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Traumatic Stress in the Classroom - Coggle Diagram

- - - - Offer gentle but firm reminders of the classroom expectations-be consistent with expectations. Students who have experienced trauma need a firm leader whom they can rely on.
      - Provide a safe space for student to go to calm down and regroup. You can provide calming activities that helps the student process their feelings and energy.
        
        article about the importance of safe spaces and how to implement them into your classroom
    - - Implement social emotional learning strategies to help students reflect on their experiences and the process the emotions they are feeling
      - Do daily check ins with students- do check ins in various ways- written, verbal, creative expression, exc. Offer ELL students and students with learning disabilities additional resources such as speech to text or visual aids to complete their check in and to fully express their feelings
        
        https://www.youtube.com/watch?v=MyPUY38blZQ
    - - allow for student to relate their emotions through physical movement such as walking, doing jumping jacks or even yoga
        
        List of movement activities to support social emotional learning
      - Provide a “cool down” activity that the student chooses. Giving the student a choice in activity will help ensure their engagement with the activity and regulate their emotions. Calming activities such as coloring, reading, listening to music exc can be used to help students when they are expereancing strong emotions.
        
        example of using games to help students "cool down" and build Social emotional skills
    - - create a daily routine and stick to it as much as possible. For students with disabilities or ELL students, you can have visuals for students so they can refer to that.
      - offer differentiation to help fit their learning needs and to ease their anxiety in the classroom to allow them to fully engage
    - - build group work into lesson plans to encourage positive peer to peer communication.
      - incorporate social emotional learning into lessons to help build emotional awareness- reflections, team building activities, creative expression activities
        
        Trauma informed strategies for the classroom
- - - - Student may show signs of depression: loss of interest, changes in appetite & appearance, anxiety, trouble sleeping, uncontrollable emotions, contemplating death/suicide.
        
        Introduce self-care, mindfulness, and meditation techniques. Present information about mental health services and talk to the student to let them know they're not alone. Alert the appropriate people if suicide is a risk. Reach out to student's family and friends and let them know your concerns.
    - - Student may feel anxious about new situations or meeting new people.
        
        Stick to routines as much as possible. and make routines predictable. Give students advance notice of any changes to routines or the classroom. Let students know in advance of any classroom visitors.
    - - Student may have flashbacks of prior experiences with racial injustice and/or violence when faced with a triggering event.
        
        Respond calmly and neutrally. Explain to students that everyone's emotions are valid. Don't invalidate what anyone is feeling.
        Provide an outlet for students who may feel overwhelming emotions. Have students go to a "calming corner" or leave the classroom if feelings are too much to handle. Have different activities that allow students to deal with their emotions in a meaningful and constructive way. For example, arts & crafts, music, quiet time, and physical activities.
        Talk to the student personally and let them know they're okay, that the classroom is a safe space.
        Provide information about mental health resources and counseling/therapy services that specialize in racial trauma.
        Calm students down with meditation and calming music.
        
        5-minute Meditation
    - - Student may feel hyperaware of their surroundings and may tense up in situations that remind them of past traumatic experiences. For example, the student may have encountered racial violence from police and may tense up when passing by another officer.
        
        The teacher can create a safe space in the classroom so students feel at ease so they can participate. To create a safe space, teachers should check-in with their students before, during, and after the lesson.
        Perhaps teachers could lead discussions about racial injustice by incorporating the topic into a lesson plan. The teacher can have posters of mental health services posted on the walls so they're easily accessible to students.
        The teacher can also limit exposure to negative media. Students can also be given an outlet if an activity triggers an overwhelming emotional response. For example, the student can have permission to leave the room.
        The teacher can also work hard to inform themselves to better understand the cultural backgrounds of their students and not make generalizations of any groups of people.
        Introduce self-care strategies: deep breathing, meditation, exercise, etc.
        
        Race-based Trauma Healing
        
        Image url: https://www.psychology.uga.edu/sites/default/files/Slide1_4.png
    - - Student may seem "spaced-out" during class or may act out and disrupt the class. Dissociation can take the form of different behaviors. In addition to seeming spaced-out/inattentive, the student may also exhibit unusual behaviors, hyperactivity, uneven learning, and being unaware of social boundaries.
        
        Designate a safe space that students can go to when needed. Validate the student's feelings, be empathetic and reassure the student that they are safe in the classroom. Encourage other outlets for emotions (ex. drawing/doodling, physical activity, journaling, squeezing a stress ball, access to a comfort toy).
    - - Student may become so stressed out they experience premature aging and develop chronic health problems.
        
