From crisis to classroom: preschool teachers’ post-earthquake experiences

Aim of the study is to explore the experiences of earthquake-affected preschool as they returned to their profession following the devastating February 6, 2023, earthquakes in Kahramanmaraş in Turkiye. These earthquakes, among the most destructive in the region’s history, profoundly disrupted communities, including educators and children. The research addresses a critical gap by exploring how these natural disasters impact the teaching profession and educational practices.

Findings reveal that teachers faced inadequate infrastructural preparations, including damaged schools and limited transportation. Psychologically, they felt unsupported, despite the limited training provided by the Ministry of Education. Housing and living conditions further compounded their struggles, with some teachers resorting to living in schools. For children, the study reports significant emotional, behavioral, and social changes. Earthquake-themed play and communication emerged as coping mechanisms, reflecting trauma, fear, and resilience. Teachers observed increased dependence, anxiety, and regressive behaviors such as thumb-sucking and bed-wetting among the children.

This study highlights the transformative potential of education in emergencies, advocating for a proactive approach to equipping teachers and schools to navigate crises effectively while fostering long-term community resilience.