Climate change,disasters,and global events: Prioritization of communication,practice education and student mental health in social work disaster frameworks

Abstract

Social work has a long history of responding to disasters, crises, and wars, leading both national and international efforts, with schools of social work playing a key role in training future professionals. However, most research focuses on preparing students for disaster relief work, rather than educating them during disasters. This article introduces the Social Work Educators Disaster Framework, allowing educators to integrate their unique experiences, resources, and lessons learned. Key contributions include an evidence-based framework that incorporates student feedback and emphasizes continuous quality improvement. The framework is designed for global partners to enhance lessons and best practices for future disasters.

Keywords

pandemic student support teaching social work

Climate change, shifts in temperatures and weather patterns, has increased the number and intensity of disasters worldwide. What used to be more regionally focused preparedness and recovery plans are required to be more general and applicable to various types of disasters and communities. The profession of social work has a long history of disaster, crisis and war response leading efforts with the International Federation of Red Cross and Red Crescent, Federal Emergency Management Association, and other United States and international agencies (Bauwens and Naturale, 2017). The need and value of disaster preparedness means more today due to ecological disasters such as hurricanes, tsunamis, drought, and wildfires (Morganstein and Ursano, 2020). The increase in intensity and frequency of natural disasters is a global problem, which often exacerbates other types of disasters such as human caused, technological, or biological. For example, in the last 3 years the COVID-19 pandemic demonstrated the global reach of disaster and the impact on social determinants of health and social justice. Each of these proponents has placed our social work profession at the core and linked it to the importance of mental health (Finklestein et al., 2015: 26).

The person in the disaster environment linkage is critical to the emergence of social work education on trauma and the impacts for communities (Elmhurst et al., 2019; Strand et al., 2014). For schools located in disaster and crises prone areas, the planning, response and recovery naturally align within the curriculum and preparation for future practice (Findley et al., 2017; Hansel et al., 2015; Hawkins and Maurer, 2010; Liang and Zhang, 2016; Tosone et al., 2015). Based on past experiences during disasters, student well-being is also of utmost importance. One study following Hurricanes Katrina and Rita assessed mental health in 416 social work students and found that almost half met the criteria for depression (Lemieux et al., 2010).

More recent evidence on students during pandemics suggests similar responses to other disasters (Hansel et al., 2020). Research from the Changzhi Medical College in China found that academic concerns, economic problems and other life changes contributed to one-third of students reporting severe to mild anxious feelings (Cao et al., 2020). Similarly, in studies in the United States and the Swiss University of Applied Sciences, social work students reported stress and increased worry (Aynsley et al., 2021; Kindler et al., 2023). In addition to the primary symptoms of anxiety and stress, there will be the effect of different factors beyond the school environment such as age, gender, employment, relationship status, and dependants (Kim et al., 2022; Xu et al., 2011). These findings demonstrate the need to support social work students’ well-being (Plummer et al., 2008), while ensuring the quality of their education during and post disaster.

Practice education

Schools of social work are not only charged with the well-being of students and continued education in disaster environments but must also consider the establishment of protocols that provide guidance about uninterrupted field practicum experiences. A place to practice what is learned in coursework (i.e. field placement, practice education, placement) is an integral component of social work education (Council on Social Work Education [CSWE], 2022; International Federation of Social Workers [IFSW], 2020). With practice education being the signature pedagogy of social work education, it is critical that social work students continue to provide services to the community. These community agencies are where the students synthesize their knowledge and skills and demonstrate their understanding of the application of theories, intervention, and ethical social work values. Yet, practice education can prove overly challenging in a disaster environment due to closed agencies and disrupted or displaced communities. Safety of students is the primary concern, but once established, students can also provide supervised and quintessential public health services to the recovery environment (Beesley and Devonald, 2020; Morris et al., 2020).

Purpose

Given the ethics and values of the social work profession, schools of social work have a unique role in disaster recovery, which includes continued education and well-being, as well as playing a major role in disaster recovery through practice education. Schools of social work across the globe rose to the challenge during the long-term nature of the 2020 pandemic, and these lessons learned can be used to develop plans for future disasters. The purpose of this article is to present a general framework for use in future disasters, where social work educators can add their own unique experiences, geographic constraints, resource availability, and lessons learned to prepare for future disasters. Student feedback following the 2020 COVID-19 pandemic was used to highlight areas for continuous quality improvement, demonstrating where improvement is needed in the current framework, and thus enhancing applicability to our global partners and colleagues.

