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Different types of situations that can cause traumatic stress in students.…

- - - - If you--yourself--have experienced the trauma of never having enough money to live your life, take your time. I'm still working on myself at 40-ish years because poverty never really leaves you. Create a safe space for your students and yourself!
      - Focus on raising the student's awareness about strengths (and constantly praise them). Know when to balance the academic with the expressive because sometimes the "American Dream" of making it big in professional sports is not the only way out.
      - Focus on helping the student develop a positive mental attitude through self-regulation, self-esteem and self-management using a calm yet clear voice. This (over)emphasis will help the student realize that these stressful feeling are temporary.
      - As a teacher, teach these children like their life depends on it. Students will rise to the high expectations and unrealistic challenges that their teachers--you--provide. You can do this by developing and maintaining relationships. Finally, education is, perhaps, the one condition that creates more equity when they enter the workforce as adults.
    - - Attitude: Another symptom is a testy attitude, which manifests in students being sensitive to how they are perceived and sometimes overly sensitive with regards to how they develop relationships. By the end of early childhood (perhaps age eight or grade two to three), students know where they fit in the world without necessarily having the language to express their thoughts and/or emotions. From then on, adverse behavior (e.g., poor diet, drug (ab)use, promiscuity, larceny, etc.) might become normalized.
      - Aptitude: The church subsidized some/most of my education in kindergarten, grammar school, and high school. From this (and like many other children of LSES), I became risk-averse. Unfortunately, due to the many ways that (all of our) caregivers have fallen on hard times, it is challenging for many students to develop a growth mindset.
      - Appearance: Without means (i.e., money) it is hard to keep up appearances. Students who grow up without means often wear hand-me-down and/or second-had shoes and/or clothing, sometimes have unkempt hair (especially boys), and rarely develop proper hygienic routines, such as bathing daily. This usually manifests as the student literally or figuratively disappearing.
    - - A student living in financial hardhship experiences life below, (right) at, or barely above what is considered the median family iincome. As a newborn and toddler, my dad brought in a little more than $10,000 USD per year because he was a physically handicapped man trying to survive in an able-bodied world. We had no chance after my first brother was born and barely started to succeed after my second brother was born. Without support from family, church, and government, we might not have succeeded in escaping the clutches of poverty.
    - - Racism and classism play a huge role in how children of low socio-economic status (LSES) add to the stress of their ever-present realities. Sometimes this is a temporary condition and sometimes this is just the way children grow up. Regardless, it's a solid position to teach from basic financial principles to all children.
- - - - Share name and pronoun policies. If students can change their names and pronouns administratively, let students know. If not, let students know they can use the names and pronouns they feel most comfortable using in your class, and if they change throughout the course/year, they can talk with you about how to share those changes with their peers.
      - Highlight trans* knowledge. Trans people are in every industry and field. Highlight trans people and knowledge through your lessons, readings and classroom discussions. Even if your class is not focused on gender, it’s still important to draw on diverse knowledge bases, which includes trans* communities.
      - Don’t out trans* students. Being out is not always the safest or best option for them. Be careful about trans students’ safety and privacy in your teaching, especially when talking with other educators and/or family members. That means not pointing out, focusing on or talking about a student being trans -- even if they have shared this with you.
      - Interrupt transphobia. :Trans students continually share stories with me of hearing transphobic statements in class and their teachers doing nothing. A student once told me her teacher even laughed along while a nontrans peer “joked” about wanting all trans* people to die. Educators need to create classrooms where those sorts of violent statements are not tolerated.
      - Remember trans students are more than their transness. Trans* people have a multitude of identities, interests and experiences. Remember not to flatten us to our gender, as this becomes exhausting and limits our possibilities.
      - Use your position to demand trans*-inclusive facilities. If you teach in higher education, demand to do so only in buildings with trans-inclusive restrooms. If you teach in K-12 settings, make sure your administration has created access to restrooms for trans youth (and not just when trans students come forward to seek them). If you cannot make immediate change, don’t give up; movements toward justice can be slow, but persistence is crucial. Also, those who teach in higher education can always list the closest trans-inclusive restrooms to the classroom on the syllabus.
      - Own your missteps. If you mess up, own it. Unlearning gender socialization takes time, and you are bound to make mistakes. Owning those mistakes and then not making them again is essential.
      - Commit to gender-aware education. We all have been socialized to view gender as a binary. Learning and implementing gender-aware practices takes time. Be patient with yourself, but make an ongoing commitment to create more trans*-affirming classrooms.
      - Don’t call roll. Administrative, legal and economic barriers often keep trans people -- including trans youth -- from being able to change their birth names. Faculty members should allow students to name themselves. If they find discrepancies between the names a student shares and the official roll, they should defer to the student. After all, we let students use different versions of their birth names all the time (e.g., Mike instead of Michael), so why would that be any different for trans* students?
      - Do your own learning. Don’t expect trans students to teach you about all things trans. In my research, trans students discussed the exhaustion and tokenization they experienced having to teach peers and teachers about trans lives. Educators can mitigate this exhaustion by taking advantage of the wealth of publicly accessible knowledge, media, art and writing to learn more about trans* populations.
      - https://www.youtube.com/watch?v=VGZgn2djyuc
- - - - Trauma and terror has clearly been found to cause high levels of stress among children which has been associated with the development of a wide range of psychological problems.
      - Difficult behavior and in variations
        from normality
      - Infantile nature has certain means at its disposal to deal. with shocks, deprivations and upsets in life.Studies found that, in some children, abnormal withdrawal from the world has been noted
      - Some become emotionless like an automaton.
      - Some emotional outbreaks of
        hysterical type have also been reported.
    - - School-based services may be particularly important for underserved ethnic minority youth who traditionally are less likely to receive such services.
      - The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program, a brief, ten-session group school-based program, has been studied in a quasi-experimental trial
      - trauma interventions have also been developed and studied in the context of schools.
      - Identify and provide support for those most distressed
      - Reestablish social supports
      - Identify basic practical needs and ensure that these are met
      - Educate those affected about the expectable psychological responses, and basic coping tools, to stressful and traumatic events
      - Encourage participation in normal daily routines (if possible) and use of positive means of coping
  - - - Negative impacts of divorce
        Much is known about the short-term and long-term effects of separation and divorce on children’s social and emotional well-being and learning.
      - Useful strategies for teachers
        