        Provide information about mental health services and free and/or low-cost medical care.
        Provide nutritious snacks in the classroom.
        Emphasize the importance of healthy eating and getting enough sleep.
        Incorporate quiet time or meditation to help students relax and de-stress.
    - - Student may turn to substances to help cope with their feelings. They may begin drinking alcohol or turn to drugs.
        
        Incorporate drug awareness into curriculum. Talk about risks with students in an open manner. Be nonjudgmental and calm. Provide information for rehabilitation, mental health, and substance abuse services. Introduce strategies for coping with peer pressure and how to be more assertive. Build positive relationship with students.
- - - - Use clear, age-appropriate language ("death" instead of "eternal rest"). Help them understand that death is permanent, that it happens to everyone, and that there are physical reasons why it happens.
    - - If a student says they feel guilty, reassure them that this is a very common reaction to death. You should avoid changing the subject to your own experiences or trying to find the "positive." Focus on listening and asking questions.
    - - Be proactive in offering support. Do not wait until the students starts showing signs of poor performance. Extend deadlines, make assignments optional, provide notes. Coordinate with other teachers and coaches and counselors to ensure a full support system is available.
    - - Provide the student with a safe space they may go to if they feel overwhelmed. Avoid saying, "I know how you feel" or trying to label their emotions for them. You may be more lenient with a grieving student, but you must intervene if any student's physical or emotional safety is in jeopardy.
    - - Helping the student maintain a healthy routine can decrease rumination. They may still need breaks from the more rigorous parts of their day. If the student is expressing repetitive, negative thoughts or feels ill frequently, they can benefit from seeing a counselor.
- - - - Support strategies
        
        Meditation / Mindfulness / Calming Music - These techniques can be really helpful for students to be able to calm themselves and find a place within themselves where they feel comfortable.
        https://www.doyou.com/4-simple-techniques-to-teach-your-children-to-meditate/
        https://www.parents.com/toddlers-preschoolers/development/behavioral/meditation-for-kids-a-beginner-s-guide/
        
        Professional Support Group at the school - This could be a team made up of the class teacher, school counselor, school nurse, Director of Instruction, School Director, or any of the other members of the school staff which the student feels comfortable talking to. Or maybe the student would prefer to just have one key person they could speak to.
        
        Communication with both parents by the school in order to ensure that both parties are still involved with the student's education and know what is happening and any difficulties which the student may be experiencing. It is also good for the parents to let the school know if they notice any changes in behaviour etc so the school are aware and can act on these accordingly.
        
        Support Group with other students at the school as there are likely to be other students in the school environment dealing with similar issues and small groups could be set up with a teacher in attendance to offer guidance and support as necessary. Some students may find it easier to talk to others who are the same age as opposed to speaking to adults.
        
        The student could be taught a special visual signal which staff members are aware of if the child feels they are struggling and may need to leave a lesson or situation they find themselves in.
        
        Books in the library which deal with children's feelings and may have activities to help them deal with the situation they feel they are being faced with. https://www.parents.com/parenting/divorce/children/books-that-help-explain-divorce-to-kids/ https://www.bing.com/images/search?view=detailV2&ccid=4Ngi08Tt&id=A2F0EDED1400E9C03D378D31E1B90E213844641C&thid=OIP.4Ngi08TtuuQjRSBERFxQ7gHaLH&mediaurl=https%3a%2f%2fi0.wp.com%2fitsfundamental.info%2fwp-content%2fuploads%2f2018%2f07%2f14-Childrens-Books-About-Divorce.jpg%3ffit%3d600%252C900%26ssl%3d1&cdnurl=https%3a%2f%2fth.bing.com%2fth%2fid%2fRe0d822d3c4edbae423452044445c50ee%3frik%3dHGREOCEOueExjQ%26pid%3dImgRaw&exph=900&expw=600&q=children%27s+books+about+divorce&simid=608041311916545136&ck=A4251FD2B4665C9656A61986933C70FC&selectedIndex=6&qpvt=children%27s+books+about+divorce&FORM=IRPRSThttps://www.bing.com/videos/search?q=childrens+books+about+divorce&qpvt=childrens+books+about+divorce&FORM=VDRE
- - - - Create a Comfortable Physical Environment
        
        Using low lighting, essential oils diffusers, and being intentional with the use of color in the room can make the physical environment feel more inviting, calm and comfortable, rather than clinical and cold. This can help students feel more at home and relaxed in the classroom.
        
        Video on Making Students Feel Safe: https://youtu.be/iydalwamBtg
    - - Facilitate Healthy Collaborative Group Work
        
        Students who have experienced bullying may need support in creating positive friendships with peers. When forming groups, provide students with private space to inform of any tensions they may have with peers. For example, a teacher can make a google form to see which student share interests and how to distribute skills. This can also be a place where teachers offer space for students to express instances of tension or bullying between peers.
        
