:check: Expectations -it is important to set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities.
:check: Structure - Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.
:check: Identity - Teachers can help by pointing out the child's strengths. Statements such as “You are a hard worker,” “You are a good friend when you help a classmate with a problem,” and “People in this classroom like you because you are fun to be with” will help the child understand how others perceive him or her.
:check: Self-esteem - Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness.
:check: Sense of belonging - To facilitate a sense of belonging, the teacher may provide designated places for possessions, display work in the classroom, and make a conscious attempt to include these children in classroom activities. Support through teaching social skills individually, in small group settings, and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere.
:check: Social skills - A classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes will nurture a child who has been discounted at home.
:check: Tolerance of differences - The checklist (fig. 1) may help teachers identify emotions and behaviors that might be explained by abuse. Consultation with a school psychologist, social worker, counselor, or nurse may also help teachers understand the unexplainable behaviors and emotions of their students.
:check: Consistency - Teachers can support a child's need for structure by maintaining a consistent daily schedule, by having clear expectations for performance in both behavioral and affective areas, and by allowing the child to provide structure in his or her own way.