Methods

Tulane University School of Social Work (TSSW) and the larger university utilized federal, state and local resources to develop a framework for disaster response in schools of social work. The United States Federal Emergency Management Association provides a structure with four action phases of (1) threat and potential impact, (2) assessment, (3) response, and (4) recovery or what the new normal will be for universities (FEMA, n.d.). Within the larger FEMA structure, the program was assessed with a Centers for Disease Control and Prevention (CDC, 2019) Public Health Emergency Preparedness and Response Capabilities Planning Model to (1) assess current state, (2) determine strategies and activities, and (3) develop plans.

Student observations

To assess effectiveness of the framework and improve the process for future disasters, we utilized school-specific responses from a larger qualitative longitudinal research (QLR) project. Due to the limited information on global pandemic response, a qualitative methodology was utilized. The QLR project was used to investigate the changes and adaptations of the students’ experiences to the COVID-19 pandemic over time. The longitudinal component helped to reduce biases and ensure understanding of the rapidly changing environment.

Participants were asked to complete up to eight weekly qualitative diary entries over the course of 2 months via Zoom^®. Zoom was provided through the university and students had access to computers due to the online nature of the educational program. Entries included text and/or audio and video responses to describe what their life has been like the past week, any changes that they had made since the previous week related to the COVID-19 pandemic (either negative or positive changes), ease and difficulties in coping with changes, and anything else they would like to add about their life during the COVID-19 pandemic.

Procedures of the data collection are described in detail in Saltzman et al. (2021). Students enrolled in the Master of Social Work curriculum at TSSW were given the option to enroll in the study. Recruitment efforts included emails sent to students in the school newsletter, through the school listserve, and by word of mouth. Students were incentivized up to US$50.00, if they completed six to eight diary entries. Participants were given the opportunity to email questions regarding the study to the primary investigator. Participants were taken to a consent page in which they electronically signed a consent letter. Once participants signed consent they were asked to provide an email address, which would be used to send the Zoom meeting invitation. Institutional Review Board approval was received from the university prior to recruitment efforts.

Data analysis

Zoom transcription was used and Dedoose, a web-based qualitative management software program, was used to manage the qualitative data. Open coding and a matrix approach to the analysis were used. To improve rigor, the researchers utilized observer triangulation where three researchers were used to code the qualitative data and engaged in reflexivity to assess personal influences regarding the pandemic. To improve confidentiality, only the three researchers involved in coding were allowed access to identifiable data and did not include such in any of the coding or quotes that we shared with the larger research team. For this study, and to assess student observations of the disaster framework, responses were limited to text and phrases that specifically noted school or reference to their academic experience. Thus deviant cases were not included.

Sample

A total of 14 students participated in the study and were studying for their Master of Social Work at Tulane University; mean age was 27.1 (SD = 4.7). The majority identified as female (92.9%) and White (64.3%) the remaining participants identified as Black or African American (28.6%) and Asian (7.1%). Regarding marital status, most reported being single (57.1%), 35.7% reported being married or in a marriage-like relationship, and 7.1% were divorced. Twelve (85.7%) reported their average family income as less than US$40,000.

Framework

The following describes the reiterative framework: (1) determine threat and potential impact; (2) assessment; (3) response; and (4) recovery. The content below describes the framework processes, from experiences during the 2020 COVID-19 pandemic. The overall goal from the larger university and the school of social work was to continue the curriculum with minimal disruption.

Determine threat and potential impact

The TSSW, located in Tulane University, has had numerous disasters including Hurricane Katrina, the Gulf oil spill, regional flooding, and chronic community stressors. Given these experiences, XSSW had policies in place to respond to such crises as the recent pandemic, but the vast reach of COVID-19 and the impact of both online and campus students required additional assessment. XSSW administration met regularly to discuss initial threat and potential impact. Under this structure, XSSW followed the larger university guidance, including the President’s cabinet and other senior leadership; thus, supplementing the larger Tulane University’s Emergency Management protocols. All of which were informed by public health and emergency guidelines and procedures.

