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Examples of traumatic stress - symptoms and response strategies - Terry…

- - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience, positive relationships,
        
        Observations -
        
        As trauma is commonly a long process to recover from for students, it is best for teachers to observe, record and discuss triggers and moments that lead to students displaying symptoms. Emotional responses can change quite drastically but be aware that it is possible that trauma-centered students are having temporary stress from other classes/friends/family etc., experiencing tiredness or having a bad day in general rather than being triggered from traumatic incidents.
        
        Observing, asking questions and discussing with other members of the teaching body and family members can construct a profile of how to manage and help develop the trauma-centered student going forward.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        Growth & strength - positive relationships -
        
        Trauma-affected students have more relationship challenges. It’s critical we help these students feel safe and trusting where possible - they will learn to develop social intelligence and seek positive bonds with others. Teachers may be the only people who help these students learn what a healthy, supportive relationship feels like.
        
        In relation, we should remember as teachers not to force participation in activities but always encourage, as the trauma is diagnosed. Still, we should celebrate good events and hold back critiques if it’s suspected it can lead to trauma.
        
        I.e. teaching practices - smiling, sharing parts of your life with your students, getting to know your students as individuals, using yourself as a role model of a reliable and regulated adult.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        Predictability -
        A clear, predictable routine in classrooms gives students a sense of stability when the rest of their life can feel out of control. A visual schedule at the front of the classroom, a written breakdown of stages in the lesson and sticking to routines prevents students from experiencing disruption and losing control. It is mindful to advise trauma-centered students of any changes from the routine in advance.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        Healing & repair / trauma-informed learning -
        
        therapeutic approaches that can be used in the classroom to address delayed development, underdeveloped neural pathways and over-regulated nervous systems, such as teaching through rhythm assists trauma-affected students to regulate their nervous system through rhythmic movement.
        
        i.e. teaching about stress activation responses and regulating heart rate, body temperature and blood pressure, students feel calmer and thus are more sociable, clearer thinking, better concentration. Improves students’ ability to deal with frustration and improves social behavior.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        G&s - positive physical space -
        
        The physical layout and look of the classroom can be used to build positive emotions. Creative thinking and teamwork can be inspired by positive visuals and quotes. Teachers can create a warm, open and relaxing setting with increased natural light or soft light.
        
        The seating arrangement and furniture help students feel safe and connected. Students can regulate their stress response with a mindfulness corner which can have relaxers like a bean bag, coloring books, toys, headphones or even plants. Teachers should avoid sudden, loud noises in these areas and the classroom in general and differentiate activities for students to participate in different ways.
  - - - Create a social support group for afflicted students.
        
        Promote positive interactions amongst students.
        
        Have fun, group-based activities in class so students can interact with each other.
        
        Host a special “class mixer” during lunch.
        
        Form clubs/groups, such as “Comic Book Club.”
- - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        Have a zero-tolerance policy for all form of discrimination. Coordinate with other staff to ensure a “Whole-school approach.” Immediately discipline students who engage in discrimination. Acknowledge and celebrate classroom diversity. Prioritize: cultural and language competences, multicultural awareness, gender equality. Offer counseling to the affected student(s). Alert administration to repeat/serious offenders.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        G&s - building resilience -
        
        Students can build and practice resilience (e.g. setting boundaries and verbalizing feelings) through role plays in the safety of a classroom. Literature, poetry and song lyrics can help students identify examples of resilient thinking. Roleplaying media figures explaining their successes and failures showcases the difference between optimism and pessimism.
        
        Teachers can also use moments in learning when students feel negative thinking (frustration, self-doubt, pessimism) and counter-act for positive thinking (optimism, constructive-thinking). This creates empowering experiences for students not only in school, but outside also.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        G&s - positive priming -
        
        Simple priming techniques can foster positive emotions such as contentment, pride, awe and wonder. Helping students build up their bank account of positive emotions over time helps them learn more effectively, form better relationships and become more resilient.
        
        i.e. 1 - brain breaks - escalating brain breaks build positive energy emotions such as joy, happiness and wonder, e.g. clapping games, thumb wars, racing around the desk. De-escalating brain breaks build calm emotions such contentment and serenity, leading to safe and focused students, e.g. silently tracing the movements of a partner, playing music or repeating mantras, body movements.
        
        i.e. 2 - primers when students first enter the classroom or during transitions - greeting them with healthy handshakes or high fives, transitions routines turn into a game.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        G&s - character strengths -
        
        Teaching strengths and positives in schools increases student achievement and well-being. All students need opportunities to identify, recognize, practice and use their character strengths. Qualities can include kindness, humor, creativity and bravery.
        
        i.e. strength surveys, strengths cards, strength spotting exercises (spy games).
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience, fear of loss of safety/control, loss of stability, isolation, feeling alone or confused. Hypervigilance, students may be preoccupied with their family news and situation.
        
        Reinforcement of safety in the classroom. Teachers can: reaffirm that schools are safe places to learn and be comfortable; closely monitor affected students; stop any teasing/stereotyping of people and places , especially those affected by the conflict; but also set clear boundaries for the student’s behavior. If the student does not adhere to the behavior expectations, institute logical (not punitive) consequences. Make time for students to talk about their feelings and fears. Younger students may want to draw instead of talk. Teachers can discuss logic and deeper psychology with older students.Try to help them separate what is real or likely to what is imagined by their anxiety. Let students lead discussions and ask questions about the conflict. Allow students to share/show something about their culture/country that might make them feel comfortable. Encourage social support amongst the student body.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience, positive relationships,
        
        Inform the student and their family of financial assistance, such as reduced cost food plans. Refer the student to counseling or the school psychologist that can assist them with stress. Be sympathetic to the student’s hardships. Practice stress relief techniques in class.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        Be sensitive to familial diversity.
        
        Feature numerous parent orientation events at varying times.
        
        Offer parent-teacher conferences according to the parent’s schedule/convenience.
        
        Keep track of family changes, including resident parents, nonresident parents, and/or legal guardians.
        
        If appropriate, make phone calls and send notes home to the respective guardian/parent.
        
        Establish a parent information resource center or library with literature on: child development; juvenile/child responses to familial changes; community resources; and various parenting strategies.
        
        Encourage parents/guardians to closely monitor their student’s progress, and to engage in tandem educational activities at home.
  - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        Have a “safe space,” such as an empty room, where students can go to cool-off. Think ahead of what might trigger a student’s reaction and tell them to be mindful of that situation and what to do if it occurs.
- - - - observations, predictability, healing & repair, positive physical space, positive priming, character strengths, building resilience,
        
        First, explore the origins of the problem.
        Ask, but don’t force, the student if they want to talk about something that is bothering them. Encourage the child to express their feelings. Schedule a set time for discussing the trauma, as it can otherwise overwhelm the entire class period. Younger children may want to write or draw instead of talking. Show the student that you care, but be sure to maintain the “teacher” role. Set clear boundaries and limits for behavior and implement logical (not just punitive) consequences for any breaches of expected behavior.