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TRAUMA, Bullying and Trauma images Bullying can have lasting impacts on…

- - - - Save the Children
        The impact of Disasters, 2007. https://resourcecentre.savethechildren.net/pdf/3986.pdf/
  - - - Mental Health symptoms
        
        Lower school attendance and trouble learning
        
        These symptoms are especially severe if they:
        Suffered trauma
        Their Life was directly in danger
        Experienced multiple stressors in the recovery period
        Missed multiple school days
        Are members of marginalized groups
        
        trauma exposure can alter brain anatomy and functioning, inhibiting learning and memory processes
        
        children report post-traumatic stress symptoms after experiencing a disaster, such as recurring thoughts about the disaster, hypervigilance, or difficulty sleeping or concentrating
      - headaches, nausea and lethargy
  - - - https://www.youtube.com/watch?v=JzR83Vbd784
    - - SUPPORT FOR EMOTIONAL & PSYCHOLOGIC NEEDS - Providing psychologic assistance for students to understand that they are safe and to help them overcome any PTSD
        
        CREATE FOLLOW UP SYSTEMS. these would make sure that underlying issues are not affecting the children
        
        SYSTEMS OF ACADEMIC SUPPORT. Creating a Special needs plan for the student that is in line with the sensitivities created by the exposure to that event. (for example, if they lost their house by a volcano eruption, by not having to create a diorama of a volcano etc...)
        
        Systems of Peer Support. By creating systems of activities like clubs, sports or similar that allow the students to develop socially and help take their mind off the unfortunate events.
        
        Having talks with survivors of similar events to understand that it gets better and that they can grow from that traumatic experience
        
        https://www.youtube.com/watch?v=_KGyp4sUh7Y
- - - - Decrease in Device Usage
      - Sudden Withdrawal from Social Media
      - Reluctance for Activities
      - Unwillingness to Communicate
      - Being emotionally upset during or after using the Internet or the phone
      - Withdrawal from family members, friends, and activities
      - Avoiding school or group gatherings.
      - Emotional Changes
      - Being very secretive or protective of one's digital life
    - - Schools need to plan for cyberbullying
        
        Develop clear guidelines for internet use in school, as well as tips for students to use when not on the premises.
        
        Educate students and teachers about what cyberbullying is, what it looks like and what it can lead to, as well as ways to prevent cyberbullying or bring it to an adult.
        
        Create confidential reporting mechanisms that would encourage students to report incidents.
        
        Promote empathy, conflict resolution, ethics and peer respect among students.
      - Parents need to be involved to help and mitigate
        
        Unplug from technology. Taking a break from your smartphone, computer, tablet, and video games can open you up to meeting new people.
        
        Don’t respond to any messages or posts written about you, no matter how hurtful or untrue. Responding will only make the situation worse and provoking a reaction from you is exactly what the cyberbullies want, so don’t give them the satisfaction.
        
        Don’t seek revenge on a cyberbully by becoming a cyberbully yourself. Again, it will only make the problem worse and could result in serious legal consequences for you. If you wouldn’t say it in person, don’t say it online.
        
        Save the evidence of the cyberbullying, keep abusive text messages or a screenshot of a webpage, for example, and then report them to a trusted adult. If you don’t report incidents, the cyberbully will often become more aggressive.
        
        Report threats of harm and inappropriate sexual messages to the police. In many cases, the cyberbully’s actions can be prosecuted by law.
        
        Prevent communication from the cyberbully, by blocking their email address, cell phone number, and deleting them from social media contacts. Report their activities to their Internet service provider (ISP) or to any social media or other websites they use to target you. The cyberbully’s actions may constitute a violation of the website’s terms of service or, depending on the laws in your area, may even warrant criminal charges.
  - - - https://www.youtube.com/watch?v=EA5C-1N_r1w
        Wonderful video created by students and staff at a Catholic school in New South Wales, Australia. What I love most about this video is its simplicity. The students acknowledge the problem and then offer suggestions for what to do.
- - - - Emotional security and support
        
        Children of divorce sometimes worry about abandonment, so assure them that their relationship with you is secure and intact.
      - Provide Opportunities To Exercise Personal Control
        
        Because much of their lives has been controlled by back actions of others, allow children to exercise control over meaningful classroom procedures, activities, and events. Look for ways to allow children to make or influence decisions about seating arrangements, work groups, learning and play activities, homework assignments, and extracurricular activities.
      - Be Tolerant of Variability in Academic Performance
        
        Emotionally preoccupied, they may have a harder time paying attention or persisting on academic tasks. Changes in their schedules with either parents, for example, also increase the chances of children forgetting or not completing homework. By using an effective communication procedure, this can be discussed calmly and collaboratively with the child.
      - Express Faith in Children's Character and Capacity for Growth
        