Assessment

The initial assessment included identifying the unique needs within the Master of Social Work and practice education programs. This system ensured that the XSSW assessed school-specific impacts and needs coordinated within the larger TU’s guidelines. Initial assessment was focused on the need to move courses online and equipment assessment; all faculty and students were assessed for technological needs to support remote teaching (e.g. laptop, web cams, high-speed Internet or hotspots). In addition, individualized assessments including the need for leave of absence, technology support, and resource connection were conducted via email and phone. Not only was need assessed, but available resources, both university and community based, were collected to provide students with additional support. XSSW’s Academic Affairs Department encouraged all faculty to contact and assess the needs of students in their courses. Ongoing assessments were conducted via check-ins with students and faculty to assess new and changing needs or resources.

Response (identify strategies, activities, and plans)

Given the many unknowns with the 2020 pandemic flexibility was important to all response strategies and activities. Initially, efforts were coordinated to ensure that staff and faculty had the necessary equipment to work from home. When necessary, resources were provided; for example, some students needed access to high-speed Internet or hardware (e.g. laptops, web cameras). Further, a compilation of resources was utilized to meet the needs of our students. Support and training were also provided to coach administrators in ways to deal with school-specific issues. Weekly check-ins with students by faculty and administration allowed for the facilitation of referrals to university-based or outside counseling services. Specific plans focused on three major efforts including online courses, communication, and practice education.

Online plan

Once quarantine was activated, the university enacted a 1-week pause for the schools, faculty, staff, and students to prepare for the online-only learning environments. The larger university’s response involved the assessment and coordination of technological procedures to support teaching in the online format. XSSW was charged with fully implementing an MSW curriculum and practice education to students enrolled. Fortunately, 3 years prior to COVID-19, XSSW expanded its MSW program to include an online opportunity that utilized video synchronous and asynchronous instruction. Synchronous learning is considered interactive, both online or distance learning that occurs in real time with a professor, while asynchronous learning occurs virtually online and is pre-prepared with the resources necessary, without a real-time teacher-led interaction. The development of the XSSW online program focused on quality of instruction and student experience as success metrics. The program is highly interactive in that each three-credit course has a weekly 2-hour live instruction session with the faculty and the class via Zoom. On campus learners were easily shifted to course sections that were built in the online platform. Finally, all faculty were provided access to training and technology support to facilitate a smooth transition to the online-only teaching.

Communication plan

XSSW developed a website, where the latest information was posted about frequently asked questions about response, relaying necessary information to new and returning students. The website also provides information for employees, students and parents, communication, necessary protocols for travel guidance, local vaccine providers and links to the CDC. Email, listservs, and the weekly check-ins were also used to convey information.

Practice education plan

While other social work programs suspended practice education and required fewer practicum hours toward the degree, XSSW chose to continue students’ internships. Alternative learning assignments, comprised of exercises, videos, podcasts, and virtual group activities were used when students could not report to their practicum in person. These alternative exercises created a practical means of minimizing the disruption to the learning experiences of the students who were unable to report to their community agencies. Most continued to work with their agency, serving clients using a combination of onsite and remote operations, completing projects, and participating in relevant webinars to increase their knowledge and skills. Students working remotely also returned to their agencies when they reopened with appropriate health precautions in place.

Recovery

While the above steps in the framework helped students maintain routines and pursue their studies, the well-being of all due to the added stressors was also a primary consideration. After extensively reviewing the plethora of self-care resources on the Internet, it became clear that a simple easy to use site was needed. The goal was to develop a website that provides easy access to tools across the main self-care areas of meditation/mindfulness, physical activity, social connectedness, and indulging/fun activities (Moore et al., 2011). In support of this effort, XSSW developed an extensive web-based curated self-care resource. The overarching aim was to enable users to actively practice self-care with fewer that two or three mouse clicks. A key feature of the site is a set of curated guided mindfulness and meditation videos ranging in length from 9 to 15 minutes that the school commissioned a local expert to create. In addition, [X] university also had a crisis reporting function which allowed for investigation of more serious mental health concerns outside of the primary school, so they could be referred, if warranted, to more intensive mental health services.