        Provide students with opportuntities to not only collaborate on academic activities, but team-building and social emotional skill-based activities.
    - - Midnfulness in the Classroom
        
        Breathing exercises, calming music, guided meditation, are all excellent ways of prividing space for students to not only prepare to focus academically, but calm down the stress centers in their brains. Providing a reflection opportunity afterwards is ideal, allowing students to take advantage of the calmed state to cultivate self-awareness and self-esteem.
        
        Create perspective-building activities in which students reflect on what it would be like to live different experiences. This can help students build empathy, helping them better relate to peers and understand themselves.
        
        https://blog.brookespublishing.com/5-activities-for-building-empathy-in-your-students/
        
        https://www.youtube.com/watch?v=ihwcw_ofuME
    - - Staff Training:
        
        The better staff are trained at identifying the signs of bullying and understanding students' mental health needs, the more likely they will be able cultivate an environment in which physical attacks are an anomaly. Teachers being more keenly aware of how to support students and indentify the signs of trauma, the more they will be able to diminish the motivation for bullying in the first place.
    - - Observe students for signs of persistant tiredness, and rapid weight changes. Without directly addressing concerns, check-in with students who demonstrate symptoms, and inform the school psychologist/counselor so they can observe as well.
      - Vigilence
- - - - An absence binder that allows students to collect the materials and notes that they may have missed in a discrete way. No need to call attention to their absence more than is necessary.
      - Due to the nature of the child's home life, students often may not have control over whether they are on time or not. This is when the rule to be understanding comes into play. Offer short review sessions for students when possible, or refer them to a school based program for students who need extra help.
    - - In-depth, get-to-know-you surveys. Find out likes and dislikes, favorite/least favorite subjects quickly. Be looking for ways to build rapport!
      - Foster a classroom with a strong sense of welcoming and community. New students shouldn't be made to feel isolated. Assign a classroom partner to help the student get acclimated.
    - - Make sure that the student is enrolled in the Child Nutrition Act - this issue must be brought up with administration so that they can make sure the parents have enrolled the child.
      - Offer small snacks like granola bars to students who ask - avoid directly giving it to students because it may draw unwanted attention to themselves. However, giving students the option may be enough. This will require a check into their allergies - check student files and have students fill out forms!
      - SOMETHING TO AVOID!! It may be personal opinion, but it feels humiliating to be "pranked" by a teacher for falling asleep. A much gentler approach to waking students up should be taken. A homeless student already has enough on their plate - do we really need to prank sleeping students awake? https://www.youtube.com/watch?v=nXy84e4rpIw
    - - Be flexible with student work. Offer generous late or no late policies so that students will still be able to finish their assignments. Similarly, offer differentiated ways to submit an assignment if it based around technology (PowerPoint, online source). Homeless students may not be able to finish their work.
- - - - Low self-esteem
        
        When children do not have their basic needs satisfied, a situation of defeat, humiliation, vulnerability and weakness coexists, so their self-esteem is also seriously altered
        
        Support strategies.
        
        Social Emotional Learning
        
        Build self-awareness and help children to identify strengths. These skills can also help them to make good decisions and understand the point of view of others.
        
        Help children identify how much energy and possibilities they have. When they know they have too much energy and live possibilities, they can use their own emotional skills to improve their own reality.
        
        The inclusion of emotional education processes to develop competences as self-knowledge, self-regulation, regulation among peers, and conflict resolution
      - Strees.
        
        When the income is lower in the family, more aggressive are the caregivers' discipline. Childs feel stressful and shy when aggressive punishments could be a possibility
        
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        Nutrition
        
        The school, through the states or federal programs or any other type of subsidy, must always try to have a dining room service that provides and monitors an adequate diet for the student body.
        
        Coordinate with the health personnel to record the children development according with, balanced and nutritious diet.
      - Malnutrition
        
        The ravages caused by malnutrition in childhood are the most regretted by a society. This impact is suffered into the child's brain, and this is irreversible and structural alterations will occur.
        
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        Inclusive schools
        
        The inclusive school is the best option because it does not have entry requirements, nor selection or
        any kind of discrimination mechanisms.
        
        Education is the way that allows people to develop the skills they need to improve their livelihoods
        
        The power of education on child and maternal health is important to understand the consequences of the poverty in the children.
        
        Family support
        
        Mothers' education and early care could prevent the effects of poverty on child development
        
        Training in prenatal care and infant nutrition, which allow kids to arrive at school in a good condition.
        
        Supports for students with special educational needs at home.