Domestic violence – Eric

• Likely to be held back a grade (level)
• Lower grade point averagees
• Less engagement
• Poor math and reading scores
• Likely to be absent from class
• Girls are more likely to be affected than boys
• Less likely to complete high school
• Exhibit psychological, behavioural and drug-related problems
• Unruly or withdrawn
• Dramatic change in their behavior patterns
  
  

Experiences of racism and racial discrimination are linked to experiences of post-traumatic stress symptoms:- Cognitive (flashbacks)

• Behavioral (avoidance)
• Emotional (numbing)

References:

Anderson, R., Saleem, F., & Huguley, J. (2020, June 01). Choosing to see the racial stress that afflicts our Black students . Retrieved October 04, 2020, from https://kappanonline.org/racial-stress-black-students-anderson-saleem-huguley/

Jernigan-Noes, M., & Peeples, T. (2019, January 31). A Psychology Professor Explains How Racial Trauma Impacts Students of Color. Retrieved September 30, 2020, from https://educationpost.org/a-psychology-professor-explains-how-racial-trauma-impacts-students-of-color/

McBride, B. (2020, June 25). Responding to Racial Trauma in the Classroom: A Panel Discussion for Educators and Nonprofits. Retrieved October 03, 2020, from https://www.impacttulsa.org/racial-trauma-panel/

Symptoms/Behaviors

• Anxiety of on-going danger
• Depression
• Post-traumatic stress disorder (PTSD)
• Substance abuse
• Acute stress disorder
• Difficulty with paying attention

References:

• Novotney, A. (2018). What happens to the survivors. Retrieved September 30, 2020, from https://www.apa.org website: https://www.apa.org/monitor/2018/09/survivors
• Paolini, A. (2015). School Shootings and Student Mental Health: Role of the School Counselor in Mitigating Violence. Retrieved from https://www.counseling.org/docs/default-source/vistas/school-shootings-and-student-mental-health.p
• Widmer, L. (2018, September 4). Rethinking School Shooter Response and Prevention – Risk Management Retrieved September 30, 2020, from Rmmagazine.com website: http://www.rmmagazine.com/2018/09/04/rethinking-school-shooter-response-and-prevention/
• Crisis Management Following a School Shooting. (2014, December 4). Retrieved September 30, 2020, from Center for Injury Research and Prevention website: https://injury.research.chop.edu/violence-prevention-initiative/types-violence-involving-youth/school-shootings/crisis-management#.X3SJtGgzbIU
  
  

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ADVIP

Child-parent psychotherapy (CPP)
-60 minutes sessions for both child and parent for 50 weeks.

-Hyper-vigilant
-Anxious
-Unable to control one's emotions
-Struggle with attention
-Hit or yell
-Isolates oneself
-Difficulty playing with others
-Appeared sad or upset
-Worry about mother or self being hurt
-Frequent stomach or headache
-Attendance issue

-Adjust homework/classroom expectations
-Model and encourage good friendship skills
-Actively teach and alternative models to violence
-Discuss child development with the mother of affected child
-Be mindful of the child/parents cultural backgrounds, incorporate the necessary cultural norms and expectations any interventions
-Work with school especially PLC along with school counselor for additional support for affected student

References:

Chamberlain (Ph.D), L. (2014). Comprehensive Review of Interventions for Children Exposed to Domestic Violence. Promising Futures | Best Practices for Serving Children, Youth, and Parents Experiencing Domestic Violence. https://promising.futureswithoutviolence.org/files/2012/01/Comprehensive-Review-of-Interventions-for-Children-Exposed-to-Domestic-Violence-FINAL.pdf

DeBoard-Lucas, R., Wasserman, K., Groves, B. M., & Bair-Merritt, M. (2013). 16 Evidence Based Strategies for Advocates. Futures Without Violence. https://www.futureswithoutviolence.org/userfiles/file/Children_and_Families/16%20Evidence%20Based%20Strategies%20for%20Advocates.pdf

Lang-Gould, S. (2007). Supporting Students Exposed to Domestic Violence - A Guide for Teachers. CiteSeerX. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.469.7769&rep=rep1&type=pdf

Lloyd, M. (2013, November 13). Domestic violence and education: Examining the impact of domestic violence on young children, children, and young people and the potential role of schools. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6243007/

Ramakrishnan, M. S. (2014, March 1). (PDF) Speak out: Teaching domestic violence in your literature classroom. ResearchGate. https://www.researchgate.net/publication/270846931_Speak_Out_Teaching_Domestic_Violence_in_Your_Literature_Classroom

Cognitive-Behavioral Intervention for Trauma in Schools (CBITS)
-Classroom and skill-based intervention delivered by school mental health professional, typically for grade 3 to 8 students who witnessed domestic violence.

