(Nicole Collins) Possible Symptoms: high stress, distant, defiant, prone to fight or flight, angry towards others, low grades, difficulty learning/remembering content, depression, PTSD, suicidal ideation and attempts, increased risk of substance abuse, violence, risky sexual behavior, drop out of school, depression, anxiety, low self esteem, tired, feeling sad and alone, distracted, trouble sleeping, unable to work well in collaborative groups

(Nicole Collins) Response Strategies: allow student to express themselves in writing or drawing, provide tutoring, modify assignments and tests, excuse student from testing for a period of time, more time for assignments, maintain routines, reach out to the family before the student returns, ask the student what they want shared, have a safe space for the student to go when they need it, be aware of assignments that could trigger the trauma or grief, school could start a grief group.

(Nicole Collins) Response Strategies: monitor symptoms over time, maintain routines and expectations, maintain logical consequences and explore the root of misbehavior, relaxation space in the classroom, provide choices to allow the student to regain some control, be aware of the anniversary of the trauma to plan ahead/anticipate difficulties, focus on the student's strength, praise positive behavior, help student build a support system

Schools will need resources to hire specialists such as special education experts and school psychologists to help support vulnerable students.

For children who have experienced trauma in their lives, building rapport with and confidence in others is a challenging task. When planning classes or hiring more teachers, schools could prioritize hiring teachers with familiarity with students through earlier teaching placements or substitution work. They can plan also pair up new teachers with people in the schools who know the students.

Take the student to the hospital -- it’s a haven for abused children. Doctors can check for signs of abuse and give medical care.

It’s best to not confront the abuser yourself. Instead, contact police or a child protection agency and let them handle it.

Schools and social and community services should create partnerships to ensure maintaining and continuing a collective response to the needs of vulnerable children and their families.

School principals could contact community organizations, compile available resources and share this information with families.

Schools are full of committed, competent and passionate employees who have points of view that should be taken into account in the implementation of actions. Student and parent committees can be called upon to help ensure that everyone has a voice and to participate in developing solutions.

Encourage the student to talk to you about what happened. But don't make it an interrogation. Focus on listening.

Encourage the student to express their emotions through a variety of creative ways: this is part of the healing process, and can happen through a variety of creative ways, like drawing, squeezing soft toys.

Something TO DO to soothe, support, ground themselves: giving them an activity which helps them slow down and shift themselves

Encourage them to talk to the teacher about how they have been feeling since the traumatic event. Try to get an idea about any worries they may have or difficulties they are experiencing. Provide comfort and support and let them know that lots of people struggle with unwanted thoughts, feelings and memories after a traumatic event. But also let them know that we are there for them, and that there is extra help available.

Positive self-talk: pull out the student and have one on one time with the teacher. Have him/her say out loud the positive side of himself/herself.

Calling upon our best self: Calling upon our best self in moments of intense emotions can be compelling to emotionally regulate and avoid overreacting.

Give the student ‘helping roles’ such as handling out snacks or distributing work materials to other students. Coach the student to use socially appropriate speech with peers, like “Would you like a snack?” The more frequently that other students experience positive interactions with the student, the more that they will feel comfortable with that student.

Have predictable and consistent routines. If the student knows what to expect, he/she will have a greater sense of control and be less apprehensive. It is important to lessen the degree of anxiety in the student.

Use very small social groups to allow for more peer interaction. Try to place the shy child with a warm, calm, and accepting peer in a cooperative activity. Also consider arranging classroom seats so that shy children are adjacent to friendlier, outgoing classmates.

Try to provide positive peer interactions with the use of a central toy or game, as opposed to smaller individual toys. When students are engaged in play with a large object, such as a rocking boat, there is less argumentation and more interaction between students.

Have students write papers in which they discuss their strengths and weaknesses as communicators. Do not ask them to read these or share them with peers.

(Nicole Collins) Slomski, Anita. (November, 17, 2021). Thousands of US Youths Cope with Losing Parents to Covid-19. JAMA Network. Retrieved September 27, 2022 from https://jamanetwork.com/journals/jama/fullarticle/2786533#:~:text=Losing%20a%20parent%20is%20among,sexual%20abuse%2C%20and%20shorter%20schooling.

