There is a need for critically informed studies that include children's perspectives on the role of children in disaster contexts, given the increased incidence of disasters resulting from the global forces of climate change. Three case studies are presented from two different disaster contexts in Australia and New Zealand, where the notion of child empowerment fits within the broader political culture of liberal democracy. Each of these case studies promotes children's right to participate, consistent with the UN Convention on the Rights of the Child (UNCRC). In attempting to provide opportunities for children to articulate their perspective on disaster, this study recognizes the manner in which the increased prevalence and scale of disasters may further complicate and distort possibilities for the actualization of children's participation rights. In doing so the authors recommend a theoryinformed approach, including recognizing the complementarity of competing theories of childhood, and advocate for children's capacity and right to participate in decision-making which affects their lives. This article promotes these concepts while still recognizing their right to safety. It also demonstrates how the use of distancing and framing provides a safe space for child involvement within disasterrelated research, and provides examples of appropriate methodologies to engage children and provide opportunities for meaningful contributions. Finally, implementation partnerships are discussed as a means of embedding the research within existing supported environments.

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Purpose -The 22 February 2011 series of earthquakes that devastated large parts of the Canterbury region of New Zealand provides the dramatic backdrop to this paper, which explores the manner in which schools responded and recovered from the quakes. Drawing on interviews held 18 months later with principals, teachers and students, practical suggestions for how schools can manage risk, and prepare for future similar events are made. The manner in which schools altered, and in particular, the roles principals took, are examined. Finally, the central importance of care and love in schools in the quake-affected areas is considered. Design/methodology/approach -A qualitative research design using narrative enquiry approaches was used to capture the stories of principals, teachers, and students who had experienced both the earthquakes, and the recovery period following the trauma. Semi-structured interviews with participants were held over a period of days. Findings -The importance of being prepared for natural disasters is paramount for all New Zealanders in order to ensure health, safety, and cohesion on the day of an earthquake. However, the research reveals there is significance in having secure, meaningful, and honest relationships with school students to help raise the well-being of all affected by natural disasters. Originality/value -The paper continues to look at a pedagogy of love and care as a vital way to support, encourage, and aid children through their trauma and grief which continues long after the earthquake.

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