Student observation results

Simultaneously, while the above framework was implemented, students participated in the QLR. Student feedback, specific to the school, was used to highlight areas for continuous quality improvement. From the student observations a total of 43 coded observations (datapoints) discussed school or academic experiences. Themes were defined as (1) mental health (11 observations); (2) practice education (10 observations); (3) enacting social work values (9 observations); (4) connectedness (8 observations), and (5) flexibility (5 observations).

Mental health (11 observations)

The mental health theme focused on both positive and negative coping methods and access to services. One student noted the need for mental health services and the limited campus health resources: “It’s been difficult reframing my cognitions and changing the way I think because I haven’t been able to have talk therapy,” due to the lack of campus health service, “so it’s been difficult to cope with.” Other students noted being unmotivated, tired and burnt out, and that the “regard for mental health isn’t necessarily being supported.” Students also referred to positive aspects of mental health support, noting the importance of meditation and mindfulness, “I was reading a book that my professor had . . . and that was helpful . . . to look at some of those different exercises and practice them a little bit.” Other students reported that the school provided structure, routine and daily patterns. “I am back . . . in sort of a rhythm, back to the work that I feel is important and necessary . . . helping people . . . has been really helpful for my Mental health.”

Practice education (10 observations)

While there were many reports of how service improved mental health, many also found that there were challenges with their practicum. Many of the challenges centered around feeling forced to go to their practicum. “My safety isn’t ensured, and I don’t have any other option to go to my internship or risk not graduating. I get everyone’s doing the best I can, but that doesn’t make me feel better.” Another student noted,

I get we are first responders, but no one should ever be just forced into volunteer work . . . I’ve been forced to put myself at risk, against my own will. Because it was either go in person or lose your internship, because the university didn’t have other options for me in the internship.

Uncertainty also played a role in the challenges during disasters, specifically services that were no longer aligned with the profession, limited resources in a disaster setting and differing expectations. For example,

I’m starting to not like my internship, because all they’re doing is calling and asking the same question each week. And then I have kids that like need help, but there’s only so much help I can give over the phone.

Yet many others were grateful for going back to their internship, which allowed for progress toward their degree and the structure of routine used as a coping method or the variety of social work opportunities available.

Enacting social work values (9 observations)

The theme enacting social work values demonstrates the students’ drive for attending a school of social work. Most responses centered on empathy and professional purpose. One student noted that “I . . . actually feel like I’m doing something and feel involved and . . . it’s real action, you know, I’m encouraging people to sign this petition,” for racial justice. Another student noted that, “there’s going to be a big need for social workers . . . to help out with what’s going on and be in this field.” Others spoke about the importance of intersectionality perspectives and macro social work. While others noted that it would never be enough, but also noted how important it was to “contribute to society.”

Connectedness (8 their observations)

Connectedness was also an important theme, with students noting how technology both facilitated and hindered connection. One student discussed tele-health,

for people who have established relationships with their therapists, it has been the crutch, but starting a relationship through tele-therapy is not how a lot of people want to do it. And I think people are afraid of therapy already.

Zoom fatigue in the classroom was a problem, with many noting that electronic classrooms were necessary, but that they also “hate being on zoom all the time,” and “I hate looking at my own face and always kind of having more eyes on me than I would, in the [in person] class.” Other students noted concerns feeling unconnected with confusing and uncertain communication; one noted that communication has “been scattered, but also mostly negative, like kind of just not that much information.” Other students reported a lack of connectedness has made them “lonely,” such that “if I were at an actual agency, I would move around and . . . take a lunch break and talk to people.”

Flexibility (5 observations)

The theme enacting social work values is centered around the importance of understanding and adaptation. One student positively recognized, “I have great professors who are willing to be flexible and understanding of students’ situations.” Other students, have noted that, “I’ve also had professors that were really not understanding . . . and it was really stressful . . . different professors have had different methods of accommodating us, and some have been way more helpful, but some have been extremely unhelpful.” Many were also not happy about the adjustments needed, noting overall challenges adapting to their current circumstances.

Discussion

Mitigation efforts can minimize impact when disasters happen. It is important to utilize lessons learned from past disasters to assist with all-hazards planning, so that students, faculty, and staff are well supported following common disaster types. A predetermined and general plan can allow for adaptation to various incidents and unexpected events. Retention rates are one indicator of goal—continue curriculum with minimal disruption—success. Retention rates for the MSW program were 88% of the Fall 2019 enrollment: 372 (125 on campus and 247 online), also demonstrating success with the Social Work Educators Disaster Framework. However, retention is only one marker of success and student feedback is crucial to constant quality improvement and improved frameworks.

