Building Disaster Resilience in Early Childhood with Special Needs: A Systematic Review of Psychological Preparedness in Inclusive Early Childhood Education and Special Schools in Indonesia

When a disaster strikes, the immediate danger is often visible: collapsing buildings, rising floodwaters, or the roar of an earthquake. But for a young child, especially one with developmental or physical disabilities, the true threat often lies in the invisible chaos that follows. The world they know suddenly becomes unpredictable, their routines vanish, and the familiar faces that guide them may be scattered. For these children, the ability to cope is not just about knowing which way to run; it is about maintaining a sense of safety and control when everything else feels lost. This is the heart of disaster psychology, a field that studies how people, particularly the most vulnerable, prepare for and recover from catastrophic events. It operates on a simple but profound truth: resilience is not a trait a child carries inside them like a hidden superpower. Instead, it is a skill built through a network of support, involving teachers, families, and the physical environment itself. If a child cannot understand a warning signal or navigate a crowded hallway, no amount of bravery will help them stay safe.

In Indonesia, a nation situated on the edge of the Pacific Ring of Fire where earthquakes, tsunamis, and volcanic eruptions are frequent, this challenge is urgent. The country is home to thousands of schools, many of which sit in high-risk zones, and a growing number of children with special needs are being educated in inclusive classrooms alongside their peers. Yet, until recently, there was no clear picture of how these children were being prepared for the inevitable. A team of researchers from Mataram University set out to fill this gap by conducting a systematic review of existing studies. They gathered and analyzed twenty-eight different research projects conducted between 2016 and 2026, focusing specifically on how schools in Indonesia were helping young children with disabilities build psychological readiness. Their goal was to move beyond simple checklists of safety procedures and understand the deeper, human elements that allow a child to remain calm and capable when the ground shakes or the water rises.

The researchers found that successful preparation is never a single lesson or a one-time drill. Instead, it is a complex system where several parts must work together. The most effective programs were those that recognized the child's unique needs and integrated them into the school's daily life. One of the most significant findings was the critical role of the teacher. In these studies, the teacher was not just an instructor but a primary source of emotional stability. When teachers were trained to understand both disaster risks and the specific ways children with disabilities learn and communicate, the children responded with greater confidence. These educators learned to use visual schedules, social stories, and clear, consistent routines to make the idea of an emergency less frightening. By turning abstract dangers into concrete, manageable steps, teachers helped children replace panic with a sense of agency.

The review also highlighted that the physical environment of the school plays a direct role in a child's mental state. A school that is physically accessible, with clear signage and barrier-free evacuation routes, does more than just allow a child to move safely; it tells that child that they are capable and included. When a child can navigate a space independently, their anxiety decreases, and their ability to cope increases. The studies showed that when schools combined these physical adaptations with psychological support, the results were measurable. In one specific intervention involving simulations and repeated practice, the researchers observed a thirty-nine percent increase in the children's preparedness levels. This was not a magic trick, but the result of repeated, safe exposure to disaster scenarios, allowing the children to practice their responses until they felt familiar and manageable.

Another vital component discovered in the review was the power of local wisdom. In Indonesia, communities have lived alongside natural hazards for generations, developing their own ways of reading the environment and responding to danger. The researchers found that when schools incorporated these traditional practices—such as local stories, cultural rituals, and community-based warning systems—into their disaster education, the children connected with the material on a deeper level. This blend of modern safety science and cultural knowledge made the lessons feel relevant and grounded, rather than foreign and scary. It turned disaster preparedness into a shared community effort, where the child felt supported by their entire environment, from their family to their neighbors.

The review also made it clear what does not work. Programs that relied solely on lectures or generic emergency drills often failed to reach children with special needs. These children require more than just information; they need an environment that is tailored to their sensory and emotional needs. The studies ruled out the idea that a child can simply be told what to do and expected to act correctly in a crisis. Without the right support systems, without teachers who understand their specific challenges, and without a physical space that accommodates their needs, even the most well-intentioned safety plans can leave children feeling overwhelmed and helpless. The evidence suggests that true resilience is built when the school, the family, and the community work in harmony to create a safety net that catches the child before they fall.

Ultimately, this body of research paints a picture of disaster readiness as a collective achievement. It is not about creating a child who is tough enough to survive alone, but about building a system that is strong enough to support them. For the young children with disabilities in Indonesia, and indeed anywhere in the world, the path to safety is paved with understanding, accessibility, and the quiet confidence that comes from knowing they are not alone. The researchers concluded that by focusing on these interconnected systems, schools can transform from mere buildings into centers of recovery and strength, ensuring that every child, regardless of their abilities, has the tools to face the future with courage.