        when children felt safe and secure they could learn.
        
        provided varied depending on the different needs of children and their families
        
        developing an understanding of children’s reactions to their parents and divorce by reflecting on their observations and conversations with children
        
        developing an understanding of the type and effect of parents’ stress
        
        having private conversations with children, asking if they are OK, being a good listener, letting children talk, and providing reassurance
        
        being available for children and parents to speak to
        
        creating a safe, friendly environment where children feel free to talk
        
        communicating with parents about how their child is going emotionally, socially and academically at school
        
        being consistent with school routines, rules and expectations
        
        talking about catastrophic scales to help children put their problems into perspective on a scale from zero to ten where zero is no problem and ten is the worst problem ever
        
        having flexible expectations with the child’s school work
        
        Validate and reassure the student: “Provide non-judgmental, validating statements if a student discloses information. Sample statements include That must have been scary or It must be difficult to see that happening.”
        
        Identify triggers of anxiety or challenging behavior: “…be prepared for negative emotions and behaviors from the student in response to triggers.”
        
        Use a daily Check In to provide a solid foundation for relationship building: “It can be helpful to use pictures or a rating scale to help students identify and label their emotional states.”
        
        Directly teach problem solving skills: “Be honest with students about how you’re feeling and talk through your actions in response to challenging situations.”
      - A behavioral or emotional disability that significantly impacts access to learning can qualify a student for an IEP under the Individuals with Disabilities Education Act (IDEA) if the student demonstrates a need for Specially Designed Instruction (SDI). Among the IDEA’s 14 qualifying categories of disability are Emotional Disturbance, which captures a variety of behavioral health conditions, and Other Health Impairment, which sometimes captures conditions related to attention deficit, anxiety or depression.
- - - - Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.
      - Physical bullying
      - Relational bullying
      - vebal bullying
    - - Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying—or something else—is a concern.
      - Kids Who are Bullied
        
        Depression and anxiety
        
        Increased feelings of sadness and loneliness
        
        changes in sleep and eating patterns
        
        Loss of interest in activities they used to enjoy
        
        Nightmare
      - Kids Who Bully Others
        
        Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to have below behaviors when they grow up.
        