(Nicole Collins) Park, Christine. (May 17, 2013). 5 Tips for Supporting Grieving Students. Edutopia. Retrieved on September 27, 2022 from https://www.edutopia.org/blog/tips-grief-at-school-2-chris-park

(Nicole Collins) Flannery, Mary Ellen. (November 1, 2021). When Students Grieve, How Can Educators Help? NEA News. Retrieved on September 27, 2022 from https://www.nea.org/advocating-for-change/new-from-nea/when-students-grieve-how-can-educators-help

(Nicole Collins) Video: Talking with Children Who've Lost a Parent

(Nicole Collins) Possible Symptoms: asking questions about the future, avoiding talking about what happened, crying, depressed, nightmares, difficulty sleeping, upset stomach, headache, increased heart rate, losing temper, difficulty concentrating, hard time getting school work done, difficulty interacting with others, clinginess, lower grades, substance abuse, high risk behavior, anxiety disorder, changes in mood, poor attendance

(Nicole Collins) Video: Are You OK?

The Right Step. (2022, January 12). Symptoms of children with parents who abuse drugs. The Right Step. Retrieved September 29, 2022, from https://www.rightstep.com/rehab-blog/symptoms-children-parents-abuse-drugs/

Thatcher, T. (2020, November 12). How parental substance abuse impacts kids: Valley cares. Valley Cares. Retrieved September 29, 2022, from https://valleycares.com/blog/families-in-crisis-how-parental-substance-abuse-and-mental-health-impacts-kids/

Talking About Parental Addiction Video:

Sesame Street. (2020, September 10). Parental addiction. Sesame Street in Communities. Retrieved September 29, 2022, from https://sesamestreetincommunities.org/topics/parental-addiction/

Responsible Strategies: be an active listener, create a safe space for them to express their emotions (such as a peace corner), do not dismiss their concerns or worries, arrange a meeting with student and parent(s), meet with PLC team to discuss strategies specific to that student, praise positive behavior, have diverse books/videos that show different family units in the classroom library, help students self-manage and self-reflect, encourage the student to meet with the counselor

(Nicole Collins) CONROD. (n.d.). Childhood Trauma Reactions: Teacher Manual. The University of Queensland Australia. Retrieved on September 27, 2022 from https://schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf

Gang Violence- Defining a gang can be difficult. There are three common categories peer groups, street gangs and organized crime groups.

Strategies and Prevention -There are Child in Need Assessments that can be filled out. The Early Help Assessment, Child's Social Care and any police within the area.

Youtube link on Signs

VIdeo:

Foster safe, stable, nurturing relationships between young people and their parents and caregivers.

Build and maintain positive relationships between young people and caring adults in their community.

Improve and sustain a safe physical environment in communities and create spaces to strengthen social relationships.

Facilitate the social cohesion and collective efficacy of the community.

Change the social and structural conditions that affect youth violence and lead to health inequity

Act unusual behavior.

Stress or anxiety around academics- increased workload and academic expectations.

feel alone, do not want o talk with anyone, get attention in an improper way in class, are angry with others, are always in a bad temper, etc.

Reference:
https://campusmindworks.org/help-yourself/for-those-who-identify-as/transfer-students/

Ask the students advise on how to support him/her, and how to support the newborn baby in the house

Aggress, yelling to others, sad, feel alone, do not want o talk with anyone, get attention in an improper way in class, are angry with others, are always in a bad temper, etc.

Meeting with entire group, ask students who had the same experience to share how to hand this situation (peer support)

Neglect in Students

references https://www.azafap.org/thoughts-for-families/neglect-changes-the-brain-neglect-101/?gclid=Cj0KCQiA4uCcBhDdARIsAH5jyUmWMnT_KxvgHperdjAKVjFW6T0NTCnSWM8SImjyvx-sN96CppKpg14aAuC0EALw_wcB

Symptoms of neglect

Theft of food or money
Lacks needed medical or dental care
Frequently unsupervised, left alone or allowed to play in unsafe situations and environments
Wearing the same clothes to school repeatedly
Frequently absent from school

Strategies

Report to Social worker Immediately.