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What I am noticing with my students at my school is that a lot of my students are left to raise their siblings at night do the parents working multiple jobs including night shift. Although mom is doing what she has to do to keep a roof over her children head can cause a lot of mental stress on the older sibling. My students are forced to have responsibilities that kind of unfair for any teenager. They have to make sure that their younger siblings are all taken care of at night including being fed, have taken a shower, did their homework and all the while they still have to do their own homework or class assignments. Being that a lot of homework is virtual now some house hold has to share one laptop so if its a household of 4-5 sibilings the oldest may not get to do their work until late at night.  So now they are sleep deprived because they still have to wake up early to get their siblings prepared for school that morning.

Some Strategies to cope with students who are dealing with Physical Negelect.
1. Identify the problem
2. Ask the student why they are missing class or sleeping in class.
3.Allow extra time for student to complete homework
4. Allow student to put their head down when assignment in classroom is completed.
5.Allow snack time

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Emotional Neglect is a parent's failure to act. In some ways it is the opposite of mistreatment and abuse. It's a failure to notice, attend to, or respond appropriately to a child's feelings. Emotional neglect is one of the 10 Adverse Childhood Experiences.

Because it's mostly silent and invisible, childhood emotional neglect is largely an overlooked phenomenon in mental health. Unlike physical abuse or neglect where there are signs such as bruises or children coming to school underfed, emotional neglect is hard to identify as there are frequently no observable signs. More importantly, emotional neglect is generally unrecognized by the child until symptoms begin to appear in adulthood.

Emotional neglect can take many forms, from a parent withholding affection, having unrealistically high expectations, or not listening attentively, to invalidating a child's emotional experiences to the point he or she begins to doubt themselves. When a parent is not emotionally present to a child, there is no positive reflection being shared with the child. Developing a positive sense of self then, becomes more challenging for the child.

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What is Emotional Neglect? - The Family Center

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Emotional Neglect is a parent's failure to act. In some ways it is the opposite of mistreatment and abuse. It's a failure to notice, attend to, or respond appropriately to a child's feelings. Emotional neglect is one of the 10 Adverse Childhood Experiences.

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Loss and Bereavement/Childhood Traumatic Grief (written by Maiko Toyoda)

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Loss and Bereavement/Childhood Traumatic Grief (written by Maiko Toyoda)

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Going through grief, unfortunately is a natural part of life. People have to go through loss and grief at least once in lifetime. People grieve when they lose a loved one and go through many layers of emotions. When loss is unexpected and happened so sudden, some people go through trauma, as well as grief. In order to overcome trauma and grief, it is important to seek mental health professionals and counselors.

Common reactions that children display during loss and bereavement are followed:

1. Having trouble falling or staying asleep
2. Feeling sad, depressed, and moody (e.g. acting out)
3. Irritable or hyperactive
4. Feeling numb
5. Feeling tired
6. Having trouble eating or overeating
7. Having trouble focusing
8. Avoiding social contacts
9. Misusing alcohol and other drugs
10. Struggling with school work
11. Complaining about physical symptoms, such as headaches or stomachaches

Bradley University n.d., Managing traumatic Grief and Coping After National Crisis, accessed 11 January 2022, <https://onlinedegrees.bradley.edu/blog/traumatic-grief/>.

There are five stages of grieving process that I learned when I was studying art therapy in NYU.
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
Recently, I also learned that people don't always follow these in order, and it is more complicating than this. However, I will still add these stages anyway here.

Coping strategies:

1. Find sources of support (family, school counselors, expressive therapies outside of school)
2. Bereavement camp (this was my summer internship!)
3. Communicate closely with caregivers
4. Create an "individualized personal-care plan" for students
5. Work on SEL in the classroom and make sure that all students learn empathy and how to take care of each other.
6. Be flexible and understand that self-care is multidimensional.
7. Read children books about loss and bereavement and even create social studies about coping strategies for young learners.

It is important to find a safe place for students with trauma to express their feelings. Some students have a hard time expressing their emotions verbally, so it would be effective to go through trauma informed interventions where students could express their emotions in creative ways.
My summer internship I did at CAMP GOOD GRIEF, there were specific art directives for students. For example, students created masks to express their emotions (outside-how they want to show their emotions. inside-feelings that they want to keep to themselves).
The school counselor needs to work collaboratively with the homeroom teacher and make sure that the students have adequate support they need at school.