        Negative emotional reactions stemming from divorce-related events often underlie children's behavior problems. If we think of children's misbehaviors as natural reactions to divorce, we are much more likely to be less critical, more patient, and more willing to engage them in learning new behaviors.
    - - Create a Communication Procedure With Children
        
        Do you have a mutually agreed-upon procedure through which your students can come talk with you? Does the procedure encourage students to talk with you before they engage in nonconstructive behavior? Can children rely on you to listen to them? Do you consistently use rules for listening (e.g., establishing times when you are available, respecting confidentiality, refraining from criticism)? Do you encourage children to come to you to talk? Do you make it safe for them to talk? Do you listen, or do you immediately start telling the child what to do? Do they appear to calm down after talking with you? If not, obtain candid feedback on your communication style.
      - Apply Communication Skills to Divorce Concerns
        
        Active or reflective listening ("It sounds like you're sad/mad about not seeing your dad this weekend")
        
        Open-ended, versus yes-or-no, questions ("Can you tell me about those sad/angry feelings?" "Tell me more about . . ." "What's going on with you today?")
        
        "I" versus "you" statements ("I'm feeling frustrated because I want to help you focus on your reading, but what I'm trying isn't working" instead of "You're really frustrating today! Why can't you focus?")
        
        Clarification ("Let me make sure that I'm under-standing what you mean. Are you saying . . .?")
    - - Be Firm Yet Fair About Class Expectations
        
        Standards for behavior and expressing feelings, including a firm and immediate response to violations. "You appear to be angry. Let's talk about another way of handling those feelings." Or "Maybe you need some time to think about how you've acted. When you are able to control your feelings and behavior, let me know and we'll talk about what to do the next time."
      - Be Proactive, Not Reactive
        
        Consult with the school counselor as soon as you know a child is struggling with a family-related problem. Intervening at the first sign of a child's divorce-related problem can prevent the problem from worsening and affecting other areas of the child's functioning.
      - Have an agreement that when students' class work is affected they will come and talk to you about how to handle the situation
- - - - Self-Blame or Self-Hate
      - Withdrawn
      - Emotionally Numb
      - Guilt and Shame
      - Confusion
    - - Hypervigilance
        
        This may look like students being "sensitive" or getting angry often. Speak directly with students about their fears and experiences with race and racism. Ask them how you can make your classroom less threatening.
      - Memory Loss
      - Flashbacks to racist incidents
        
        It's particularly important to anticipate potential flashbacks if a racist incidence occurs either in the community or covered by the media
        
        Validate your student's experience if they share an incident with you. It is not for the teacher to decide whether it was indeed a racist incident. A student in distress needs support and validation that they will be heard and cared for.
    - - Insomnia
      - Headaches & Body Aches
  - - - Understand historical trauma and talk about it with students. Racism is a painful and uncomfortable topic for many people but we need to talk about it. Students should know that their teachers care about their historical struggles and are there to support students.
      - Involve families and community members to help build a sense of community that empowers students' racial backgrounds. Invite speakers who represent the student population and hold events for the community at large so there is students can further connect their race/culture with school and their community.
        
        Continuum for Coping with Racial Trauma
      - Teachers should be aware of their positionality with regards to their own race and recognize the power dynamics that exist beyond the student-teacher relationship. Teachers should be open to feedback from students and families of different backgrounds because there may be unintentional blindspots.
      - Get used to being uncomfortable and being wrong. Educators should demonstrate growth mindset and be willing to interrogate their own relationship with race and racism.
    - - Administrators should create a set of procedures about race so there is a cohesive, school-wide approach in place if/when racist incidents occur. There should also be a set of norms established for conversations about race for educators and students.
        
