Aceh Tamiang, January 2026 – The floods that struck Aceh Tamiang Regency some time ago not only caused physical damage but also affected the psychological well-being of the community, particularly children. In response to this situation, students from the Faculty of Psychology, Universitas Negeri Yogyakarta (UNY), who participated in the 2026 Humanitarian Community Service Program (KKN Kemanusiaan UNY), contributed to psychosocial recovery efforts for students affected by the disaster at SDN Medang Ara, Kebun Medang Ara Village, Karang Baru District, Aceh Tamiang Regency.

One of the Psychology students involved in the program was Bella Christina, who was part of the 2026 UNY Humanitarian KKN Group 24. Through a psychosocial assistance program conducted throughout January 2026, the students aimed to help children recover emotionally and rebuild their motivation for learning after experiencing the flood disaster. The program was initiated in response to post-flood conditions that had affected students’ learning activities and emotional well-being. Several children showed behavioral changes, such as decreased learning motivation, limited social engagement, and emotional instability. Meanwhile, post-disaster recovery efforts in the area were largely focused on infrastructure rehabilitation and the distribution of logistical aid, leaving the psychosocial needs of children not yet fully addressed.

Recognizing this condition, the students introduced a psychosocial assistance program as an initial intervention to help stabilize the students’ emotional condition. The program aimed to rebuild a sense of safety, increase self-confidence, and restore learning motivation among students affected by the flood. The assistance program was carried out gradually every weekend throughout January 2026, involving approximately 100 students as participants. The activities took place at SDN Medang Ara and were designed in several interconnected sessions. The series of activities began on January 15, 2026, with a psychoeducation session on learning motivation. In this session, the students provided simple explanations about the importance of maintaining enthusiasm for learning even in challenging situations.

After the presentation session, students were invited to participate in a creative activity by shaping paper according to their imagination, such as stars, hearts, or other symbols they liked. On these shapes, students wrote their aspirations and future goals as a form of self-reflection and hope. The students’ works were then displayed on a large board, forming a “gallery of hopes” that could be seen by all students. At the beginning of the activity, some students appeared passive and hesitant to participate. However, the atmosphere gradually became warmer and more interactive as the creative process unfolded. Students began to show enthusiasm, confidently presenting their work and sharing stories about the aspirations they had written.

The activities continued on January 28, 2026, with a creative art session involving collage-making. In this activity, students were given prepared drawing sheets along with colored origami paper that they could cut and paste according to their creativity. Through this activity, students were encouraged not only to develop creativity and fine motor skills but also to express themselves visually. The classroom atmosphere became livelier as students discussed ideas, shared materials, and proudly showed their work to both their peers and the facilitators.

The program concluded on January 31, 2026, with competitions and group games involving all students. The activities began with a briefing at the school field and remarks from the principal of SDN Medang Ara, who expressed appreciation for the implementation of the assistance program. The competitions included coloring contests and group games such as musical chairs and water relay races. These activities were designed to foster teamwork, sportsmanship, and positive emotional expression in a fun and engaging environment.

In addition to structured activities, the students also created informal spaces for dialogue with the participants. During these moments, several children spontaneously shared their experiences during the flood, including stories about their homes, families, and the emotions they felt afterward. The university students responded supportively by actively listening, providing positive reinforcement, and helping the children understand and express their feelings in healthier ways.

The implementation of this program showed positive impacts on the students. Gradually, students who initially appeared passive became more engaged in activities, more confident in expressing their opinions, and more active in interacting with their peers. The learning environment, which had previously felt quiet and rigid, transformed into a warmer, more communicative, and enthusiastic atmosphere. Students’ enthusiasm was reflected in their spontaneous responses during the activities. One second-grade student, Fikri, excitedly said, “Why do you have to go home so soon? Please stay another week we still want to be with you.” During a sharing session, another student also admitted, “I usually don’t open up to people, you know.” These expressions show that the activities not only provided enjoyable experiences but also created a sense of safety and trust for students to express their feelings.

Support also came from the school community. During the closing event, a fifth-grade teacher at SDN Medang Ara, Ms. Ritayana, expressed appreciation for the students’ contributions and thanked them for their support in both educational and social aspects for the children. The tangible outputs of the program include the students’ aspiration gallery, collage and drawing artworks, photo and video documentation of activities, and psychoeducational materials that can be reused by the school as part of the program’s sustainability. Through this initiative, students from the Faculty of Psychology at UNY demonstrated the practical application of psychological knowledge in supporting post-disaster community recovery, particularly in helping children rebuild their sense of safety, hope, and motivation to learn during the recovery process.