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Types of Traumatic Stress, Strategies to Help Students with Emotional…

- - - - Doesn't want to go to school
      - Changes their route to school or are frightened of walking to school
      - Doesn't want to go to school on the bus/tram/train
      - School grades begin to fall.
  - - - Has unexplained bruises, cuts, scratches
      - Comes home with missing or damaged belongings or clothes
      - Comes home hungry.
  - - - Changes in sleep patterns
      - Changes in eating patterns
      - Frequent tears or anger
      - Mood swings
      - Feels ill in the morning
      - Becomes withdrawn or starts stammering
      - Becomes aggressive and unreasonable
      - Refuses to talk about what is wrong
      - Begins to target siblings
      - Continually 'loses' money or starts stealing.
  - - - Often alone or excluded from friendship groups at school
      - A frequent target for teasing, mimicking or ridicule at school
      - Unable to speak up in class and appears insecure or frightened.
- - - - Frequent absences from class
      - Consistent lack of preparation for class
      - Lack of supplies needed to complete class assignments
      - Loss of books and other supplies on a regular basis
      - Inability to get a parent or guardian signature
  - - - A marked change in behavior
      - Poor/short attention span
      - Poor self-esteem
      - Extreme shyness
      - Resistance to forming relationships with teachers/professors and classmates
      - Difficulty trusting people
      - Displays of aggression
  - - - Lack of consistent access to shower and laundry facilities
      - Wearing the same clothes repeatedly
      - Inconsistent grooming
  - - - Lack of consistent access to shower and laundry facilities
      - Wearing the same clothes repeatedly
      - Inconsistent grooming
- - - - Extreme weather events (tornadoes, hurricanes, monsoon floods, tsunamis, etc...)
      - War
      - Earth disasters (Earthquakes, landslides)
      - Forest Fires
      - Droughts and famines
      - Environmental disasters (nuclear related, chemical)
      - Pandemics (Covid-19)
    - - Large scale PTSD and survival guilt
        
        Strategies for helping students with PTSD are specific and often require professional care. Getting the student in regular contact with a specialized counselor is the most important strategy for serious PTSD. (https://themighty.com/2017/01/teaching-students-with-emotional-problems-trauma-ptsd-anxiety/)
      - Feelings of helplessness or betrayal after the loss of friends and family
        
        Disaster trauma can be difficult for teachers to understand. Learning about the students specific trauma and situation can help the teacher connect with the student. Helping the student understand that it's okay to show their emotions and that what they are feeling is very normal help them to connect. Empathy, understanding and being available are strategies that can help.
      - Universal symptoms of trauma such as mood swings, anxiety and depression, sleep and eating problems, confusion, flashbacks, avoidant personality, interpersonal relationship troubles and physical symptoms
        
        Universal signs of trauma can be handled with strategies ranging from incorporating movement into the classroom, varying instruction to building a trusting relationship. The class as a whole should understand the situation of the student(s) and act as a safe and stable community for those dealing with trauma from a disaster.
- - - - Strategies for internalized symptoms include building trusting relationships with refugee students and helping build a safe community for them, as well as helping students develop their ability to self-regulate intense emotional responses. Link Title
        
        Bringing up traumatic memories or events in classroom discussions should be avoided.
    - - Strategies for externalized symptoms of refugee trauma include understanding the challenges of relocation and acculturation. Understanding the isolation students feel from their community and the stress that comes from not understanding the school system in their new living area, not understanding social dynamics among peers or not being able to bridge the language gap between themselves and others in the community.
        
        Triggers of external trauma responses should be identified by the teacher and avoided in the school environment.
    - - Strategies for chronic refugee trauma need to come from an understanding of the specific traumas that refugees deal with. Teachers and counselors need to understand the cultural attitudes toward mental illness that the refugee students have grown up with in their home country, as well as the situation the individual student deals with at home. Parents of refugee students may rely on their children to help them navigate their new environment and can be another stressful aspect of refugee trauma.
      - Teasing or bullying by other students should be minimized where possible.
- - - - Have fidget toys readily available to help student stay calm
    - - review time of day aggression is happening, and see if it resignates with certain times of day
    - - talk with counselor about student's anxieties.
    - - Call home and work with parents to set up a plan to help the child get nutritional meals
    - - Have a snack ready for the student to eat in between lessons
- - - - Tries to hide in the crowd
      - Stops being social
      - Doesn't participate in class
    - - Starts fights
      - Takes things very personally
      - Acts out over small issues
    - - Explicit drawings of genital areas
      - pictures of themselves with no hands or mouth
    - - Normally good grades start to slip
    - - Complains of not sleeping or nightmares