Types of Traumatic Stress, , - Coggle Diagram
Types of Traumatic Stress
By Claudia Chen
Provide a safe and supportive environment :<3:
This might involve setting clear expectations for behavior and creating a positive school culture, as well as providing resources and support for students who have been bullied.
Teach the student coping skills :pencil2:
This might involve teaching students strategies such as deep breathing, visualization, or positive self-talk to help them manage their emotions and reactions.
Address the bullying behavior directly :silhouette:
This might involve working with school staff to address the issue, as well as teaching the student strategies to cope with and deflect bullying behavior. It might also involve educating the student on how to stay safe online and protect their personal information.
Mental health resources&
Help the student develop a plan to address the bullying or cyberbullying :pen:
Connect the student with mental health resources, such as a school counselor or therapist; Seek help from a trusted adult or report the behavior to school officials.
:warning:Fear and anxiety
:warning:Difficulty with relationships
:warning:Avoidance of people or places associated with the traumatic event
:warning:Changes in academic performance
:warning:Changes in appetite
Links to resources
The National Bullying Prevention Center (US)
Stop Bullying (US)
Protecting children from bullying and cyberbullying
By Claudia Chen
:warning:Avoidance of activities
:warning:Avoidance of places that remind them of the event
Provide a safe and predictable environment :<3:
This might involve setting clear routines and expectations, and creating a physical space that is free from distractions and triggers.
Help students process their feelings about the event :star:
This might involve providing opportunities for students to talk about their experiences, offering support and validation, and teaching them healthy ways to cope with their emotions.
Offer support and reassurance :silhouettes:
This might involve providing comfort and support to students who are struggling, and helping them feel connected to others.
Links to resources
Your Child Is At Risk for Mental Health Issues After a Disaster
Resources for Communities Following Natural Disasters
Natural Disaster Resources
Experiencing or witnessing violence
Poor academic performance
receptive or expressive language difficulties
have difficulty paying attention
eating more or less than usual
nightmares and sleeping problem
physical aches and pain
advocacy, acknowledge the problem and raise awareness
teaching about self-care
applying restorative practices
positive relationship so there's trust between students and teachers
safe and positive physical and mental environment
buiding resilience: introducing tools to cope with difficult situations, can be songs, books, or meditation or modeling a positive attitude.
extra academic support
Parental Divorce or Separation
Poor Academic Performance :warning:
Risk Taking Behavior :warning:
Mental Health Problems :warning:
Avoid putting the child in the middle and making them choose sides
Use consistent discipline alongside other children and make sure that expectations are clear
Monitor the child closely and inform parents of child's wellbeing and changes in performance or behavior
Teach coping mechanisms and problem solving techniques
Help the child feel safe and provide them time or physical space as needed
Help the child communicate effectively with parents
Ensure that nonresidential parents are included in notes home and other communication and that the nonresidential parent is informed of events
Help the child make good decisions and self manage their progress and/or behavior
Have flexible expectations about student's work appropriate
Provide or recommend stress/anxiety reducing activities/routines/hobbies
Be a role mode of positivity and help boost the child's self confidence
Very Well Family: Describing Psychology of Children Experience Divorce
Helping Children Adjust to Divorce: A Guide for Teachers
How teachers can help support children during their parents’ divorce
Death of a parent or sibling
Response Strategies Tiredness Make sure student is getting food and fluids as necessary and talk with the student about the importance of sleep. Also have a safe place in the classroom they can go to sleep if absolutely necessary.
Difficulty concentrating- Allow for flexible seating, allow for choices with learning, and keep the lessons fun and engaging by involving body movement and music.
Crying and distress- Ask the students if they want to talk, seek out school counselors and social works, allow for students to go to a safe space or outside of the classroom if they are crying and need a break, and be there for the student no matter what behavior or emotion they are feeling.
Crying and distress
tardiness due to lack of sleep
chronic absenteeism from school
lack of trust
misophonia (hypersensitivity to sound)
Set goals and offer praise when they are reached - Make brief, attainable goals for students that do not overwhelm and cause any additional stress
Involve school counselors/psychologists to teach students different strategies to relax in stressful situations, such as breathing techniques, muscle relaxation, etc.
Use a soft, invitational tone when calling on students to help students feel welcomed and give them an opportunity to interact with peers openly
Plan and execute consistent routines for students to participate so that they are aware of what to expect which gives them a greater sense of control and lessens their anxiety
Mindfulness techniques can boost focus on the present moments - taking a walk, coloring, drawing or doodling, etc.
Students may require breaks in between teaching sessions
Students may employ strategies such as wearing headphones to play familiar/comforting music to lessen noise triggers
Provide presentation slides (PowerPoint, google slides, keynote) handouts, and other teaching resources in advance of class sessions
Continue to build strong, trusting relationships with students between school and home. Always make sure students and their families feel safe to reach out for support from the school community
The National Child Traumatic Stress Network (NCTSN) - School Shooting Resources -
Dr. Ken Moore Classroom Problem Solver - Encouraging Shy Students -
Survivor's Guilt -
COVID-19 Dayne Forrest
Promote sense of belonging
Offer holistic support
Facilitate good communication
Provide positive leadership
Sexual Abuse Emily Miller
Anxiety, Guilt, Depression
Large weight changes
STD in children under 14
Positive coping actions