Catastrophic events and alphabetical risk: enhancing skills and coping strategies for teachers

This contribution addresses the educational challenges posed by cata strophic events, such as earthquakes, tsunamis, and pandemics, which disrupt individuals’ personal and social worlds, compelling them to re consider the significance of their actions. In crisis situations, teachers must reevaluate their professionalism and implement strategies to sup port student learning, effectively linking the “before,” “during,” and “after” phases of a traumatic event. The importance of technology as a support for learning during crises, such as the pandemic, is emphasized, along with the necessity of its appropriate use to avoid exacerbating educational inequalities. Resilience emerges as a central skill for both teachers and students, understood as a dynamic process that enables them to adapt and confront adversity. This contribution highlights the need for educational interventions that enhance resilience, coping mechanisms, and the capacity of teachers to manage post-traumatic stress, while ensuring the well-being of students and fostering mean ingful learning. It describes a specific experience conducted in the Abruzzo region. Finally, the text recognizes that risk education and teacher training can play a crucial role in preventing further trauma by integrating active coping strategies and social support.