When the Water Came

Ravi, eight, lives in a village in Assam. Last monsoon, the river flooded the house in the night, and the family had to wade out in the dark. They are safe and living with relatives, but something has changed. Ravi, who …

Ravi, eight, lives in a village in Assam. Last monsoon, the river flooded the house in the night, and the family had to wade out in the dark. They are safe and living with relatives, but something has changed. Ravi, who once played football all day, now sticks close to his mother, wets his bed and wakes crying from dreams.

He startles when it rains and refuses to go near the river. At school he draws the same picture of water over and over and does not want to play. His teacher thinks he is being lazy, and his uncle says, "He is a boy. He will forget."

A health worker visiting the camp sits with Ravi and draws with him. She tells the family that children show trauma through behaviour, play and the body, and may act younger for a time. She advises predictable routines, comfort, honest simple explanations and gentle play. Ravi's mother tells him, "You are safe, and I am here." His teacher lets him sit near his friend. After weeks, Ravi returns to football, and later he says, "The water is gone now, isn't it?"

His teacher also asked the class to draw their favourite places in the village. Ravi drew the football ground, and the new picture went up on the wall beside his friend's.

How to recognise it

• Clinging, fear of separation, bedwetting or returning to baby behaviour.

• Repeated play or drawing about the frightening event.

• Nightmares, startle responses, tummy aches or headaches.

• Loss of interest in play, concentration drop, or irritability.

• Reactions that go on for weeks and interfere with school and play.

What this story explains

This story shows how children react to trauma and how trauma-informed care helps through safety, routine and understanding.

Probable root causes

• A frightening event such as flood, accident or violence.

• Loss of home, routine and usual comfort.

• Stress of the adults around the child.

• Lack of explanation or space to express fear.

• Earlier hard experiences or limited support.

What to do

1. Keep routines for meals, sleep and play as predictable as possible.

2. Give simple, honest explanations in child-friendly words.

3. Offer physical comfort and stay close during nights.

4. Allow play and drawing as ways to express feelings.

5. Tell the school so the teacher can offer extra support.

6. Seek professional help if symptoms last more than a few weeks.

Whom to consult

• Paediatrician or family doctor to check health and sleep.

• School counsellor for day-to-day support.

• Child psychologist or child psychiatrist if the child remains distressed, avoids school or play, or has strong fear for weeks.

Do and don’t

How to behave and communicate

• Get down to eye level and use a warm, slow voice.

• Say: "You are safe now. I am here. Being scared is okay."

• Answer questions simply and truthfully.

• Join the child's play and follow their lead.

• Avoid long speeches or blame.