References:

Dr. JoAnne Pedro-Carroll (n.d.). Information for Professionals. Retried from http://www.pedro-carroll.com/professionals/education/

Effects of Divorce on Children’s Behavior (n.d.). Retrieved from http://marripedia.org/effects.of.divorce.on.children.s.behavior

Tustin, R. (2017, April). How to Support a Student Whose Parents Are Divorcing. Study.com. Retrieved from https://study.com/blog/how-to-support-a-student-whose-parents-are-divorcing.html

What are the effects of divorce on children. (2019, November 11). Health and Nutrition. Retrieved from

• Provide consistency and structure. Students who are experiencing these stress in their family need school to be a place of stability and consistency.
• Affirm and reinforce their strengths. Praise the student thru the simple task they have completed. This helps build their self-esteem which may suffer from their parent’s separation.
• Supportive group programs. Seek help from the school counsellors on which appropriate group the student can attend for support.
• Communicate to both parents regularly about their children’s strengths as well as problems or concerns. Offer online platforms for both parents to attend a meeting such as Skype or Zoom. This way both parents can be included and they can speak more effectively with the child about school matters.**

• Poor growth or weight gain/ being overweight
• Poor hygiene
• Lack of clothing or supplies to meet physical needs
• Taking food or money without permission
• Hiding food for later
• Poor record of school attendance
• Lack of appropriate attention for medical, dental or psychological problems or lack of necessary follow-up care
• Mentions lack of supervision or care at home
• Abuses drugs and/or alcohol
• Irrational behavior

Mayo Foundation for Medical Education and Research. (2018, October 5). Child abuse. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864.

Lewis, B. 7 Signs of Possible Trouble at Home Teachers Should Know. ThoughtCo. https://www.thoughtco.com/7-signs-of-trouble-at-home-child-depression-or-abuse-2081929.

Home - Child Welfare Information Gateway. https://www.childwelfare.gov/.

The Rejected or Neglected Child in Your Class. Minds in Bloom. (2019, November 20). https://minds-in-bloom.com/rejected-or-neglected-child-in-your/.

• Help promote friendships by pairing neglected student(s) with particularly nice students

• Role play or other activities that teach students how to insert themselves into group environments
• If available, send the student to the school counselor
• Incorporate personal hygiene into advisory/homeroom lessons
• Promote group activities and differentiate to allow neglected students to participate fully
• Teach meditation and awareness skills to reduce stress

Use the words “death,” “dying,” and “dead” in a sensitive manner. This will allow students to understand that we acknowledge their grief and will address the issue in a direct but compassionate manner.

Don't use euphemisms such as “passed away,” “lost” or “sleeping.” This can be very confusing to children.

Avoid statements that compete with the child’s experiences of loss. Your student who had one parent or a sibling die may feel their loss is not as meaningful if the focus is shifted to someone who has suffered even more.

Don’t hold the child back from experiencing the deep feelings they are having, as that is an essential part of coping and adjusting.

Children with developmental disabilities or who have limited communication skills does not mean they are unaffected by the death. Behaviors such as increased frustration and compulsivity, somatic complaints, relationship difficulties, and increased self-stimulatory behaviors may be expressions of grief.

, It is important to maintain normal, daily boundaries and to allow the consequences for violating those boundaries, while of course being sensitive and compassionate.

This allows the family to know that you possess an authentic concern for the student and will also allow them to have an insight into how he/she is faring within the school environment and it will allow you, as the teacher, to have insight into how the student is faring outside of school

References:Brookes Publishing. (March, 2016) Supporting Grieving Students: What to Say, What not to say. https://blog.brookespublishing.com/supporting-grieving-students-what-to-say-what-not-to-say/ NASP School Safety and Crisis Response Committee. (2015). Addressing grief: Tips for teachers and Administrators. Bethesda, MD: National Association of School Psychologists. Bethesda, MD: National Association of School Psychologists. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators
Park, C. (March, 2013). 5 Tips for Supporting Grieving Students. https://www.edutopia.org/blog/tips-grief-at-school-2-chris-parkPeter’s Place. (n.d.) Tips for Teachers: Helping a Grieving Student at School http://petersplaceonline.org/wp-content/uploads/2015/05/resources_27_2723462710.pdf
https://theconversation.com/schools-fall-short-when-it-comes-to-helping-students-in-grief-heres-how-they-can-improve-106913

Make a plan for where the student will go and who they can talk with. If students know that they will be able to leave, they often feel less overwhelmed and will be more likely to remain in class and stay engaged in the lesson.

