Poor grades / failure of one or more grades
Low self-esteem / poor social skills

Response:1. Trusted adult - The top first solution here is to create a class norm and grow its implementation around the whole school community. Homeroom teacher, technology teacher, school counselors, school administration and other related specialists that work with students need to reinforce the idea of a “trusted adult”. This is a strategy where a student have a clear understanding who his/her trusted adult is (or a range of them) and whom he/she needs to talk to at any uncomfortable situations. The school/ homeroom teacher needs really emphasize the importance of reporting cyberbullying cases immediately.

Response 2: Make it visual and easy to approach – each class should have visual poster/ display that explains the steps to follow if experiencing cyberbullying right away:
a) Stop – do not respond
b) Report – tell a trusted adult about the situation that made you uncomfortable
c) Save evidence – younger children might need an adult support here
d) Ignore the meaning of messages – do let cyberbullying hurt your feelings

Response 3: Teacher action – it is important for a teacher to note changes in a student behavior and immediately take actions. Usually as an individual teacher the following steps should be taken:
a) Talk to a student or report to a homeroom teacher about your observations, who then should talk to a student
b) Report the situation to administration/ counselors
c) Help the student to save evidence
d) Inform parents
e) Counselor/ homeroom teacher hold meetings with the victim and help him/her to respond to the situation

Resources:
Adams, C. (n.d.). Cyberbullying: What teachers and schools can
do. Retrieved April 02, 2021, from
https://www.scholastic.com/teachers/articles/teaching-
content/cyberbullying-what-teachers-and-schools-can-do/
Assistant Secretary for Public Affairs (ASPA). (2020, September
15). What is cyberbullying. Retrieved April 02, 2021, from
https://www.stopbullying.gov/cyberbullying/what-is-it
Hartung, E. (2021, March 30). The 10 warning signs of
cyberbullying. Retrieved April 01, 2021, from
https://www.netnanny.com/blog/the-10-warning-signs-of-
cyberbullying/
Broadband. (2021). All the latest cyber BULLYING statistics and
what they mean in 2021. Retrieved April 01, 2021, from
https://www.broadbandsearch.net/blog/cyber-bullying-
statistics

Response 1: Clear instructions – make sure that your class norms/ expectations/rules are clear and easy to understand. Use variety of techniques to help ELL students – help to eliminate language barrier.

Response 2: Offer off-class meetings – this is a time where international students can talk to you about different concerns, to clarify class routines, ask for suggestions and advices.

Response 3:Join Groups – offer afterschool activities for international students to join. This will help them to get into a new social group, avoid isolation and to do something that they like.

Response 4: Allow more of a group/peer collaborative projects

Response 5:Trusted adult - this is a strategy where a student have a clear understanding who his/her trusted adult is (or a range of them) and whom he/she needs to talk to at any uncomfortable situations.

Resources:
Elturki, E. (2018, June 14). Teaching international students: Six ways to smooth the transition. Retrieved April 02, 2021, from https://www.facultyfocus.com/articles/effective-classroom-management/teaching-international-students-six-ways-to-smooth-the-transition/
Miriam. (2019, June 09). Signs and symptoms of stress on international students. Retrieved April 02, 2021, from https://www.scholarshubafrica.com/39649/signs-symptoms-stress-international-students/
PlanBook. (2019, November 25). Self-regulation: Helping students cope with school stress and anxiety. Retrieved April 02, 2021, from https://blog.planbook.com/school-stress/

Resources

Reluctance to come to school, increased absences

Report the bullying incident to the Child Protection Officer

Separate the children directly involved

Document the incident in detail in the appropriate school recording interface.

Call police/medical if serious injury or weapons were involved

If you have not witnessed direct bullying, but suspect something is happening based on vicitm's symptoms, report to the Child Protection Officer

If a student tells you they are being bullied, reassure them that it will be addressed and report it to the Child Protection Officer.

U.S. Department of Health and Human Services. (2017, September 28). Respond to bullying. StopBullying.com. Retrieved April 3, 2021, from https://www.stopbullying.gov/bullying/warning-signs
U.S. Department of Health and Human Services. (2020, July 21). Warning signs for bullying. StopBullying.com. Retrieved April 3, 2021, from https://www.stopbullying.gov/bullying/warning-signs

Anti-Bullying Top Tips for Teachers

Wonder by R.J. Palacio

Bibliotherapy - reading can help students process their trauma and learn better social skills

Despite being one of the wealthiest nations on the planet, the United States struggles with a high level of poverty and homelessness, especially among the younger population. In fact, 40% of the homeless population in the US are under the age of 18.

While the numbers are shocking, it’s even more disturbing to learn over 50% of young people living in shelters and on the streets report that their parents actually told them to leave, or at least knew they were leaving and didn’t care.

The main cause of teen homelessness is physical, sexual, and/or emotional abuse from parents or guardians. Here’s a closer look at the numbers:

• 46% reported being physically abused
• 38% reported being emotionally abused
• 17% reported being forced into unwanted sexual activity

-Parental separation, family reunification, and reintegration.