There is also an importance of returning to daily routine for those students with loss and trauma. They need to make sure they have healthy diet and have consistency in their lives. In this daily routine, the school/teacher can include and encourage activities that are fun (e.g. playing games, playing sports, listening to music, reading quietly and etc...) and inviting for all students.

In addition to working collaboratively and seeking professional support, the school/teacher need to check-in in everyday basis and pay close attention to any changes in behaviors. Special time such as Thanksgiving, Christmas, and birthdays are harder times for children who have gone through traumatic loss. Those special time can send them a big reminder about their loved ones that they have lost. Therefore, it is important to be mindful, stay flexible with academic assignments, and know that their negative feelings and behaviors may come back unexpectedly.

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When a traumatic event occurs, the first emotions we tend to experience are shock and horror. Reality itself may seem to be suspended temporarily, but once we realize the magnitude of the trauma, our shock may give way to grief. As devastating as traumatic grief can be, it's the first stage in the healing process.

Even our grief has been transformed by the trauma the COVID-19 pandemic has inflicted. Safety measures to prevent the deadly coronavirus have disrupted the normal grieving process in some of the following ways:

Understanding the connection between unexpected trauma and grief helps mental health practitioners provide the guidance and support that will help families and communities heal from the ravages of COVID-19. Never before has social support and the role of mental health counselors been more needed to help people learn and implement the coping strategies for traumatic grief.

What Is Traumatic Grief?

What is traumatic grief? It's a reaction to a traumatic event that lasts longer than is typical or that affects the person who is coping after a death or other event more deeply than is typical.

Emotional and psychological trauma strikes people in the aftermath of exceptionally stressful occurrences. Trauma is described as evoking feelings of insecurity and helplessness. People who are traumatized experience a jumble of emotions and memories that may leave them feeling anxious, numb, disconnected or distrustful.

Traumatic grief occurs after an unexpected loss, such as the sudden death of a loved one. The typical grieving process may be accompanied by post-trauma survival mechanisms that could complicate and prolong the healing process. The mechanisms may include fear, fight-or-flight (hyper) responses or freeze (hypo) responses.

How Traumatic Grief Differs from Other Forms of Grief

Grief is an unfortunate but natural part of life. We grieve when we lose a loved one, when a long-term relationship ends and when experiencing other forms of loss. In most cases, the loss is expected or foreseeable, such as the loss of an aged parent to illness. However, when the loss is unexpected, we experience trauma as well as grief, which can interrupt, exacerbate and prolong the usual grieving process. Overcoming traumatic grief often requires counseling from a mental health professional or other professional assistance.

Effects of Traumatic Grief on Individuals, Families and Communities

In the aftermath of a disaster such as the COVID-19 pandemic, most people can return to the way they functioned before the event. However, many people will experience negative feelings and emotions immediately after the calamity. In some cases, the ill effects on the mental health of survivors will persist for an extended period.

Common reactions adults and children experience after a disaster include:

Having trouble falling or staying asleep

Feeling sad, depressed, moody, irritable or hyperactive

Feeling numb

Feeling tired

Having trouble eating or overeating

Having trouble focusing

Avoiding social contacts and usual routines

Misusing alcohol or other drugs

Very young children may cling tighter to their parents and caregivers, be frightful or throw tantrums. School-age children sometimes become more combative or isolated; they may struggle with schoolwork.

There are many ways COVID-19 has strained the usual grieving process along with resources communities can tap to mitigate the damage:

Fact sheets and video presentations are available from many sources to help mental health counselors and other health professionals assist clients struggling with COVID-19 issues.

Traumatic Grief Resulting from National Crises

Traumatic grief due to the pandemic is unlike that experienced by people who have lost a loved one in other natural disasters or national crises. Deaths from tornadoes, hurricanes, earthquakes, wildfires and other natural events are typically accompanied by massive damage to property. The full scale of the economic, social and public health damage resulting from the slow-moving catastrophe of the pandemic won't be known for many years. Communities across the country may respond to the mental health repercussions of COVID-19 for years afterward.

How COVID-19 Impacts Mental Health

The pandemic has affected everyone, but in many cases, the added stress and uncertainty the outbreak has caused has worsened existing mental and physical health conditions. Adults and children can easily be overwhelmed by these feelings. Being concerned about the safety and well-being of our loved ones is natural, but sometimes that worry can get out of control.

In the months after the pandemic struck, 1 in 3 adults in the U.S. experienced symptoms of anxiety or depressive disorder.