Enexplainable injuries

Lost or destroyed clothing or other personal items

Feeling sick or faking illness

Changing in eating habits. Skipping. Meals or binging food. Coming home from school hungry

Decrease in self esteem. Feelings of helplessness. Self destructive behavior

Sudden loss of friends or avoiding social situations

Difficult sleeping or frequent nightmears

Autism Spectrum Disorder

Learning Disabilities

Oppositional Defiant Disorder (ODD)

Tourette’s Disorder

Open lines of communication between parent and child, child and teacher, teacher and parent

Ensure school has strong anti-bullying policy

Create staff culture which a values “victim blaming”

Creating ‘safety map’ for students to help them avoid areas where bullying occurs

Teach all students about how to avoid being ‘bullying bystandards’. Make students aware of how to help when people are being bullied

Measure the results of anti bullying interventions and change accordingly

References:
Assistant Secretary for Public Affairs (ASPA). “Warning Signs for Bullying.” StopBullying.gov, 21 July 2020, www.stopbullying.gov/bullying/warning-signs.
“Bullying: Symptoms & Causes: Boston Children's Hospital.” Boston Childrens Hospital, www.childrenshospital.org/conditions-and-treatments/conditions/b/bullying/symptoms-and-causes.

Constant exposure to racial discrimination is the primary factor for racial trauma.

1. Uneasy, nervous or scared about going to school or outside.
2. Upset or frustrated after going online or gaming.
3. Unwillingness to share information about online activity
4. Unexplained anger or depression, especially after going online
5. Trouble sleeping at night or sleepy during the day.
6. Loss of interest in favorite hobbies or activities.
7. Withdrawing from friends and family in real life
8. Unexplained weight loss or gain
9. Suicidal thoughts or suicide attempts

Lack of Educational Continuity

• Attendance at many different schools
• Gaps in skill development
• Poor organizational skills

Poor Health/Nutrition

• Missing immunizations & medical records
• Skin rashes
• Chronic hunger or food hoarding
• Fatigue

Transportation & Attendance Problems

• Erratic attendance and tardiness
• Numerous absences
• Inability to contact parents

Poor Hygiene

• Wearing clothes several days
• Inconsistent grooming

Lack of Personal Space After School

• Incomplete or missing homework
• Lacking basic school supplies
• Elevated concern for safety of belongings

Social & Behavioral Concerns

• A marked change in behavior
• Poor self-esteem
• Difficulty trusting people
• Aggression
• Fear of abandonment
• School phobia (afraid to leave parent)
• Anxiety, especially late in the school day

Reactions/Statements by Parents or Guardians

• Avoidance of questions related to current address
• Exhibiting anger or embarrassment when asked about current address

• Let students know that it’s OK for them to report any online abuse that happens to them.
• Participate in training on cyberbullying prevention to better understand it and learn strategies for addressing it.
• Teach students about what cyberbullying behaviors are and why they’re wrong.
• Create an environment of mutual respect and tolerance in the classroom.
• Incorporate the internet and social media into lesson plans to teach students how to be respectful to others online.
• Work closely with parents so they understand cyberbullying.
• Implement anti-cyberbullying policies in the classroom.
  

