professional performance of survivor employees such as teachers. Using a survey research design with an emphasis upon a qualitative data collection, 39 teachers from 6 schools in the eastern suburbs of Christchurch, New Zealand rated the impact of the 2010 and 2011 earthquakes upon their professional performance and 13 volunteered to participate in a follow up focus group interviews. The data collected was interpreted via three theoretical/policy frameworks: the New Zealand Teacher Council mandatory requirements for teachers, the basic psychological needs theory and the inclusive transactional model of stress. Contrary to expectations, relationships with learners, colleagues, learner's whanau (family) and the wider community were on the whole perceived to be positively impacted by the earthquakes, while participation in professional development was regarded in more negative terms. The results indicated that teachers were able to continue (despite some stress reactions) because the basic psychological needs of being a teacher were not disrupted and indeed in some cases were enhanced. A model of teacher performance following a natural disaster is presented. Recommendations and implications (including future research undertakings) arising from the study are indicated. It was noted that given the importance of the school in supporting community recovery following a disaster, support for them and consideration of the role of teachers and the preparation for this should be given some priority.

Research papers, University of Canterbury Library

Blended learning plays an important role in many tertiary institutions but little has been written about the implementation of blended learning in times of adversity, natural disaster or crisis. This paper describes how, in the wake of the 22 February Canterbury earthquake, five teacher educators responded to crisis-driven changing demands and changing directions. Our narratives describe how blended learning provided students in initial teacher education programmes with some certainty and continuity during a time of civil emergency. The professional learning generated from our experiences provides valuable insights for designing and preparing for blended learning in times of crisis, as well as developing resilient blended learning programmes for the future.

Research papers, University of Canterbury Library

This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within teacher-student relationships which result in an increase in the emotional stability of our students. These aspects include prior knowledge of students and their development, psycho-social interventions and incorporation of the disaster into the curriculum. Teacher-student relationships are highlighted as vital to a child’s healing and resilience after experiencing disaster trauma.

Research papers, University of Canterbury Library

This study sought to investigate employee burnout within a post-disaster context by exploring teachers’ burnout perceptions and workplace attitudes in the aftermath of the 2010-2011 Christchurch earthquakes. The study hypothesised that burnout dimensions (emotional exhaustion and cynicism) would be related with the extent to which individuals and schools were impacted by the earthquakes, and with the quality of school support for staff and students (i.e., personal disaster impact, school disaster impact and school responsiveness to the disaster), with perceptions of role conflict and role overload, and with turnover intentions. Additionally, a Teacher Burnout Model was proposed whereby emotional exhaustion and cynicism were hypothesised to mediate the relationships between the independent variables (i.e., the disaster-related and role-related variables) and turnover intentions. 125 primary, intermediate and secondary school teachers from the city of Christchurch completed an online survey. Results revealed that high role overload, high role conflict, high school disaster impact, and schools’ ineffective disaster coping responses, were associated with increased levels of emotional exhaustion and cynicism. Although greater impact of earthquakes on teachers’ personal lives was related to higher levels of emotional exhaustion, results revealed a non-significant relationship between personal disaster impact and cynicism. In the Teacher Burnout Model, the relationships between both role stress variables and turnover intentions were mediated by perceptions of emotional exhaustion. This study contributes novel findings to the burnout literature, and provides implications for schools and organisations operating within a disaster context.

Research papers, University of Canterbury Library

This article presents a subset of findings from a larger mixed methods CEISMIC1 funded study of twenty teachers’ earthquake experiences and post-earthquake adjustment eighteen months after a fatal earthquake struck Christchurch New Zealand, in the middle of a school day (Geonet Science, 2011; O’Toole & Friesen, 2016). This earthquake was a significant national and personal disaster with teachers’ emotional self-management as first responders being crucial to the students’ immediate safety (O’Toole & Friesen, 2016). At the beginning of their semi-structured interviews conducted eighteen months later, the teachers shared their earthquake stories (O’Toole & Friesen, 2016). They recalled the moment it struck in vivid detail, describing their experiences in terms of what they saw (destruction), heard (sonic boom, screaming children) and felt (fright and fear) as though they were back in that moment similar to flashbulb memory (Brown & Kulik, 1977). Their memories of the early aftermath were similarly vivid (Rubin & Kozin, 1984). This article focuses on how the mood meter (Brackett & Kremenitzer, 2011) was then used (with permission) to further explore the teachers’ perceived affect to enlighten their lived experiences.