The Challenges of Providing Mental Health Care in Times of National Crisis

Following are some of the challenges faced in combating COVID-19 and other natural disasters:

Strategies for Building Mental Health Resilience During a Crisis

There are many simple ways for people to cope with COVID-19 stress and tend to their emotional health during this time.

For health care professionals, be aware of the potential for vicarious trauma or compassion fatigue as a consequence of witnessing the trauma and distress from COVID-19.

For workplaces and businesses, be aware of the symptoms of stress, and communicate health and safety information clearly and frequently.

For parents helping children and young adults, try to maintain routine and continuity in learning and health care; take every opportunity to make children feel safe and secure.

Resources on Traumatic Grief

What Is Mass Trauma?

Mass trauma occurs when a group of people is affected psychologically after experiencing a shared traumatic event. The impact of the COVID-19 pandemic constitutes mass trauma in that it causes people to feel the world they live in isn't safe. The outbreak has taken a physical and mental toll on much of the population that hasn't been infected by the virus, causing symptoms mirroring those of PTSD and other mental illnesses.

How Mass Trauma Relates to COVID-19

The APA states COVID-19 will worsen existing mental health conditions for many people and cause new mental health problems for many others. The organization recommends medical researchers and clinicians prepare mental health diagnostics, prevention and outreach efforts coordinated with local health care providers. The goal is to quickly develop and test interventions for mental distress due to COVID-19.

How Mass Trauma Affects Mental Health

The following are among the conditions that mass trauma and concern about COVID-19 may cause in people:

Short-Term Impact of Mass Trauma on Mental Health

In the immediate aftermath of mass trauma, all witnesses are likely to experience stress reactions that eventually subside, usually within weeks or months, according to the U.S. Department of Veterans Affairs (VA). However, people with specific risk factors are more susceptible to severe responses, including depression, anxiety and PTSD.

The VA lists the risk factors that may cause serious short-term mental health problems following mass trauma:

Long-Term Impact of Mass Trauma on Mental Health

The type of social isolation and loneliness resulting from COVID-19 restrictions have been linked to increases in mental and physical illnesses, as well as reduced life spans. Mental health risks are also associated with increased worry and stress in older adults. More workers report high stress levels due to potential job loss and income insecurity.

Adapting to and coping with COVID-19 in the long term requires resilience that protects against depression, anxiety, traumatic stress and other mental health conditions. The National Alliance on Mental Illness (NAMI) describes tactics that have proven effective in building mental health resilience:

Effects of Mass Trauma on Community Health

Following an event that causes mass trauma, the rise in mental illness affects entire communities, not just the people who experienced the event firsthand. Higher levels of PTSD, depression and other mental conditions are reported throughout the impacted community.

The situation is made worse by repeated media reports and social media posts about the traumatic event. The challenge for all communities in protecting the mental health of residents is to make sure resources such as the National Suicide Prevention Lifeline (800-273-8255) are readily available to people in crisis.

How Mass Trauma Affects Children and Vulnerable Communities

A World Health Organization (WHO) survey on the impact of COVID-19 on the provision of mental health services found poor people and other vulnerable populations will suffer the most serious disruptions in the delivery of essential services.

Impact of Trauma on Children

The trauma many children experience as a result of the COVID-19 pandemic will have deep and long-lasting effects on their mental health. Witnessing the death of loved ones and community members lost to COVID-19 is only one reason for concern about the mental health impact of the outbreak on children.

Vicarious Trauma in Health Care Workers Due to COVID-19

Mental health counselors and other health care professionals have to be aware of the physical and mental risks of treating patients during and after the pandemic. A study found vicarious trauma in health care workers treating COVID-19 patients was lower in nurses on the front line than nurses not on the front line and the general public; the level of pandemic-related vicarious trauma was about the same in the latter two groups.

Symptoms of vicarious trauma include loss of appetite, tiredness, sleep disturbances, irritability, lack of focus, fear and interpersonal conflict. The researchers note most of these symptoms remain relatively minor in affected health care providers. The studies reported in Frontiers in Psychology identified specific groups of health care providers who appear to be at greater risk of vicarious trauma from treating COVID-19 patients. For example, unmarried nurses tend to have fewer severe symptoms of vicarious trauma than nurses who are married, divorced or widowed.

The higher level of vicarious trauma in nurses not on the front line and the general public is the result of two factors, according to the researchers:

Most nurses on the front line volunteered to work in COVID-19 wards and received the psychological preparation to prevent vicarious trauma.

Nurses not on the front line and the general public are concerned about COVID-19 patients and the professionals who are caring for them, while nurses on the front line are able to better sympathize with their patients and benefit from their experience with the pandemic.

