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Situations Causing Traumatic Stress in Students, Responses to Covid covid…

- - - - WBT: provide consistency and structure through WBT call/response, short-burst instruction and colleague teaching, allowing the student to focus on the details of school instead of the details of their parent's divorce
- - - - Speaking with the student in a clam manner never raise your voice at them
      - Validate the students emotions in private by asking them whether they are sad today, when they seem unhappy etc.
      - Report this to the school psychologist or counselor.
      - Provide a safe space in order for the student to inform you about what is happening to him or her.
    - - Build a bond with the student, ask about his/her interests and hobbies
      - Make time to speak to the student each day and listen carefully and respond accordingly to want they say to you.
      - Promote confidence by displaying the students artwork for others to see.
      - Assist the students with making friends with other students that will be gentle & friendly towards the student.
    - - Figure out what is triggering the anger during the lesson.
      - Document the student's behavior
      - Respond calmly but firmly to an aggressive student and manage the problem with showing understanding
      - Set boundaries if the student is being clingy but be supportive while the school counselor is sorting out the problem.
    - - Response
        
        Create a welcoming classroom environment
        
        Project calmness while approaching the student using verbal and non-verbal techniques.
        
        Ease into transitions during lessons.
        
        Provide structure using entry & exit routines will help the student feel safe.
- - - - https://youtu.be/4mrE5zgEvt4
- - - - Change Seating Position
        This could help a student feel more safe & focused within the classroom environment.
      - Facilitating Mentor Relationships
        Meeting regularly with a mentor may help a student feel more secure and sharing feelings with the mentor may help the student better navigate their emotions
      - Personalized Routine for Self-Regulation Accommodations
        Providing the student with personal coping mechanisms may improve the student's resilience
      - Provide Structure & Consistency
        A predictable routine may help a student better know what to expect. This may help him/her feel more safe.
      - Ease Transitions
        Time warnings may help a student mentally prepare for a significant change in environment.
      - Provide Choice
        People with trauma history experience a lack of control.By providing a student with the opportunity to control specific elements of their learning experience, we may help to build confidence and stronger sense of safety.