        Video: Acknowledging and Coping with Racial Trauma
    - - Affinity Group Guidelines
    - - Correct any negative behavior immediately and talk to the students about why it is not acceptable. Make space for an open dialogue.
      - Be consistent. Since people with histories of trauma often feel out of control, make a point to have clear routines so students know what to expect. Alert students if there will be a disruption to the normal schedule.
- - - - Avoids or does not keep eye contact
      - Does not respond to name by 9 months of age
      - Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age
      - Does not play simple interactive games like pat-a-cake by 12 months of age
      - Uses few or no gestures by 12 months of age (e.g., does not wave goodbye)
      - Does not share interests with others (e.g., shows you an object that he or she likes by 15 months of age)
      - Does not point or look at what you point to by 18 months of age
      - Does not notice when others are hurt or sad by 24 months of age
      - Does not pretend in play (e.g., does not pretend to “feed” a doll by 30 months of age)
      - Shows little interest in peers
      - Has trouble understanding other people’s feelings or talking about own feelings at 36 months of age or older
      - Does not play games with turn taking by 60 months of age
  - - - Timers for activities.
      - First / Then Charts to be used as lesson signposts
      - Break larger tasks down into smaller steps. Work with the student to determine the steps and timing needed for each one.
    - - "Do you want X or Y?"
      - ChoiceBoard-Creator App
        https://apps.apple.com/us/app/choiceboard-creator/id453988580
    - - Charles Darwin
      - Emily Dickinson
      - Michelangelo
      - Mozart
    - - Stress balls
      - Clay or Play Dough
      - Fidget toys (spinners, cubes, bubble pops, etc.)
    - - Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a list of assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or "harp" at him when he fails. A lecture on the subject will not only NOT help, it will often make the problem worse. He may begin to believe he can not remember to do or bring these things.
        Source: S., Moreno. and O'Neal, C. (2021) Tips for Teaching High-Functioning People with Autism Indiana University. https://www.iidc.indiana.edu/irca/articles/tips-for-teaching-high-functioning-people-with-autism
    - - Be concrete and specific with all instructions and interactions. For example, "what do I want you to do?" is too vague. "How many questions should you write?" is far better. Similarly, for behavioral issues "I don't like it when you throw your book. Next time, put it down gently. If you are angry please tell me" is better than "don't throw your book".
      - Language to avoid
        
        Idioms e.g. "once in a blue moon"
        
        Sarcasm e.g. "Fantastic" after the student has broken an object.
        
        Nicknames or 'cute' names e.g. buddy, mate, Steves.
        
        Puns, double meanings, and wordplay.
    - - Rock, paper, scissors.
      - Teacher assigns a kind, mature student to work with the ASD student.
- - - - Having to leave your home can mean students are unable to attend school for time/financial and geographical reasons.
    - - Students may be living in temporary accommodation far away from their school which could cause them to be late
    - - If caregivers are facing eviction then there is a good chance that they are also struggling financially which could then lead on to a lack of hygiene products or even a place where the student can clean themselves.
    - - Emotional
        
        Eviction is a traumatic event which could lead to the student being emotionally exhausted due to not having their safe space.
      - Physical
        
        The process of moving around constantly can have an effect on quality of sleep as well as the body due to having to constantly be either on the move or having to be ready to.
  - - - Don't give advice until you have listened.
- - - - Absenteeism
        
        Students may be seeing many doctors and specialists who are only available during school hours, making them miss school frequently
      - Poor or no motivation
        
        Students may have trouble motivating themselves to complete assignments when they are going between doctors visits and school frequently
      - Getting into trouble
        
        Students may be unwilling to behave when they feel bad or may be unwilling to participate to the full degree when they do not feel well
      - Victims of bullying
        
        Classmates may not understand the nature of a student's illness and may claim that the student is contagious or lower than them in some aspect
      - Lower academic performance
        
        Students may not focus on their school performance when they are stressed out about their treatment. They may not complete assigned homework if they feel unwell in the evenings
    - - Stay in the loop with the parents on student's attendance
        
        Many students who are severely ill will have frequent doctors visits and specialist appointments. By keeping in touch with the parents about the student's attendance, activities can be planned around their absence or lessons realigned to best suit their needs.
      - Discuss alternate learning methods with the parents and student
        
        Some students who are in the hospital frequently may benefit from options such as online learning, homebound services, or individualized education programs.
      - Create a safe space for the student
        
        Students may feel like an outsider in their own care (since it's designated by doctors) and at home may feel overly coddled or doted on. By creating a safe space where the student can interact with their friends, they may feel more comfortable and engaged with the class
      - Teach coping skills
        
        Coping skills can be useful for the entire class. The ill student will learn strategies for keeping themselves grounded during their experience and other students can use the strategies to deal with the situation when their friend is not feeling well. In addition, it is useful should the sick student no longer be able to join the class.
      - Develop a flexible learning plan for the student
        
        Working together with the parents and administration, a flexible learning plan can help the student to learn the necessities while sick without sacrificing education. It can also be used for as long as it's needed.
    - - Accredited Schools Online. (2021, April 22). Academic support for students with serious illnesses. https://www.accreditedschoolsonline.org/resources/student-serious-illness/
      - Alex's Lemonade Stand Foundation for Childhood Cancer. (2019, October 18). The terminally ill child and school. https://www.alexslemonade.org/childhood-cancer/guides/childhood-brain-and-spinal-cord-tumors/chapter-18-school/terminally-ill
      - Children's Cancer and Leukaemia Group. (n.d.). How schools can help. https://www.cclg.org.uk/bereavement/how-schools-can-help
      - GOSH Hospital site. (n.d.). Supporting a seriously ill student in school. https://www.gosh.nhs.uk/conditions-and-treatments/procedures-and-treatments/supporting-seriously-ill-student-school/