Resources on Mass Trauma

How Do Trauma and Grief Relate to Each Other?

Psychology Today points out traumatic grief results from unexpected events, while other causes of grief are foreseeable, such as losing a loved one after a long illness. What is uncertain is the degree of unexpectedness leading to the trauma. Fear plays a greater role in traumatic grief because the event comes by surprise and causes a person's world to be thrown off its axis.

Differences and Similarities of Grief and Traumatic Grief

Many of the physical and mental responses to grief and traumatic grief are the same:

However, when trauma complicates grief, a person's symptoms may include feeling a loss of safety or security. A fixation on the loss can dominate the person's thoughts. The person may become bitter and envy those not affected by the loss, or may no longer find enjoyment in some favorite activities.

How an Unexpected Death Triggers Traumatic Grief

The four types of problems that may arise after the unexpected death of a loved one include:

The Connection Between Traumatic Grief and PTSD

People who suffer a traumatic loss are especially susceptible to PTSD. They may also experience panic disorder and depressive episodes that persist long after the usual grieving period. These are among the symptoms of PTSD:

Anger, tension and irritation

Heart palpitations, sweating and hyperventilation

Flashbacks to the traumatic event

Avoiding any reference to and emotions surrounding the event

Feelings of guilt or self-blame

Persistent negative thoughts

What Is Complicated or Prolonged Grief?

Prolonged grief differs from depression in that the person typically becomes fixated on the lost loved one. Also called complicated grief, the condition occurs in about 1 in 10 people who suffer the traumatic loss of someone close to them. If left untreated, the grief can last indefinitely, causing sleeplessness, substance abuse, suicidal thoughts and impaired immune-system response.

How to Distinguish Traumatic Grief from PTSD

While traumatic grief and PTSD share some characteristics, such as disbelief and avoidance behaviors, the two conditions differ primarily in the former's focus on personal loss.

Resources on Trauma and Grief

Stages of Grief

The model for the five stages of grief that Elisabeth Kübler-Ross developed in 1969 was based on her work with terminally ill patients, but it also applies to the grief people experience following a traumatic event such as the COVID-19 pandemic. The model has been used to help people recover from such traumatic events as substance dependency, divorce or the end of a long-term romantic relationship in addition to overcoming the traumatic grief caused by the death of someone close.

Five Stages of Grief

While most people going through the grieving process will experience all five stages in order, others may not feel all five or may experience them in a different order. Mental health counselors must be aware everyone processes grief uniquely, so the stages of grief should be considered as guidelines to help determine the best course of care for an individual.

Denial

Someone who experiences grief may initially refuse to believe what happened. For example, after receiving a terminal diagnosis, a patient may insist the lab results were mixed up or when learning of a loved one's death, the patient may hold out hope the victim was misidentified. This is a natural defense mechanism that can help people cope in the short term, but the healing process can't begin until the person acknowledges the reality of the situation.

Anger

The initial response after acknowledging the event is to feel upset about the unfairness of it. People may look for others to blame as their grief is transformed into anger at loved ones or caregivers. As with denial, anger can be an important part of the grieving process in the short term, allowing people to process the news at their own pace and to express their legitimate emotion rather than suppressing it.

Bargaining

Once the anger subsides, the person may attempt to make a deal with God under the false hope a way to negotiate out of the situation exists. Much of the bargaining is motivated by guilt because the event results from something the person did or didn't do.

Depression

Grief and depression go hand in hand; the feeling of emptiness that follows the realization of the traumatic event's consequences may lead to a sense of numbness or vagueness. The person may avoid contact with friends and family and may retreat from their normal routines. Suicidal thoughts may also arise at this stage of the grieving process.

Acceptance

The grieving person ultimately finds acceptance in the final stage of the process, i.e., the event was traumatic but the person has learned to live with it. At this point, the person acknowledges the new, post-traumatic reality not as a good thing, but as something that allows for putting the traumatic event in the past while adjusting to a new life without the lost loved one.

Resources on the Stages of Grief

The Five Stages of Grief explains the emotions that are part of the healing process and compares the Kübler-Ross model to other models of grief and bereavement.

There are several therapy worksheets related to grief, including ones for caregivers of grieving children, the tasks involved in mourning and an education printout on the stages of grief.

Symptoms of Grief

Diagnosing patients who experience symptoms of grief to a greater extent or over a longer period than would be considered typical begins by identifying the symptoms they exhibit or express to caregivers. In particular, complicated grief, which is sometimes called persistent complex bereavement disorder, can have serious consequences for people in mourning and their families.

