Experiencing a bushfire season can create high levels of stress and intense emotions that can change rapidly. These feelings might be due to the direct threat, reminders of past bushfires, or the indirect impact of the bushfires (e.g. via media or by hearing from others). 

The current bushfire season can be a trigger for remembering previous bushfire experiences.  Smells, sounds, or images can bring up feelings or sensations that are connected to past experiences. These responses can be overwhelming or confusing and make it difficult to focus on what is happening now.   

Experiencing anxiety, worry and having concerns about safety is common during the bushfire season. This can include feeling ‘hyper-alert' even when there is no imminent risk. These feelings can interfere with everyday activities.  

The bushfire season can be a busy time. Many people feel responsible for protecting and caring for others family members or friends and this sense of responsibility can be exacerbated during the bushfire season.  

Some people prefer not to think about the bushfires or memories of previous bushfires. This might seem like a good strategy, but denying thoughts and feelings can affect people’s safety when a bushfire is approaching. Thoughts and feelings that are pushed away can catch people by surprise at a later time.  

It is common to experience shock in the first few days after being directly or indirectly affected by a bushfire. Bushfires can be difficult to understand because the damage seems unfair. This can bring about feelings of helplessness, sadness, frustration, anger, and confusion.  

During bushfire response and recovery, young people's experiences can be overlooked. Listening to young people is important because it helps them feel understood and can make them feel more in control. It can also help them to process their thoughts and feelings. Providing young people with reassurance and emotional support can help them feel more secure. Remember that you don't have to have all the answers. If you are unsure about how to answer a question, work with your young person to find out together.  

To prepare for an emergency, discuss ways of how you and your young person could work together. This may help your young person feel proactive and more in control. This could include the steps to take in an emergency (e.g. what to take with them when evacuation is required; where to meet in case you get separated).  

It is important to keep informed about the bushfire developments. This includes monitoring official warnings. It is also important to calmly communicate accurate information with your young person. At the same time, be aware that constant exposure to bushfire-focused news can exacerbate negative feelings. You and your young person may want to discuss ways to help them and your household access media safely (e.g. set limits for media use, manage automatic app alerts, or unfollow content or pages). 

Keeping in contact with friends, family, and neighbours, especially during days with high risks for bushfires can help people feel more grounded. It can also help you and your young person draw on your strengths by getting connected with people who are reassuring and comforting.  

You may also notice young people feel responsible for caring for other family members or friends. For instance, those young people who have younger siblings might feel responsible for the wellbeing of their siblings. Remember to regularly check in with all of your young people about their worries. Make sure to talk to your young people about whether they feel supported enough. 

In times of heightened stress, practicing calming techniques can help with feeling grounded (e.g. taking slow and gentle breaths). You might want to encourage your young person to access apps or websites that help with feeling calm and maybe even practice the calming exercises together. Note that the use of alcohol and other drugs can be counterproductive. 

When the danger has subsided, returning to old routines or establishing new routines is helpful. For your young person, this can include going back to school, university, TAFE, or their job, engaging in hobbies, and seeing friends. Encourage them to be involved in the activities that give a sense of purpose.