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Traumatic Stress, (Young students could be suceptable to involvement with…

- - - - Don't set strict deadlines. Be understanding and generous.
        Never expect student's grieving time to "be over".
        Assist student with plans for completion of assignments.
  - - - Don't be harsh with grading and allow student extra time to complete assignments.
        Provide flexibility and support to the grieving student.
        Select a student to take notes for the missing student, a buddy system will help connect the missing student.
  - - - If loss of appetite persists, professional help by a qualified medical health professional should be sought.
  - - - If students withdraw over a period of several months, then the student needs professional help in dealing with loss.
        Give the student choices whenever possible
        Let the student know you care and are thinking about them
  - - - Anticipate increased physical concerns including illness and body aches and pains.
        Let the student know that they can speak to the school nurse for support.
        Allow for flexibility in assignments.
        Be willing to adapt assignments to topics relevant to the student's current experience.
  - - - Ask the student privately what they want the class to know about the death.
        Talk to the class about how grief affects people and encourage them to share how they feel.
        Encourage other students to befriend the grieving student.
- - - - Providing support and solution
        
        School
        
        Develop interventions to deal with traumatic symptoms in an appropriate way
        
        Focus on specific students who have manifested symptoms of trauma
        
        Psychoeducation programs
        
        individual/group therapy
        
        educational interventions
        
        awareness program
        
        personnel could be more vigilant and sensitive to different forms of avoidance behaviros
        
        Counselling and psychotherapy
        
        Individual interventions that can focus on a child's relationship with his/her family
- - - - Deployed Parent
        
        Children of Military members may experience one or two parents not being home for extended periods of time. This can lead to traumatic stress, for fear of parents safety and the amount of attention or support available. These stressors can create destabilizations in family cohesion and various stressors such as separation anxiety, spousal distress, frequent arguements, unsafe environment, and more. Supporting Military Children in the Classroom
        
        Possible Response Strategies
        
        SEL/PLC: Allow students the natural comforts that help their learning environment. Carrying a picture of their parent, possible lateness, or behavioral issues. Accomodate material in the appropriate way (avoid triggers etc).
      - Death of a Parent
        
        Loneliness, Anger, and Sadness, are a few of the emotions that a child might feel following the death of a loved one. What makes the Deaths of a parent in the military are 2 key factors.
        
        Violent and Public
        
        The details of the parents death might be present around social media, therefore the student (and surrounding people : staff, peers, parents) can be privy to information images or details that can be distrubing. This can be mentally damaging or feel like a violation of privacy.
        
        Possible Response Strategies
        
        Classroom Environment : Directly discuss with the student and or parents about it. Implement the proper procedures to follow that make the student more comfortable. Ie: Not speaking about it, moments of silence, allowing the student to have comfort items.
        
        Violence is Intentional
        
        The incident and the cause of the death has a face, this may cause tensions to rise in the classroom such as xenophobia, slurs, racism, even physical violence and arguments.
        
        Possible Response Strategy
        
        Prepare for conflict resolutions and mediations. Teach inclusion and tolerance, create an understanding that the students in the classroom, or teachers in the school are not responsible for the decisions of those in the battlefield (if it's needed).
        
        Providing Support Over Time
      - Trauma Faced by Children of Military Families: Helpful Link
    - - Possible Response Strategy Student might be more late to class due to the time it takes to get ready or their parent, penalization for this shouldn't occur. If it starts to intere with studies, create a plan around it using PLC strategies
- - - - sleep difficulties
        
        somatic complaints
        
        increased aggressive behavior
        
        increased activity level
        
        hypervigilance
        
        regression
        
        2 more items...
        
        more worries, fears, overreaction to loud noises or sudden movement
        
        a child can start being more active than usual and havind trobles to settle down
        
        angry outbursts fighting others or use of bad words
        
        headaches, stomach aches, aches and pains with no clear medical cause
        
        fear of falling asleep, nightmares, frequent waking up
      - Providing support and solutions
        
        Children exposed to this kind of violence cannot be helped only by teachers but with the help of the family, community, and professional healthy
        
        Police department
        
        District attorney's office
        
        School
        
        Teacher
        
        provides a safe environment in classroom
        
        provides a sense of belonging
        
        be patient with the students and use differentiation method to help him.
        
        constantly reassuring the student that the world is a better state
        
        facilitate communication with the family, community agency and the student
        
        encourage participation in normal daily routines and social activities.
        
        provide the student a listening ear if he wants to share his/her experience
        
        (https://www.youtube.com/watch?v=Ox1dJDs451o)
        
        [Teachers]https://www.youtube.com/watch?v=0vbN5CZCEsw()
        
        (https://www.youtube.com/watch?v=GX9woZi0HUY)
        
        (https://www.youtube.com/watch?v=33wKpgsot40)
        
        Mental health providers
        
        social workers
        
        psychologists
        
        family therapists
        
        mental health counsellors
        
        religious institutions
- - - - Emotional Neglect involves unresponsive, unavailable and limited interactions between caregiver and child. The child's emotional needs for affection, support, attention of competence are ignored.
        https://www.parentingforbrain.com/childhood-emotional-neglect/#:~:text=Child%20emotional%20neglect%20(CEN)%20is,attention%2C%20or%20competence%20are%20ignored.
      - Emotional Neglect https://www.youtube.com/watch?v=aJJ7YpW--dQ)
      - Signs of Emotional Neglect in Students
        