How Traumatic Grief Symptoms Differ from Other Types of Grief

The symptoms of traumatic grief and other forms of grief are as follows:

Symptoms of Traumatic Grief in Children

While children who are suffering grief will experience many of the same symptoms as adults, they may also exhibit distinct changes in behavior:

Children may cling to adults more, be anxious or feel abandoned.

Children may experience regression in their development, such as small children wanting to drink from a bottle or use baby talk.

Children may act out or fall behind in their schoolwork.

The way children play may change to focus on pretend dying and coming back to life.

Children sometimes feel guilty during grief, believing the loss is their fault.

Older children and teenagers may adopt risky behaviors, such as drinking alcohol or taking drugs.

Other Techniques for Identifying People Affected by Traumatic Grief

The APA distinguishes the symptoms of people with prolonged grief from sadness and depression:

However, prolonged grief shares some symptoms with PTSD:

Resources on the Symptoms of Grief

Coping with the Loss of a Loved One offers a guide to identifying complicated grief, including advice for helping people who are grieving.

The U.S. National Library of Medicine's bereavement directory including links to information on grief and loss related to COVID-19 and journal articles on prolonged grief disorder.

Coping Strategies for Grief

Recovering from the trauma of losing a loved one requires a platform for examining and understanding what has happened and how the person's life has changed. Coping strategies for grief are intended to allow people who have suffered trauma to be introspective and thoughtful about their loss. The goal is to channel the flood of emotions that are a natural part of grieving to let thoughts be considered from a different perspective. This helps prevent negative thoughts from looping through the person's mind.

Common Strategies for Coping with Grief

The following five skills can help people work through the grieving process:

Eat a healthy diet and drink plenty of water. Even when you don't have an appetite, preparing simple foods such as soup or tea can bring comfort by feeling familiar.

Let people know how you feel. It's common for people in mourning to avoid talking about how they feel, but finding a sympathetic ear can be a therapeutic release.

Start a journal. If you hesitate to open up to others, express your emotions in a private journal. This helps you mark progress over time and make note of small accomplishments.

Stay active. Swimming, weightlifting, bicycling and other forms of exercise help relax tense muscles. Even short walks and simple activities such as sweeping the walk can have benefits.

Try using relaxation techniques. Many people who are grieving find comfort in meditation, prayer and other mindfulness practices. A technique as simple as slow, deep breathing can help calm anxiety or worry.

Explaining the Grieving Process

No two people grieve the same way. The following factors can affect how a person grieves:

People in mourning must identify behaviors that indicate the need for professional help in overcoming their grief. These behaviors include being unable to maintain a routine, having trouble completing everyday tasks, missing work, incessantly blaming themselves, and feeling worthless or that life isn't worth living. These feelings aren't part of the normal grieving process.

Counteracting the Emotional and Physical Symptoms of Grief

These steps can help overcome the physical and emotional effects of the grieving process:

Reaching the Stage of Acceptance and Remembrance

In the last stage of grief, people who are grieving allow feelings of sadness, anger, regret or depression. They have reached the point of understanding their emotions and have accepted their new world. Unfortunately, not everyone who grieves can reach the acceptance and remembrance stage due to being unable to get past one of the stages, like anger or depression.

Sources of Support for Coping with Overcoming Grief

As personal as the grieving process is, no one needs to or should go through it alone. Social support and good eating habits help people recover more quickly from a traumatic loss. The APA recommends five ways for people in mourning to reach out for assistance to help ease their pain:

Talk about your loss with friends and family to help them understand and remember the person.

Don't deny any of the emotions you feel; all of them are part of the normal grieving process.

Take care of your physical health and make sure others who may be grieving are doing likewise.

Help others who are experiencing the same feelings; this is one of the best ways to overcome feelings of loss.

Take every opportunity to celebrate the life and memory of the person you lost.

Family and Friends

The following tips and advice can help family and friends of people in mourning understand the best way to help them through the grieving process:

Acknowledge the person's loss and express your concern.

Give the person a chance to talk about the loss, including how the loss occurred.

Ask how the person is feeling, but avoid comparing the person's grief with anyone else's.

Accept the emotions the person expresses without judgment or criticism.

If the person doesn't want to talk, sitting with the person in silence for a while is OK.

Community Support Services

The American Medical Association (AMA) guidelines for managing mental health patients during COVID-19 recommend planning for increased workloads as the conditions of existing patients are exacerbated and new patients experience symptoms.

