ABSTRACT
Schools face various crisis situations that are associated with diverse negative consequences for child and adolescent well-being. The current chapter presents a multilevel approach developed by the Laboratory of School Psychology (LSP), National and Kapodistrian University of Athens (NKUA), to respond to school needs (nine preschool and elementary schools) following a wildfire in the region of Eastern Attica, in Greece. The model is based on the theoretical approaches of social justice principles, resilience, social and emotional learning as well as crisis preparedness and intervention. A systemic and continuous assessment of needs within the affected school communities allowed to tailor the services accordingly. Selective data are presented, indicating the benefits of multilevel interventions following a crisis. The inclusion of all members of the school community (children, teachers, parents) not only in the assessment and monitoring process but also in the provision of supportive services was key, in order to sufficiently understand and respond to children's needs. Specific attention was paid to ethical considerations, related to the process of acquiring informed consent and to the adoption of a trauma-sensitive approach that takes into consideration the possible impact of the crisis on all members of the school community, at every stage. Finally, the presented approach demonstrates the importance of interdisciplinary collaborations and strength-based approaches in the provision of services in early childhood education, following a natural disaster.