Net Nanny, (Oct 10, 2018). The 10 Warning Signs of Cyberbullying. Available at https://www.netnanny.com/blog/the-10-warning-signs-of-cyberbullying/

Net Nanny, (Aug 02, 2016). 6 Proven Ways to Stop Cyberbullying. Available at https://www.netnanny.com/blog/6-proven-ways-to-stop-cyberbullying/

Woda, S. (March 27, 2019). 10 Signs Your Child is a Cyberbullying Victim. Available at https://resources.uknowkids.com/blog/bid/173713/10-signs-your-child-is-a-cyberbullying-victim

Unicef.org, (2020). Cyberbullying: What is it and how to stop it — 10 things teens want to know about cyberbullying. Available at https://www.unicef.org/end-violence/how-to-stop-cyberbullying

McCullum, K. (2020). Cyberbullying in School:
Prevention and Support. Available at https://www.accreditedschoolsonline.org/resources/cyberbullying-prevention-and-support/

Protect Yourself Rules - Cyber Bullying
()

• EDUCATE YOURSELF. Understand the signs of someone who is a bullying victim.
• COMMUNICATE. Engage your child in conversations about her/his time online. Calmly discuss the situation, saving all related evidence, and proceed from there.
• KEEP COMPUTERS IN COMMON AREAS. Without overtly spying, set up computers in common areas while your child is online, and are also able to look for signs that your child may be involved in cyberbullying.
• BE A FRIEND. Without actively logging into your child’s social media accounts, you can monitor activity and watch who your child is friends with.
• PRACTICE STOP. Stop using the computer, Tell an adult about the incident, get the Ok to go back online after a period of time away, and Play with children not involved in the bullying.
• PARENT TO PARENT. Contact the bully’s parent and set up a time to talk. Involve the parent can immediately stop cyberbullying.
  
  

Create a welcoming climate, and build trust.

Help to identify and support students experiencing homelessness.

Take a trauma informed approach.

Stabilize basic needs and support full participation.

Ensure that classroom policies and procedures set students up for success.

References
Common Signs of Homelessness. (n.d.). National Center for Homeless Education. Retrieved October 4, 2020, from https://nche.ed.gov/wp-content/uploads/2019/12/Common-Signs-of-Homelessness.pdf

Evers, T. (2011, February). How Teachers Can Help Students Who are Homeless. Wisconsin Department of Public Instruction. https://dpi.wi.gov/sites/default/files/imce/homeless/pdf/teach_help_hmls_stud.pdf

L. (2019, May 4). Tips for Teachers & Staff: How to Support Students Experiencing Homelessness | SchoolHouse Connection. School House Connection. https://www.schoolhouseconnection.org/tips-for-teachers-staff-how-to-support-students-experiencing-homelessness/

Preschool:
thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, withdrawal from friends and routines

Elementary:
irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, withdrawal from activities/friends

Adolescents:
sleeping/eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, poor concentration

Remain calm and reassuring
Assure children that their family, friends, and community will take care of them and life will return to normal

PTSD symptoms: any of the above as well as re-experiencing the disaster during play or dreams, anticipating the disaster, avoiding reminders of the disaster, emotional numbness, startle reactions

References
National Association of School Psychologists. (2016). Helping children after a natural disaster: Information for families and educators [handout].
Bethesda, MD: Author.

Sparks, S. (2019, February 20). Children's Trauma Lasts Long After Disasters, Studies Show. Retrieved October 04, 2020, from https://www.edweek.org/ew/articles/2017/09/13/childrens-trauma-lasts-long-after-disasters-studies.html

Acknowledge and normalize their feelings
Discuss students feelings, concerns, questions and empathize with them.

Encourage children to talk about disaster-related events
Students can participate in activities such as drawing, stories, music, drama, and video telling to help them process the event

Positive coping and problem-solving skills
Develop students skills to manage anxiety and apply to disaster related stressors

Emphasize students resiliency

Strengthen children's friendship and peer support

Take care of yourself
If you're anxious or upset, children are likely to feel the same way. Talk with a counselor if necessary and cope with the situation fully while finding time for things you enjoy.

Class discussions, individual counseling, small-group counseling, or family therapy

Meet with school crisis response team and school psychologist to determine student counseling services

Determine the status of each child in the school

Develop an outreach strategy for those displaced and way for the students to stay in contact with displaced students

Help connect families to community resources

Where appropriate, incorporate information about the disaster into related subject areas.

