Student Trauma and Subsequent Disruptions
Add the "symptoms" and/or "disruptions" that this causes
Add the potential teacher responses or strategies
Neglect
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Symptom: Child is hungry, tired, needs glasses, dirty clothes
Disruptions: may fall asleep; student may be cranky
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Poverty
Homelessness
Symptoms: may come to school hungry, sleepy, dirty or worn clothes, may not have school materials, erratic attendance, lack of participation in school activities, reclusive behaviors
Symptoms: Trust, abandonment, defiance, aggression, depression and ADHD
Loss of a parent or loved one
Disruptions/Symptoms: depression, anxiety, low self-esteem, isolate themselves from classmates, sleep disturbance
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Bullying
Bryon Free
Natural Disaster
Symptom: unmotivated to learn, child is always hungry, falling behind in school, child appears unkempt, aggression, social withdrawal, irregular attendance, speech and/or reading delay, etc.
Symptoms: Similar to homelessness, lack of supplies, dirty, tired. Also possible PTSD, panicky, etc.
Disruptions: Students may fall asleep in class, act out, put their head down and not participate, separate themselves from others, erratic attendance, hungry often while at school, lack of health issues met, hard contacting student's guardian, lack of participation at school events, inconsistent hygiene, wearing same clothes multiple days, dirty clothes, lack of school supplies or homework, reclusive behaviors or aggressive
Residential Facility Living
Bullying
Teacher response: Refer to counsellor, offer extra time, keep snacks and sanitary supplies in classroom
Disruptions: falling asleep in class; outbursts; reacting with fear/panic to daily occurrences like fire drills or thunder.
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Responses and Strategies: Build a positive support system, work with psychiatrist, therapist and case workers, find a positive role model, develop a personal education plan, be positive and believe in their potential. Provide trauma informed interventions so each child can enrich their coping skills through problem solving and team building skills. This will also increase each child’s sense of safety, self control and self esteem and their ability to keep meaningful relationships with family and friends.
War
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Symptoms: Stress, Anxiety and depression. lonely, isolated. Health complaints, school avoidance ect...
Support the student - Talk with them about the incident (out of public), Let them know that they are brave and strong for discussing the issue, Talk with another adult and gather more facts (as not to single out a student and end up with retaliation), Make a referral, make sure the student feels safe, follow up with the student and help them make a friend for support.
Responses/Strategies: Promote expression of feelings, normalize the grieving process, be a positive role model, communicate with parents and caregivers, be optimistic and promote self-confidence, offer guidance to more experienced professionals
Mei
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Son/ Daughter preference Parents play favorites to specific child
Symptom: bad-tempered, feel worthless, depressed, lack self-confidence, angry, frustrated, emotional dysregulation, seeking approval in the task or giving up everything.
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Responses and Strategies:
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Family meeting: Encourate parents to have a Family meeting or Meticulous moments once per week to support the child's feelings and needs.
Have a special activity: For example, Each child can have their month of being "a super birthday star". It will be the child's turn to be favored and get his/ her teacher or parents' attention before and after the Birthday.
Embrace Emotions, respond to facts:
“When emotions are taken care of first, rationality will come afterwords.” Take care of the child's needs and emotions, and respond concretely.
Encourage cooperation instead of competition
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Julia Bady
Teacher response: refer to school social worker/ counselor, build relationship with student and their family, create a positive environment, teach positive social behaviors, and provide opportunities for academic growth
Teacher Response: make students feel welcomed, have solid transitions, communicate changes to foster security, offer encouragement and understanding, allow personal possessions, give choices, give clipboard for a portable desk, avoid homework that requires TV or internet, give students positive outlets for frustrations
Matthew Milton