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Child Reunification Considerations for Communities

12. Appendices

12.17. Appendix Q: FRC Child-Focused Resources for Staff

This section provides staff with child-focused tools and resources to support reunification operations.

Talking with and Supporting Children After a Crisis

(Adapted from the American Academy of Pediatrics – HealthyChildren.org: “Talking to Children About Tragedies and Other News Events”)

Core Principles

  • Use calm, simple, reassuring language.
  • Be honest but avoid unnecessary or graphic details.
  • Give age-appropriate explanations and reassurance that they are safe.
  • Let children ask questions and express feelings freely.
  • Keep siblings together when possible.
  • Model calm behavior. Children mirror adult tone and body language.

Where to Start

  • Ask what they’ve heard. Most children already know something.
  • Ask what questions they have. Listen first, then clarify.
  • Correct misinformation gently and simply.
  • Reassure: “You are safe here. We’re helping families find each other.”

Talking Points

  • “It’s okay to feel sad, scared, or angry. Lost of people feel that way after something scary happens.”
  • “Adults are working hard to help your family and keep you safe.”
  • “If you have questions or worries, you can talk to me or another helper here.”

Young Children (Preschool–Elementary)

  • Keep it short and simple (“There was a big storm, but you’re safe here.”).
  • Avoid showing or discussing graphic details or media coverage.
  • Offer comfort through calm voices, routines, and quiet activities.

Older Children and Teens

  • Provide a little more information if they ask for it.
  • Encourage honest questions and emotional expression.
  • Reinforce that the event is not their fault.
  • Offer healthy outlets like drawing, writing, or helping others.

Children with Developmental Delays or Disabilities

  • Match explanations to developmental level, not age.
  • Use visuals or familiar routines to support understanding.
  • Respect individual comfort needs or sensory sensitivities.

Watch for Signs of Distress

  • Trouble sleeping or frequent nightmares
  • Physical complaints (headache, stomachache, fatigue)
  • Regression or clinginess
  • Withdrawal, irritability, sadness
  • Appetite or behavior changes

Supporting Children with Autism and Developmental Delays at the FRC

Just-in-time guidance for staff to support children with autism and other developmental delays as they may experience heightened anxiety, sensory overload, and behavioral challenges during or after a disaster.

  1. Immediate Actions
    • Ask for Familiarity: If possible, check with known adults or older sibling about items the child prefers to hold or play with.
    • Provide Comfort Items: Offer favorite toys (blocks, cars), soft blankets, or sensory items.
    • Maintain Routine: Keep predictable schedules and familiar activities whenever possible.
    • Use Visual Supports: Picture schedules or visual aids help communicate changes in routine or location.
  2. Communication Tips
    • Speak Calmly and Clearly: Use simple language, short sentences, and a reassuring tone. Match the child’s communication level and height.
    • Avoid Overstimulation: Reduce simultaneous talking, touching, and eye contact. Limit exposure to bright lights and loud noises.
    • Be Patient: Allow extra time for processing and responding.
    • Remember Developmental Level: A child’s communication or problem-solving may not match their appearance. Adapt your approach accordingly.
  3. Managing Tantrums or Meltdowns
    • Safety First: Remove objects that could cause injury.
    • Ask for Guidance: Check with familiar adults or siblings for strategies that usually help.
    • Provide Brief Reassurance: Stay nearby but avoid excessive talking, touching, or showing frustration, which can escalate the situation.
  4. Sensory Toolkit: Recommended Items

    Category and Items

    • Sensory Management
      • Fidget toys, stress balls, spinners, textured toys, weighted blankets or vests, noise-canceling headphones, soft lighting, oral motor tools, light-up toys
    • Communication Aids
      • Visual schedules, PECS (Picture Exchange Communication System) cards, social stories, communication boards
    • Supportive Items
      • Chargers, tablets with games and parental controls, soft dry clothing, diapers (child and adolescent sizes)
    • Safety Equipment
      • Soft mats/padding, door alarms/locks, safety gates, visual safety signs, first-aid kit

Tips for Use:

    • Introduce one item at a time.
    • Provide guidance and instruction.
    • Supervise use, especially with small or chewable items.
    • Offer choices, allow children to select items.
    • Ensure all items are safe, non-toxic, and age appropriate.
    • Be flexible; adjust the toolkit as the child’s needs change.
  1. Preparing the Family Reunification Center

Items to Prepare:

    • Simple visual schedule for daily activities (sample)
    • Social stories (sample , Resource Link 1, Resource Link 2)
    • Clear signage with picture cues for instructions

Space Setup:

    • Designate a quiet, predictable area for retreat with low lighting and soft seating.
    • Minimize excess toys and materials to reduce overstimulation.
    • Post clear visual cues to guide movement through the center.
    • Use gates to prevent elopement.
    • Have a plan for managing challenging behaviors or meltdowns.

Waiting at the Center: A Visual Schedule

This visual schedule will show you what you can do at the center while you wait for your adult.

Here are the steps:

We hope you enjoy your time at the center while you wait!

Staying at the Center Until a Known Adult Arrives

A downloadable version of this appendix is available here.