Table 1 presents the Social Work Educators Disaster Framework, with application and student considerations. Student feedback following the 2020 COVID-19 pandemic was used to highlight areas for continuous quality improvement, demonstrating where improvement is needed in the current framework. The disaster preparedness framework was based on international best practices and adds a unique approach that is tailored for social work educators. It provides the structure for educators to assess four basic components: (1) determine threat and potential impact; (2) assessment; (3) response; and (4) recovery. While examples are provided, details specific to community resources, disasters type and student progression are left for educators and the unique needs of their schools and students. Thus, enhancing applicability to our global partners and colleagues.

Table 1.

Social Work Educators Disaster Framework, with application and student considerations.

Framework	Schools of social work	Student considerations	Application
Determine threat and potential impact	• Mitigation/preparedness for disasters common to the areas • Develop an all-hazards model of response • Collect information from local, national and university/college officials to understand impacts, students, faculty, staff, community	• Need for education and practicum	• Climate change and global events are changing the disaster environment • Past events can be a gauge and provide lessons learned
Assessment	• Needs assessment to improve understanding • Screening tools to assess well-being, resource need • Check in with students during class and via email • List of priority needs—safety being first • Ongoing assessments like QLR	• Student and stakeholder informed • Well-being • Resources	• May need to use observational and self-reports • Can wait for needs assessment in ongoing response phase
Response	• Identify strategies and activities • Develop plans • Prioritize communication • Must be flexible • Academics • Internship • Include self-care • Include supportive networks/reduce loneliness • Follow up and provide resources	• Theme = Flexibility • Theme = Practice education • Theme = Enacting social work values • Theme = Connectedness	• Dependent on resources • May need to reduce • Designate people to address each priorities • Collaborate with students, professors, other collegiate community members
Recovery	• Revisit plans to update and revise • CQI what worked, and what did not work • Update plans for future disasters • Mental health services and well-being prioritized	• Theme = Flexibility • Theme = Mental health • social support	• Dependent on resources • May need to reduce effort or advocate for additional resources

Flexible assessment considerations

Continued assessment is needed to understand changes in need, threats and impact. Doing so allows us to make changes and involve community stakeholders participating and providing up-to-date resources. These can be formal assessments, similar to the QLR approach used in this study. Tools such as screening questionnaires through Qualtrics can be utilized to obtain up-to-date information and engage students and faculty. While this study focused on student perceptions, faculty and staff were also faced with managing their classrooms and family life, all while employed during the disaster. Future disaster frameworks should emphasize assessment of all stakeholders, to ensure resources and well-being of all community members. Importantly, information gleaned from the assessments and updated plans, should be adaptable to respond to the uncertainty in disaster environments. Flexibility, including understanding of their needs, was a theme that students noted was critical to their experiences.

Response considerations

Response considerations for future Social Work Disaster Frameworks should be inclusive of connectedness, practice education and enacting social work values.

The social work community allows connection with student peers, colleagues, and other professionals, many of which have tenure in the profession and serve as faculty providing support, encouragement, and mentorship. Doing so provides a bond, a helpful safety net when a student feels isolated, frustrated, overwhelmed, and anxious (Katz et al., 2019). However, connections were challenged during the disaster, as was noted by many student observations. Providing avenues for social support ensures each student can remain connected to their academic and pre-professional community. Social work students in Vietnam reported increased social isolation and preference for face-to-face learning (Dinh and Nguyen, 2020). Our study supported similar findings with technology and points to an area of improvement in the framework. Increased and two-way communication efforts and outreach, such as virtual student unions and program wide discussion groups, are critical to disaster recovery (Mirick and Davis, 2021; Reynolds et al., 2007). Research points to the importance and significance of peer support to help retain students (Field and Morgan-Klein, 2012). One can also stipulate that having shared experiences draws upon the impact of protective resilience factors (Cotton et al., 2017).