-Disruption of relationships with friends and neighbors due to frequent moves

-Adaptation to new schools and new community resources.

-The trauma of a parent returning home from combat with injuries or illness; and also some others face their parent's death.

-Being easily angered Being physically or verbally aggression (e.g., yelling, name calling, hitting, biting, etc.)

-Experiencing sexual aggression towards peers

-Having troubles with their friends

-Fidgeting or difficulty sitting still

-Experiencing stomachaches, headaches, or other body pains
without having an underlying medical condition

-Struggling with new fears (i.e., social situations, separations, changes, etc.)

-Experiencing sudden changes in mood

Book reading about empathy to allow frequent move military kids to have a better transition. ()

[McKinney Vento Homeless Act] for video ()

• Maximizing choice and control for students

• delivering services in a nonjudgmental and respectful manner

3.Establish safety and trust in the classroom. Encourage students—as they are ready—to share information and their personal history. (ex. during lunch date with teacher, during recess, or after school. )Youth need to know that no services will be withheld if they don’t answer specific questions.

4. Assess the need and readiness for therapeutic interventions, and make appropriate referrals.

• completing homework assignments

• finding reliable transportation so they can be in school on time.

• finishing a full grade at one school. The National Network 4 Youth found that 20 percent of homeless students repeat at least one grade while in school.

Sleep Deprivation
- Without access to a permanent bed of their own, many homeless students sleep wherever they can find shelter – including storage units, vehicles, shared motel rooms with other people, or even on the street. Because they seldom get a restful night’s sleep, many of these students struggle to stay focused while at school.


High Stress
- Aside from the normal stressors related to growing up, homeless K-12 students also must face much larger questions: When will I get my next meal? Will I be taken away from my parents?

-Maintain a predictable and consistent routine. Predictable routines help students feel safe, especially after a trauma. These routines can include, but are not limited to, a clear classroom norm and transition from class to class.

Let parents know that their child's support sources. School liaisons are available at most military installations to support military families. Their role is to help families coordinate access to resources in the community as well as on installation. School liaisons also help military children get set up at school.

• talking about their day during recess or “lunch date with teacher”

• playing interactive activities in class
  

-reading trauma-related book to help students recognize their feelings and emotions.

Incorporate drawing in class. Young graders are unable to put their big feelings into words, ask them to draw how they feel or what makes them feel angry, sad, scared, and worried.

Child abuse - Symptoms and causes. (2018, October 5). Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864Effects. (2019, April 25).

The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/intimate-partner-violence/effects

National Center on Domestic and Sexual Violence. (n.d.). Domestic Violence and Children. Retrieved March 31, 2021, from http://www.ncdsv.org/

Knowing and watching for signs of possible exposure to violence

Responding appropriately to children's discolsures

A teacher's willingness to listen to a child's story can lay the foundations of getting the appropriate help.

The teacher’s first responsibility is to follow school policies and procedures and refer the child to specialized professionals such as the school social worker or psychologist

Supporting the healing process

It's important that students have a caring adult with whom they can share with and help to build resilience with.

Teachers can create an emotionally safe place for all children to learn.
These safe spaces will enable children who have been exposed to violence to begin their healing journey.

Get more help if needed

Children might need specialized care that a teacher cannot provide

If that is the case, teachers should refer children to other professionals within or outside the school system.

Interventions provided by schools

a number of interventions provided in schools have shown effectiveness in working with children exposed to violence. Information about the following interventions is available at the National Child Traumatic Stress Network Web site (http://www.nctsn.org):

School Intervention Project (SIP) of the Southwest Michigan Children’s Trauma Assessment Center
Trauma Center Community Services Program

Lacks needed medical or dental care, immunizations, or glasses

Is consistently dirty and has severe body odor

States that there is no one at home to provide care

Medical

 Failure/delay in seeking medical care 
Noncompliance with plan of care

Education

Nurturance and affection/love

Dental

Nutrition

Home/Shelter

Increase your self-awareness and trauma competency.

https:\/\/resilienteducator.com\/classroom-resources\/trauma-informed-strategies\/#author. (2020, June 13). Trauma-Informed Strategies to Use in Your Classroom | Resilient Educator. ResilientEducator.Com. https://resilienteducator.com/classroom-resources/trauma-informed-strategies/

Use restorative practices over zero-tolerance policies

A. (2021, April 6). Trauma-Informed Teaching Tips for Classroom & Online Educators | Resilient Educator. ResilientEducator.Com. https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/

Response 6: Prepare in advance

Books

Mommy’s Black Eye
By William George Bentrim

A Family That Fights
By Sharon Chesler Bernstein

Hear My Roar: A Story of Family Violence
By Gillian Watts

Mindfulness exercise to focus on being in the present.

Heartfulness relaxation exercise focusing on the heart,