Strengthening teachers’ crisis response: effects of psychological first aid training in elementary schools

Bani Bacan Hacantya Yudanagara (Department of Psychology, Airlangga University, Indonesia)
Lantip Muhammad Dewabrata (Pusat Krisis dan Pengembangan Komunitas Faculty of Psychology Universitas Airlangga)
Chiquita Evita Fatimah (Department of Psychology, Airlangga University, Indonesia)
Alifia Khairunisa (Department of Psychology, Airlangga University, Indonesia)

Jurnal Psikologi Pendidikan dan Konseling
VOLUME 12 NUMBER 1 JUNE 2026

This study aimed to examine the effectiveness of Psychological First Aid (PFA) training in strengthening elementary school teachers’ crisis response to support students’ psychological well-being. A quasi-experimental one-group pretest–posttest design was conducted. The sample comprised 40 Islamic elementary school teachers in Sidoarjo Regency, recruited using purposive sampling. Data were collected using demographic questionnaires, a PFA knowledge test, and post-training evaluations of perceived effectiveness and affective experiences. Knowledge scores were analyzed using a paired-samples t-test in JAMOVI, and open-ended responses were thematically reviewed. The findings indicated a significant increase in teachers’ knowledge after training (M pre=55,5; M post=73,5; t(39)=4,90; p< 001; Cohen’s d=0,77). Participants also reported enhanced self-confidence and practical skills in delivering PFA to their students, with positive affective experiences emphasizing increased awareness and applicability of PFA. Results demonstrate that PFA training effectively enhances teachers’ preparedness to support students during crises. Future research should employ randomized controlled trials with larger, diverse teacher populations and incorporate follow-up assessments alongside observational measures of teacher practice and student outcomes to comprehensively evaluate PFA training's impact.