Thoughts For Administrators Starting Schools Impacted by Wildfires

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CMI Handout Wildfire # 1_2026

Wildfire Teacher Handout #1

Tips and Thoughts for Teachers Following Disasters

 Blog on Wildfire Recovery:

Although we know that wildfires have risen dramatically in the past five years, until it hits home in your own district, it is impossible to have a sense of what kind of support your staff, students and families will need.  Many of you will have already overseen actions by district personnel who helped the Red Cross set up shelters in your schools, used school busses for evacuations or coordinated other resources related to the immediate survival and support for those directly impacted.

Almost always, when we talk about support for those impacted by wildfires, the guidelines and suggestions and actions are about that first immediate response – specifically the safety of people, pets and saving what can be saved.  What is often lacking is the “What next?” and “How does this change or influence what I need to do on the first day of inservicing and then the first day of school?” and finally, “What does recovery over the long term look like?”

We’re going to look at what’s next and begin to imagine long-term recovery.  I’ll keep this brief, but provide important considerations.

1. Don’t rush back toward normalcy. We often think that getting back to normal as quickly as possible will provide the most stability for everyone.  In the short term, there is no “back to normal.”  That begs the question – if this isn’t big enough to be outside of the norm, what is?  To go on as if we can push back toward normalcy is to leave people behind.  It also wastes the opportunity to create deeper relationships, increased trust, and a stronger foundation for how you’ll face crises in the future.  Instead of beginning conversations, meetings and communications with messages of normalcy, focus more on however you might address issues such as:
   • Acknowledging that this is a new and challenging set of circumstances, that you are awed at how everyone from fire fighters to neighbors took courageous actions that made a difference.
   • That there will be a wide variation in levels of impact to those in your school community, and that this is an opportunity for us to pay attention to what we’ve learned, what we still need, the strengths we have among us and that we’ll take the time to move forward with patience and attempt to find ways of meeting people’s needs.
   • That when you have meetings that are going to focus on recovery, those who were least affected may feel like they don’t need to attend, but they’re the critical factor that provides strength in the fabric of your school culture. It is both a privilege and a responsibility for those who are able to be the ballast that helps the ship stay upright and that it will take everyone’s good will to move forward in a healthy manner.
2. Be aware of striking a balance. Have needed gatherings about the “direct” recovery work such as having conversations or meetings about ongoing needs related to the impact of the wildfires, but also recognize that part of recovery is fostered by casual social time when people can gather around meals or activities that provide a break or bring in some light enjoyment.
3. Recognize that many individual’s recoveries benefit from problem-solving just as much as from therapy. Our culture is pretty good about offering counseling session for people post-trauma, but a very small percentage of those who need it will actually engage in it.  Recovery depends on many things.
   • Fostering a school climate of patience and understanding will support those who feel anxious.
   • Asking staff who they’re worried about and what steps might be helpful allows people to put words to their anxiety and the concerns they have for others, and that can help decrease their fight-or-flight hyper-arousal. That doesn’t mean someone on staff naming another person on staff, but generalities.
     • Much of this can be done in smaller groups, such as department or grade-level meetings
     • “How are students doing and what do you think we could do to help?”
     • “How many of our students appear to be having trouble concentrating?” And then acknowledging, “That’s probably true for a lot of us, also!”  And then, “Does it look like kids are tired?  Maybe having trouble sleeping?”  and so on.. each topic you ask about related to students allows you to also note that, “Given what we’ve been through, that’s not surprising.”This normalizes their own reactions, which also makes it easier for staff to come to you with concerns and know that you won’t brush them aside or tell them to “buck up.”

Thinking about your first staff meeting, consider adapting some of this:

• We never could have dreamed we’d be hit like this with a wildfire
• When things like this happen, people have a wide range of reactions
• Part of what helps us get through tough times is how we come together, so I want to find a balance in focusing on recovery and continuing the usual enjoyable activities
• I look forward to your help in identifying some of their concerns for opening school as well as their insights you have so all can be as prepared as possible
• My expectations – that people will work hard to be patient, supportive, kind
• What are your concerns and what do you need to feel supported as you start the year?
• What should we be doing for our families?

Please let us know what specific information would be helpful.