Preschoolers: thumb sucking, bedwetting, fear of the dark, regression, and withdrawal. (NASP, 2020)

Elementary students: Irritability, aggression, poor concentration, and withdrawal. (NASP, 2020)

High schoolers: Agitation, increase in conflicts, delinquent behavior, and poor concentration. (NASP, 2020)

Noble, T. (2020, March 02). Bushfires can make kids scared and anxious: Here are 5 steps to help them cope. Retrieved October 04, 2020, from https://theconversation.com/bushfires-can-make-kids-scared-and-anxious-here-are-5-steps-to-help-them-cope-126926

Johnson, S. (2019, October 30). California parents and educators help students cope with fire trauma, again. Retrieved October 04, 2020, from https://edsource.org/2019/california-parents-and-educators-help-students-cope-with-fire-trauma-again/619337

NASP. (2020). Helping Children After a Wildfire: Tips for Parents and Teachers. Retrieved October 04, 2020, from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/natural-disaster-resources/helping-children-after-a-wildfire-tips-for-parents-and-teachers

Acknowledge and normalize their feelings

Encourage the students to talk about the experience

Promote positive coping skills

Strengthen student's peer support

Increase staffing before and after school so students have someone to talk to

Use creative arts, like drama or photography, to help students cope

Most importantly, listen to the students.

Help connect students to supportive resources

Make sure the students can still contact each other

•Changes in behaviour: i.e. they may become aggressive or withdrawn.

•Avoiding the abuser: they may dislike or seem afraid of a person and try to avoid spending time with them.

•Sexually inappropriate behaviour: they may behave in sexually inappropriate ways or use sexually explicit language.

•Physical problems: they may develop health problems, including soreness in the genital and anal areas or may become pregnant.

•Classroom focus: they may have difficulty concentrating and learning and their grades may drop.

•Giving clues: they may also drop hints and clues that the abuse is happening without revealing it outright.

Stay calm, listen carefully and NEVER blame the child.

Thank the child for disclosing and reassure them of your support.

Report this disclosure immediately to your pastoral care department and leadership team and child social services (or equivalent in your country). As a teacher you are legally obligated to report any such disclosure from a child.

Set high expectations for the child to boost their confidence and courage but include reasonable, attainable goals. Children can begin to rebuild their self-esteem if they see themselves as successful. (Bear et al., 1992)

Provide stability and structure for the child. Something as basic as having their own desk for which they are responsible can be beneficial. Survivors of child sexual abuse require consistency in the school environment. (Crosson-Tower, 2003)

As their teacher, you should model yourself as a 'trusted adult' and promote an environment of safety in the classroom. Talk about the idea of 'secrets' in your lessons and help students understand that secrets don't always keep them safe. (7 Ways Teachers Can Help Prevent Child Sexual Abuse, n.d.)

Studies show that an emphasis on effective problem solving helps reduce threatening behaviour and benefits children who have suffered abuse. Making creative problem solving an integral part of your classroom allows these students to make effective decisions and ultimately feel empowered. (Crosson-Tower, 2003)

Help children foster their own identity (which is often obliterated during the abuse experience) by using positive language to emphasise the child's strengths i.e. 'You're a hard worker' or 'Your classmates like you because you are fun to be with.' (Bear et al., 1992)

NSPCC: Preventing Child Sexual Abuse (NSPCC, 2017)

How to begin the healing process after child sexual abuse (cleveland.com, 2017)

Strengthen your relationship with the child's family. They may require a lot of support during this time so you can provide resources for parents or caregivers to teach their children about assertive communication and creating a safe, structured environment in their home. (7 Ways Teachers Can Help Prevent Child Sexual Abuse, n.d.)

Spotting signs of child sexual abuse. (n.d.). NHS UK. Retrieved October 4, 2020, from https://www.nhs.uk/live-well/healthy-body/spotting-signs-of-child-sexual-abuse/

Mental disorder

Hopelessness
(Warning Signs of Suicide, 2020)

Local clusters of suicide

Younger Students Don't Understand What Suicide Is
Adults can mistakenly believe that elementary-age children don't comprehend the permanance of death well enough to really consider suicide in the same way a teenager or adult would.

Younger Students Don't Have the Same Kinds of Problems as Suicidal Teenagers
"The specifics are going to be developmentally different… but will all be a reflection of kids having significant distress, depression, feeling like they're in really difficult life circumstances."

Children Have to Be Depressed to Consider Suicide or Self-Harm
Children frequently reported thinking about suicide in the context of stressful or sad situations. "Suicide can happen in the context of things other than full-blown depression. We also see kids who are experiencing distress because of anxiety, or because of peer or family or other environmental things who don't meet the criteria for depression" (Sparks, 2020)

Universal awareness programs
use the school curriculum to deliver interventions and raise awareness to the student body. evidence suggests these programs can increase student knowledge of suicide risk factors and warning signs. They can also encourage students to seek help.

