During and following natural or man-made disasters, relief efforts have a long history of initially focusing on basic survival needs, then restoring community stability. Disaster mental health is a relatively new aspect of relief efforts, particularly in regard to children’s needs. After reviewing objectives of major relief organizations and summarizing current research in light of practitioners’ input, suggestions and resources are offered to strengthen cultural sensitivity in school-based disaster mental health services.

Although school counselors routinely provide crisis intervention, minimal research has focused on providing such services in a manner sensitive to the unique needs of culturally, linguistically, and ethnically diverse populations. Responses of a random national sample of school counselors (n ¼ 236, 59% return rate) indicate that approximately half expressed concerns related to this type of service. The study summarizes school counselors' concerns, providing an initial understanding for this aspect of school-based crisis intervention. Specific topics of concern most frequently mentioned were school violence and suicide. Particular attention and sensitivity must be focused on addressing these specific topics in crisis plans, taking into account the unique needs of the individual, family, and community.

This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into community resources representative of diverse cultural groups, and (c) strengthening communication by addressing cross-cultural language and communication issues. Although 33 of the 40 states mentioned topics related to human diversity and cultural sensitivity, the focus was peripheral. Tying research to practical application, suggestions are made to strengthen cultural competence in school-based crisis planning, ultimately improving supportive services for all students and families.