Research papers, University of Canterbury Library

Over the last six years, Canterbury residents have lived through two major earthquakes and thousands of aftershocks, with such events negatively impacting psychological health. Research shows rates of post-traumatic stress symptoms in children have doubled post-quake, and a classroom containing children who are experiencing chronically high physiological arousal has been shown to be a stressful environment for teachers. Such stress therefore negatively impacts teachers’ ability to sleep well, meaning many Christchurch teachers may suffer from insomnia, a debilitating condition leading to psychological distress and often comorbid with other mental health conditions. The present research sought to investigate the use of a broadspectrum micronutrient formula called EMPowerplus (EMP+) for chronic insomnia in teachers. This study examined the effect of EMP+ over an 8-10 week period using a multiple-baseline design with placebo. Seventeen teachers were randomized to one of three baseline sequences where they completed a one week baseline period, before receiving five, nine, or 14 days, of placebo as well as 8-10 weeks of the micronutrient formula. After completion of the trial, a three-month follow up was conducted. All participants completed the trial, and results showed a statistically reliable and clinically significant decrease in insomnia severity (Cohen’s dav = - 1.37), on at least one or more aspects of the sleep diary, and on emotional exhaustion (Cohen’s dav = -1.08). EMP+ also statistically significantly reduced insomnia severity compared to placebo (Cohen’s dav = -0.66). Statistically significant reduction was not seen in stress, anxiety and depression scores as compared to placebo, and these levels were not generally clinically raised to begin with. Sixteen out of 17 participants were compliant, and side effects were generally mild and transitory. The current study provides evidence for the beneficial effect of micronutrient supplementation on chronic insomnia in Christchurch teachers working in a stressful environment. Future research incorporating measurement of nutritional intake and proinflammatory biomarkers, as well as conducting comparisons to other conventional treatments, is recommended.

Images, UC QuakeStudies

The new staff room at Avonside Girls High School with the new classrooms in the background. The photograph has been captioned by BeckerFraserPhotos, "Avonside Girls High School staff room. We spoke to two Science teachers who talked enthusiastically about their new Science labs and how great it was to return to their own campus again".

Research papers, The University of Auckland Library

This article argues that teachers deserve more recognition for their roles as first responders in the immediate aftermath of a disaster and for the significant role they play in supporting students and their families through post-disaster recovery. The data are drawn from a larger study, 'Christchurch Schools Tell Their Earthquake Stories' funded by the United Nations Educational, Scientific and Cultural Organisation and the University of Auckland, in which schools were invited to record their earthquake stories for themselves and for historical archives. Data were gathered from five primary schools between 2012 and 2014. Methods concerned mainly semi-structured individual or group interviews and which were analysed thematically. The approach was sensitive, flexible and participatory with each school being able to choose its focus, participants and outcome. Participants from each school generally included the principal and a selection of teachers, students and parents. In this study, the data relating to the roles of teachers were separated out for closer analysis. The findings are presented as four themes: immediate response; returning to (new) normal; care and support; and long term effects.

Videos, UC QuakeStudies

A video of teachers and other staff at Christchurch schools receiving gratitude and flowers from members of the All Right? team. Ciaran Fox and some 'All Righties' (including Donovan Ryan and Jo Scott) arrive at Wainoni School and Shirley Intermediate School assemblies to launch their 'Winter Survival Kit' and share some love with a 'Little Burst of All Right'. The event was supported by BECA and the flowers were donated by Moffatts Flower Company. The Press took photographs and helped to distribute the video. All Right? posted a link to the video on their Facebook Timeline on 1 August 2014 at 4:00pm. They also published the video to YouTube on 20th November 2014.

Audio, Radio New Zealand

Richard is a retired High School Art/Design teacher who is now making architectural models of houses and public buildings - some destroyed in the Christchurch earthquakes.

Images, UC QuakeStudies

A photograph of an 'All Rightie' hugging a teacher at the Winter Survival Kit launch at Shirley Intermediate School. The teacher and the others in the photograph are just received their own Winter Survival Kit and a bouquet of Moffatt's flowers. All Right? posted the photograph on their Facebook Timeline on 25 July 2014 at 4:02pm with the caption, "Give them flowers to say thanks for the incredible job they've been doing".

Images, UC QuakeStudies

A photograph submitted by Anonymous to the QuakeStories website. The description reads, "The demolition of our preschool opposite Cranmer Square. All children and teachers were evacuated safely with the help of builders working on the old Girl’s High building in front.".