In addition, adjustments in the practice education and consistent communication between practicum instruction and among the already existing changes many organizations underwent during a crisis were also essential to allow for flexibility. The MSW practice education program was able to provide coursework and curriculum plans without disruption, thus continuing student initiative to master essential competency skills needed for advanced social work practice (Tosone, 2020). However, student observations were not positive about the experience. Improved assessment of need, flexibility and communication should be considered and how to apply that to the practicum experience in disasters. Other studies found similar negativity, noting lack of programmatic support and resources contributed to dissatisfaction (Aynsley et al., 2021). Some students noted that their internship provided structure. As such, students can realize they are not alone in their experience and feel understood and validated by enacting social work values.

Recovery considerations

In addition, the disruption of their field placement and classes, social isolation, and subsequent interference with existing social supports, consistent with COVID-19, increase the risk for social work students’ mental health concerns (CDC, 2020; Hansel et al., 2020). As social workers thinking about disaster preparedness, it goes hand in hand with the importance of mental health among social work practitioners. What comes to mind more is how educators help equip new clinicians who enter social work soon after graduation to support and identify the importance of their mental health in their professional environments and make it a part of the curriculum to teach, train, and support students. Essential factors to look further into when addressing disaster mental health at schools of social work include support, self-efficacy, exposure to trauma, dealing with depression and anxiety, fatigue, stress, transference, and countertransference between the social worker and the client, and role ambiguity (Brooks et al., 2016). Collaboration from colleges and universities to include faculty and students in preserving mental health is vital. While XSSW provided safe and available self-care resources through the website, more emphasis should be placed on these lower intensity interventions to support disaster recovery.

Lower intensity mental health responses are often sufficient for many students. Self-care and coping support can help students pay attention to their emotions and limitations as well as their own personal and professional development potential, especially when faced with crises and disaster (Diaconescu, 2015). Teaching students about self-care is vital to help our social work students develop skills early on and should include a variety of suggestions such as, physical exercises, sports, relational techniques, friends, colleagues, therapists, mentors, and others (Diaconescu, 2015: 61). Educating students on the importance of self-care can reduce feelings of anxiety and is important to the promotion of positive coping mechanisms (Butler et al., 2017; Kuhn and Flanagan, 2017). For social work faculty and students, this is also an important way to model positive habits that may help prevent future burnout and compassion fatigue (Bride and Figley, 2007), as good self-care skills have been identified as a key practice fundamental to avoiding burnout (Miller et al., 2019). Students who develop and hone their self-care and coping skills can utilize these, not only through disaster recovery, but throughout their professional experience as social workers.

Limitations and future research

While this study supports student informed considerations for Social Work Disaster Recovery Frameworks, it is not without limitations. The framework is intentionally general to allow other schools of social work adapt to their own student, faculty, and staff population. The student observations are limited to one school and a biological disaster. Additional research is needed for differing disasters, crises, and populations. All procedures were voluntary and selection bias is a problem. Other biases from the authors are also possible. For example, researchers were faculty and doctoral students in the School of Social Work and also experiencing the disaster; while this may assist with interpretation, it also opens the door for bias. Similarly, students may have questioned the confidentiality of responses and were not forthcoming with negative experiences of the school. Despite these unforeseen challenges, students’ voice is needed to improve disaster response and recovery frameworks prior to future disasters. Future research is needed to recognize the long-term needs of students and faculty as well as the use of social media as a potential disaster response and self-care tool (Taylor et al., 2012). We also need to better understand the lived experiences of students, so that we can develop methods for incorporating the COVID-19 era into teaching (Grise-Owens et al., 2010).

Conclusion

Navigating the social work educational landscape over the next 20 years will be essential to sustainability of the profession. Needs of client populations have become much more evident during the pandemic, climate change, and worsening natural disasters and social workers are needed for recovery efforts. How students experience their social work education is critical to meeting the increased need. Despite disaster and life stressors education continued and retention estimates were high demonstrating commitment and perseverance of faculty, staff, and students. XSSW continues a reiterative process based on Tulane University guidance, FEMA, and CDC guidelines (CDC, 2019; FEMA, n.d.). Doing so helps enhance training and develop innovative ways to bridge improved preparedness using a step-by-step support base to clinicians in the field.

