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Student Trauma, refer students to school counsellor frequent emotional…

- - - - Resources
      - Teacher response: use the words death, dead, not euphemism. Allow the child to express himself/herself, provide learning support, encourage peer talk. Refer to school counselor. Share with the other teachers and admin. Frequent emotional check-ins.
- - - - Teacher Response
        
        Talk to student. Inform other teachers. Differentiate lessons. Peer work on many things. Differentiated homework expectations. Quiet time/work allowed. Create a predictable lesson/class plan.
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        check ins and SEL, availability, reminders of safety, consistent behaviors, encouraging friendships and connections, communication!!, consistency with expectations and rules, extra academic support or tutoring
      - Concentration issues, frequent outbursts, lack of interest, headaches, disruptions, anxiety, resistance to change
- - - - flashbacks to car crash, forgetfulness, difficulty focusing, trouble managing strong emotions
    - - Encourage peer talk, educate the child about PTSD, do breathing exercises, SEL, emphasize with the student, add norms to support the trauma student
- - - - dysphoria and rumination on sadness
      - suicidal comments or self-harming behaviors
      - change in eating habits
      - anxiety with physical contact
      - lack of interest in schoolwork and events
      - keeping secrets and introversion
- - - - Teacher Response:
        Create a predictable environment, listen to students' stories, build positive and reassuring relationships within the classroom, assure students that whatever happened was not their fault, contact student counsellor and principal, make parents aware(if they are not involved), make the school community or authorities aware as many children can be recruited in these situations.
- - - - Responses: depending on the nature of the relationship with the parent/primary caregivers and the teacher, the teacher may approach the family. Teacher may consult the counsellors and administration on the course of action first
        
        Inquire if the student needs any accommodations to ensure students' access to curriculum.
        
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        It is important to learn how much the student knows about the illness and prognosis and how he/she feels about it. Based on the student's response and maturity, the teacher may have private conversations one-to-one or together with the family. If the student has a private counselor/clinical psychologist the teacher can connect with that person or the pediatrician if possible. Depending on the student's age/grade level, the homeroom/advisory teacher needs to inform and work with the special subject teachers and other subject teachers.
- - - - Teacher response:
        create climate of safety. listen to student and try to build a trusting relationship, encourage friendships, refer to school counsellor / student support services, in extreme cases contact state child protection services, be transparent: inform the student you might need to involve other adults to help them, be predictable, empower and give agency, e.g. ask the student what would make them feel better, provide consistency and structure
        
        Resources:
        https://resilienteducator.com/classroom-resources/trauma-informed-strategies/
        https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/
        https://teachingwithamountainview.com/trauma-informed-teaching/