Gatekeeper training helps school welfare staff better identify people at risk. It also enables them to provide front-line support and help the at-risk student find further support, such as assessment and treatment.

Screening programs focus on the early identification of at-risk people who have not sought help or been identified as needing support. Screening is usually conducted by external professionals and typically involves a two-stage process. In stage one, students are given a brief screening instrument in order to detect who may be at risk. Those deemed to be potentially at risk then proceed to stage two, where an in-depth, face-to-face clinical interview is held

Postvention programs are implemented in schools following a student suicide, with the aim of responding to and managing the crisis. They are designed to minimize student distress and reduce the likelihood of further suicides occurring.

Crisis Lines
National Suicide Prevention Lifeline
The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals. 1-800-273-TALK (8255) or chat.

Trevor Lifeline
The Trevor Project is the leading national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) young people under 25. The TrevorLifeline is a crisis intervention and suicide prevention phone service available 24/7 at 1-866-488-7386. TrevorText is available by texting “START” to 678678.

TrevorSpace is an online international peer-to-peer community for LGBTQ young people and their friends.

Conversation Guide

Student to Student Resource

Social Media Guide

References

Suicide Intervention in Schools [PDF]. (n.d.). Melbourne: Headspace

Sparks, S. D. (2020, February 7). Children as Young as 9 and 10 Think About Killing Themselves. Adults Around Them Have No Clue. [Web log post]. Retrieved October 4, 2020, from http://blogs.edweek.org/edweek/inside-school-research/2020/02/9-_and_10-year-olds_suicidal_thoughts.html?cmp=eml-enl-eu-news2-rm&M=59037767&U=2008942&UUID=50dcb7c48170a739e4da6fef8cf23acb

PBS News Hour (2018, November 13). Nearly 1 in 5 teens seriously considers suicide. Can schools offer relief? [Video]. Youtube.

Warning Signs of Suicide. (2020). Retrieved October 04, 2020, from https://save.org/about-suicide/warning-signs-risk-factors-protective-factors/

The stigma of being poor is harmful for students and their confidence. It builds a type of social stress as they avoid mingling with their peers due to the fear of being socially outcasted due to their economic status.

Poverty can cause emotional stress. Students who constantly worry about their expenses have another issue on their mind that compounds with all the other stress they have in their life. Not being able to afford a textbook, not being able to afford lunch, all of these builds up serious levels of stress in students.

Poverty can cause physical stress. Not being able to afford healthcare is a major issue. Illnesses left unchecked due to not having enough money to afford the treatment is a serious issue many students are facing. Some lighter examples include not being able to afford braces for their teeth.

The Toxic Stress of Poverty and Its Effects. (2018, July 25). Retrieved from https://standtogetherfoundation.org/toxic-stress-poverty-effects/

Have high expectations.
Having compassion is good, but students who live in poverty wants to be like their peers. You want to help the student in giving them confidence. High expectations will allow the student to see just what they can accomplish. Perhaps it will give them the motivation to pull themselves out of poverty one day.

Expose students to outside places. Bring the class to museum field trips, places of art, music, and many more. Expand their horizon as their family may not be able to afford doing so. SHOW THEM THE PUBLIC LIBRARY! It will be a vital place for all students regardless of their economic status.

Build relationship and establish a positive learning environment. Students may become distrustful, become a source of stability for them. Have them open up to you so you can better help them.

Use SEL! Social-emotional learning is important for all students. For students who live in poverty may have issues with learning due to personal issues. Teaching emotional skills and positive behaviors will help them cope and perhaps give them ways to better react to the stress they are feeling.

Positive learning environment and classroom culture. Making sure other students do not discriminate will allow the impoverished students to open up. Give them equal opportunities and allow them to build relationships.

5 Concrete Ways to Help Students Living in Poverty. (2019, July 29). Retrieved from https://theartofeducation.edu/2018/09/11/5-concrete-ways-to-help-students-living-in-poverty/

There is always outside help. Use the PLC and 3rd party support for students in poverty. Remember, you are never alone, whether your a student or a teacher.

Link for Data on Behavior Problems based on Family Structure

Link about a paper on how teachers support children with separated parents

https://www.researchgate.net/publication/270846931_Speak_Out_Teaching_Domestic_Violence_in_Your_Literature_Classroom