The 9/11 terrorist attacks had pronounced effects on school children in close proximity to attack sites.  One study found that over 25% had at least one mental health problem (agoraphobia, separation anxiety disorder, conduct disorder, generalized anxiety disorder, panic attacks, or major depressive disorder) and over 10% had symptoms of posttraumatic stress disorder.  Schools and teachers are the first responders for children and, in many cases, for entire families.  This study reports the reactions, needs, and interests in preparedness training among teachers in response to the September 11, 2001 terrorist attacks.

Thirty-two teachers from a private school that serves approximately 600 students (K-12) in Manhattan near the World Trade Center, were surveyed 9-12 months after September 11th.  Of this sample, 36% knew someone (and 94% knew someone who knew someone) killed, injured, or missing.  Initial reactions were: intense fear (13%), helplessness (25%), horror (47%), and stress (84%).  Forty-one percent found responding to the needs of children in their classes stressful.  Teachers' stress reactions were prolonged, and 9 to 12 months after the attacks, 38% reported difficulty relaxing at home and 38% had difficulty focusing at work. Most held class discussions related to terrorism (93%), but many never contacted a parent about his/her child's reaction (73%), referred a student to a school psychologist (63%), or counseled a student one-on-one (47%).  

The terrorist attack produced a sharp decline in the percentage of teachers who felt very prepared to handle student problems (45% “pre” to 16% “post”) which may be due to decreased self-confidence or to increased awareness of the gravity of post-event problems.  Most (97%) reported increased interest in learning about age/grade-appropriate school-based interventions for dealing with terrorism and its effects.   It is unclear why only 44% of the teachers would likely or definitely participate in voluntary preparedness activities during work-time and 16% were unlikely to do so. 

(Pfefferbaum RL et al.  Family and Community Health 2004; 27(3): 250-260.)   - H.T.