        Abuse alcohol and other drugs in adolescence and as adults
        
        Get into fights, vandalize property, and drop out of school
        
        Engage in early sexual activity
        
        Have criminal convictions and traffic citations as adults
        
        Be abusive toward their romantic partners, spouses, or children
      - Bystanders
        
        Have increased use of tobacco, alcohol, or other drugs
        
        Have increased mental health problems, including depression and anxiety
        
        Miss or skip school
    - - Inside schools
      - Hallways
      - Online
      - Riding the bus
      - Cafeteria
      - Playground
    - - Child who bullies
      - Child bing bullied
      - Victim defenders
      - Bully's helper
      - Bully Reinforcers
      - Bystanders
    - - Disabilities
      - Religon
      - Race
      - Nationality
    - - Avoid using label
      - Communicate with PLC:PLC is a community for teachers to come together and collaborate.Bullying is a pattern of behavior, not a single isolated incident, So You need to communicate with other teachers and work together to find a better way to deal with the bully students. Besides, have a conversation with your administrator and guidance counselor, they will have procedures they need to follow to evaluate the situation. What you need to do in this situation should be based on laws and your school district's guidelines.
      - Develop Appropriate Interventions:Both the child who bullies or child who is being bullied, they all
        need intervention and support. For instance, the victim may need to speak with a guidance counselor to regain self-esteem. The bully also may benefit from speaking with the guidance counselor to learn better ways of communicating. But, do not have the bully and victim get counseling together. Bullying is not the same as a conflict. It is an unbalanced situation where one student has more power than the other and uses that power to intimidate, humiliate, and wound the other student. Peer mediation or other types of group counseling are not effective in bullying situations.
      - Reestablish a Safe Environment:When you have a bully in the classroom you often need to take deliberate steps to regain control of the space and create a safe classroom environment again. The first step is to go back to what you do in the first days of school and reestablish classroom expectations in regards to respect and responsibility. In terms of respect, this means first and foremost modeling for you students how you expect them to speak to yourself and one another. A good way to start this is through simple role playing.For example, you might start simply by role playing with students about their likes and dislikes. Show them how to respond to people who disagree with their opinions in a positive manner starting with safe topics such as books and movies. If you want to delve into more serious role playing, work together with your PLC to help you guide role playing with your students in various types of bullying situations that are appropriate to the age of students in your classroom.
      - Be a good listener, Don't lecture:Even they bullied others, remember that they are still a child. You want to be careful to not stigmatize or ostracize the child in front of their peers. First, this often just increases their bullying behavior both inside and outside of the classroom. Second, it does very little to stop the child's bullying behavior.So when you see the bullying behavior, try to engage them in a private conversation about the situation. Address the behavior, but try to keep your tone and choice of words as positive as possible. First and foremost, listen and let them tell their side of a story. In bullying situations, there are often many other issues going on with the child. You have to be a good listener if you want them to engage in the conversation and truly change the behaviors. This means trying to avoid putting on our stern teacher voices. Don't lecture, but rather probe them with questions such as 'How would you feel if someone did that to you or someone you care about?'
      - Reward positive behaviors:Find opportunities to reward positive behaviors in all of your students. For example, if Sam offers Chewy a pencil because he can't find one, praise it. Say 'Thank you for sharing.' Finding little opportunities like this one to reinforce acts of kindness helps show the bullying child there are greater rewards in kindness versus meanness. Building a culture of kindness in your classroom is a great way to help counteract the negativity caused by bullying behaviors.
      - Teach the Class Conflict ResolutionWhen you have a bully in the classroom, conflicts will spring up quite often. Sometimes they will directly involve the bully, while other times they may stem from the emotions of students who are watching the bullying occur. So when you have a bully in the classroom, one strategy that helps both the bully and the rest of your class is to teach conflict management strategies. These strategies will help everyone cope with the stress bullying creates in your classroom.
        Having a bully in your classroom is a complicated and emotional situation for you and your students. Work with your PLC and your administrator and guidance counselor together.Use them as resources as you work to reestablish your classroom as a safe environment for all of your students. Work to develop strategies to manage the bully's behavior inside your classroom, and teach the whole class how to deal with the situation.
- - - - increase conflict between parents
      - less affection/attention from parents
      - harsh and inconsistent parenting
      - https://www.youtube.com/watch?v=qsOcuOXU9Gg
- - - - Out of human control, can happen at any time
        
        PTSD, wind, loud noises
        
        Counseling
        
        Support groups
        
        People may want to volunteer to help others
        
        Receiving aid when needed