Crisis in Educational Settings: An Evidence-Based Approach to Postvention in Schools

Abstract

This systematic literature review investigates evidence-based postvention strategies in the context of crisis management within educational settings. Focusing on the aftermath of crises, the study explores the diverse psychological impacts experienced by students and staff, emphasizing the imperative for tailored intervention strategies. The critical role of social support systems, encompassing peer support, teacher-student relationships, and community involvement, emerges as a central theme, highlighting their instrumental contribution to mitigating the adverse effects of crises. Effective intervention strategies, including psychological first aid, group counseling, art therapy, and structured debriefing, are analyzed within the contextual factors of student development, crisis type, and cultural considerations. The study advocates for a flexible and multifaceted postvention approach to address the varied psychological needs of individuals in the aftermath of crises. Moreover, the integration of postvention into comprehensive crisis management models, exemplified by the PREPaRE Model, is explored as a pivotal component. Findings underscore the importance of proactive measures that seamlessly incorporate postvention into broader crisis management plans, emphasizing preparedness and preventive strategies alongside responsive interventions. Overall, this study contributes valuable insights to the discourse on crisis management in schools, offering evidence-based practices to guide educational institutions in fostering resilience and supporting the well-being of their communities in the face of crises.