        Low self esteem
        
        Difficulty regulating emotions
        
        Sensitivity to rejection
        
        Inability to describe feelings
        
        Dissociative tendencies
        
        Shame or guilt around emotions
        
        Unable to connect with peers
        
        Inability to ask for help
        
        Reference
        https://www.choosingtherapy.com/childhood-emotional-neglect/
      - Students showing emotional neglect would benefit from Social Emotional Learning Strategies.
        Regular feeling check ins and discussions would be of great benefit to them.
        Regular communication and interaction with teachers will also be helpful.
      - Role of Educators in Responding to Neglect https://www.childwelfare.gov/pubpdfs/educator.pdf
- - - - Being chronically absent from school
        
        Try making a contract with a student and possibly their parents about attendance. Check out this resource: https://schoolguide.casel.org/resource/sample-lesson-plan-generating-classroom-shared-agreements/
      - Using computers or the internet in school-inappropriate ways
    - - Skipping class
        
        https://youtu.be/xnVtZR8uHh8
      - Having trouble collaborating on schoolwork with peers
        
        I love the Jigsaw Method, and think it works very well for helping teach students effective group work. It works really, really well in both in person and online settings: https://www.jigsaw.org/
      - Having Trouble Focusing on Classwork
      - Having Trouble with Time Management
        
        I really like this lesson plan from Harvard. It starts by asking students what time management strategies they have. That means it will probably work well in whatever situation students find themselves in, since probably someone in the class has a good tip that will help the other students: https://mcc.gse.harvard.edu/resources-for-educators/for-educators-time-management-lesson-plan
      - Breaking Classroom Rules
    - - Physically fighting with peers
      - Having trouble making new friends
        
        I have had some success in homeroom times on distance learning in terms of promoting virtual community. I tend to have several times a week to just play games and let kids enjoy time together, and then once a week for a more emotional or personal activity. The combination helps kids feel connected even at a distance. I recommend this article for more info: https://www.edc.org/blog/helping-students-make-keep-friends-covid-19-era
        
        This article has a lot of good tips for teachers helping students during the pandemic: https://www.ascd.org/el/articles/7-ways-educators-can-help-students-cope-in-a-pandemic
      - Harassing peers online
        
        https://youtu.be/8l7D2fBpyiE
      - Having trouble solving conflicts with friends
        
        This article has some good conflict resolution strategies for the classroom: https://www.waterford.org/education/classroom-conflict-resolution-techniques/
    - - Showing signs of low self-esteem
        
        https://youtu.be/jiNFa0csFj0
      - Having trouble with emotional regulation
        
        https://youtu.be/M4ldKUP7pP0
      - Showing signs of anxiety or depression
        
        https://youtu.be/mH_VkWlBswc
- - - - High food security
        
        no reported indications of food-access problems or limitations.
      - Marginal food security
        
        one or two reported indications—typically of anxiety over food sufficiency or shortage of food in the house. Little or no indication of changes in diets or food intake.
      - Low food security
        
        reports of reduced quality, variety, or desirability of diet. Little or no indication of reduced food intake.
      - Very low food security
        
        reports of multiple indications of disrupted eating patterns and reduced food intake.
    - - academic performance
        
        concentration: students cannot focus on their academic tasks
        
        poor mathematics: due to poor comprehension from low glucose in the brain
        
        reading ability: cannot comprehend what is being read due to hunger
        
        miss school more frequently, and are more likely to repeat a grade than food-secure children.
      - social skills
        
        self control
        
        interpersonal skills
        
        externalizing
        
        internalizing
        
        Research shows that mental health problems, such as depression, anxiety, and behavioral problems among children (and their mothers) increase as food insecurity increases.
        
        food-insecure students are often not fully engaged in daily activities such as social interactions with peers at school.
        
        food-insecure children are twice as likely as their peers to have seen a psychologist or to have been suspended.
      - Weight Height and BMI
        
        twice as likely in poor healthy, more likely to be hospitalized
        
        The most affordable food is often the most unhealthy food effects your weight gain
    - - War
      - povety
      - Economic
      - population
    - - Adult Food Insecurity 2020
      - How are hunger and food insecurity related
      - Food Insecurity (https://youtu.be/bjN4t9fWza0)
    - - Family strengthening programs: SOS Children’s Villages helps starving and food-insecure families by pairing short-term aid (food, access to medical care, school supplies for children) with long-term support and guidance on income generation, childrearing, and financial and household management. SOS-USA
      - In this academic literature guide, it provides questions for studies related to food security and academic performance and what the society or the school can do about it to address this problem. Impact of Food Insecurity
      - Many charities are established to provide food in communities, cities, and countries that need help
      - Schools also provide interventions like giving food programs which are also supported by the government and charities to alleviate food insecurity and to enhance children's academic performance, physical, and social skills.
        
        immediate need: there should be food ready anytime, even just snacks to refrain from body collapse
        
        regular programs: to answer food insecurity issues of students; food finance can be provided by school, government, or donations
        
        students with extra food: or encourage sharing; also to promote good behavior
      - Parents need to be educated on what balanced diet is and how food insecurity affects students academic performance, physical, and social well-being.