Updated frameworks should particularly emphasize mental health supports, flexibility, improved practice education process, and connectedness, inclusive of communication. Further, students create a framework of resilience to emphasize the vital role protective factors such as family, peers, faculty, or university contribute toward retention to remain and complete an MSW and DSW program that can be attributed to a call to action in the face of adversity (Katz et al., 2019). For example, one student noted,

I do think it’s really unique going through this pandemic while in social work school, especially in the place like I love and I chose specifically like [REMOVED]. I think it’s really going to have an impact on the social workers we become, and I’m really excited to see like what our cohort is going to do with this kind of experience intertwining with education

Social support and resilience remained constant to get through, participate and complete goals set out by those who pursued higher education (Cotton et al., 2017; Evans et al., 2021; Tosone, 2020). It is essential to understand the firsthand accounts of the effect of the disaster framework on the lives of students, to continue developing lessons learned and best practices for future disasters.

The profession of social work has a long history of disaster, crisis, and war response, leading national and international efforts; this is also true for schools of social work charged with training future professionals. However, most of the research regarding disaster preparedness is on training future social workers for disaster relief work, rather than educating students during times of disaster. The purpose of this article is to present a general Social Work Educators Disaster Framework, where social work educators can add their own unique experiences, geographic constraints, resource availability and lessons learned to prepare for future disasters. Student data were used to identify the comprehensiveness of the framework and results suggest that all frameworks should emphasize, mental health supports, flexibility, improved practice education process, and connectedness, inclusive of communication. Unique contributions of this article include an evidence informed framework that includes qualitative student feedback and highlights areas for continuous quality improvement. The Social Work Educators Disaster Framework enhances applicability to our global partners and colleagues to continue developing lessons learned and best practices for future disasters.

Supplemental Material

sj-docx-1-isw-10.1177_00208728261434984 – Supplemental material for Climate change, disasters, and global events: Prioritization of communication, practice education and student mental health in social work disaster frameworks

Supplemental material, sj-docx-1-isw-10.1177_00208728261434984 for Climate change, disasters, and global events: Prioritization of communication, practice education and student mental health in social work disaster frameworks by Elba Figueroa, Maurya Glaude, Joan Blakey, Leia Saltzman, Lauren Terzis and Tonya Hansel in International Social Work

Supplemental Material

sj-pdf-1-isw-10.1177_00208728261434984 – Supplemental material for Climate change, disasters, and global events: Prioritization of communication, practice education and student mental health in social work disaster frameworks

Supplemental material, sj-pdf-1-isw-10.1177_00208728261434984 for Climate change, disasters, and global events: Prioritization of communication, practice education and student mental health in social work disaster frameworks by Elba Figueroa, Maurya Glaude, Joan Blakey, Leia Saltzman, Lauren Terzis and Tonya Hansel in International Social Work

Footnotes

Acknowledgements

For this article, the authors acknowledge the life and dedication of late colleague Dr Heather Gillis; her contribution to the school and the efforts described in this article were fundamental to developing the disaster framework. The authors also thank students, faculty, and staff of Tulane School of Social Work and the larger administration of Tulane University for supporting the school.

ORCID iDs

Maurya Glaude

Joan Blakey

Tonya Hansel

Ethical considerations

Ethical approval was granted by Tulane University Institutional Review Board who provided approval for protocol #: 2020-505 on 25 April 2020, recruitment began in August 2020.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Supplemental material

Supplemental material for this article is available online.

Author biographies

Elba Figueroa, DSW, LMSW has been in the social work profession for over 20 years and strives to be an advocate of social justice especially when working with patients and their families.

Maurya Glaude, PhD, LCSW is a social worker with research and clinical-community practice experience that prioritizes generational healing, promotes family preservation, and prioritizes changing systems.

Joan Blakey, PhD, LCSW focuses in her practice on child advocacy, protection, and welfare; diversity, equity, and inclusion; justice and corrections; substance use treatment; and trauma and trauma-informed care.

Leia Saltzman, PhD, LMSW focuses on mental health research that influences well-being, building stronger families, and more cohesive communities that can withstand the impact of mass disaster, trauma, and violence.

Lauren Terzis, PhD, MSW, utilizes quantitative and qualitative research methodology to bridge education and social work practice including experience working with underserved children, families, and adults.

Tonya Hansel, PhD, MSW is a social worker researcher focused on mental health, trauma, and emphasizing the importance of individual and community strengths that contribute to recovery.

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