This paper will draw upon two studies by the authors. The first is a study of the health and social impacts of the floods in Carlisle, England (Carroll et al, 2006) and the second is a study of the impact on schools of the 2007 floods in Kingston Upon Hull (k/a Hull), England. The findings of the Carlisle study revealed that there was severe flooding in 1600 homes and 400 businesses and important buildings housing the City Council, utility services and the emergency services. There was severe disruption to people’s lives and many suffered psychological health issues. These are examined under symptoms, stressors and coping mechanisms. The part played by community organisations and the value of the community is identified. The Hull study of the impact of the floods revealed that most of the 90 schools were affected in some way. The impact upon schools, head teachers, staff and pupils and the coping mechanisms and place of the school in the community are identified. The commitment and dedication to the task of recovery by the staff, often at personal expense, is revealed as part of identifying with the school and loyalty to the school and wider community. The importance of the school as a stable force in the community and in community resilience is shown. The psychological processes of identity, attachment, alienation, dialectics and resilience are examined in the context of both studies. Community responses by health authorities are proposed for psychological health recovery. The part played by community agencies in resilience is examined and proposals for empowerment and cooperation between community and local and national agencies.