Social Media and Other Online Services

Consider the following when using social media as part of the grieving process:

The Importance of Self-Care for People Who Are Grieving

A personalized self-care plan can help with the grieving process:

Tips for Facing and Expressing Your Feelings

People who are grieving should make the effort to reach out to friends and family rather than waiting for them to make the call. While it can be helpful to tell them about how you're feeling, relaxing conversation on nearly any topic can be therapeutic.

In some instances, the best way to communicate how you feel about your grief is by joining a support group or by seeking the help of a mental health counselor. Keep in mind there is no single best way to go about expressing how you feel, so don't hesitate to experiment until you find the best method for you.

The Importance of Returning to a Daily Routine

The new routine will likely vary in some ways from your previous habits and activities, but it should be designed with your health and well-being in mind. If necessary, make appointments to take part in favorite activities, such as listening to music, reading a book or simply taking a bath. Be sure to include shared activities and visits with friends and family in your new routine.

Encouraging Healthy Habits and Discouraging Unhealthy Ones

A little self-indulgence can help overcome the pain of grieving, but not so much the indulgence becomes a crutch. Grieving requires you to address and process the pain you're feeling rather than running away from it. Friends, family and co-workers can play important roles in reminding you to maintain a healthy lifestyle despite the pain and sorrow you feel.

Resources on Coping Strategies for Grief

In Times of Crisis, Look to the Helpers

National traumas are typically associated with a specific date, such as Dec. 7, 1941, or Sept. 11, 2001. The COVID-19 pandemic sometimes feels like it's happening in slow motion, but the devastation resulting from this ongoing disaster has been made all too real to millions of Americans and tens of millions of people around the world. Grieving after a national crisis the scope of COVID-19 will be widespread, long and painful.

These are the times when our attention naturally turns to the people who are dedicated to the care and comfort of others who are suffering and in need. The work of counselors and other mental health professionals will be needed in the coming months and years more than ever before in our lifetimes.
Infographic Sources: American Psychiatric Association, "Coping After Disaster" Mayo Clinic, "Complicated Grief"

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Managing Traumatic Grief and Coping After National Crises

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When a traumatic event occurs, the first emotions we tend to experience are shock and horror. Reality itself may seem to be suspended temporarily, but once we realize the magnitude of the trauma, our shock may give way to grief. As devastating as traumatic grief can be, it's the first stage in the healing process.

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Research indicates that 43% of homeless students repeats a grade, 25% are in special education, and 50% are failing academically.

Students who are homeless are three times more likely to experience trauma. Due to both their homelessness and the situation that caused them to be homeless.

The trauma may manifest in any combination of the following symptoms.
numbness and feelings of disconnect, disassociation, depression, anxiety, paranoia, nightmares, flashbacks, shock, denial, self-blame or guilt, mood swings, irritability, insomnia, fatigue, aches and pains, muscle tension, confusion, difficulty concentrating, withdrawing from others.

More often than not, these symptoms are cyclic: For example a student might isolate because of anxiety, and then become more depressed from isolating themselves, which can lead to self-harm, which could lead to further isolation, etc.

it is important to implement social and emotional learning programs to educate homeless youth on their mental health. Once educated, they can be better equipped to ask for help. After identifying underlying mental-health issues, these students need access to mental health professionals who can teach them how to cope with their trauma, as well as caregivers who have mental health first-aid training.

If students cannot gain access to professional resources then other options are rhythmic exercise, mindfulness, and finding a support system.

According to research, 87% of students who had professional assistance, said they felt it helped.

Of course, stabilizing the housing situation may be a prime way of reducing the trauma experienced by homeless students. There are programs to help families such as the four interventions being tested — community-based rapid re-housing (CBRR), project-based transitional housing (PBTH), subsidy- only (SUB), and usual care (UC) — These represent different approaches to moving families out of homelessness.

Strategies that can be used once homeless status is confirmed.

Ensure basic needs are met.

Complete an educational assessment.

Create a check-in for new students.

Create a buddy system.

Maintain structure.

Make time for assignments at school.

Monitor grades.

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Racism, Sexism, and other forms of discrimination.

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Racism, Sexism, and other forms of discrimination.

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In the United States we have the Bill of Rights, which supposedly list all of mankind's inalienable rights. These rights include, the right to free speech, the right to practice any religion you choose without persecution, it mentions that all of mankind is created equal and with that being so, they all should have the right to pursue their individualized happiness, in whatsoever manner they deem fit.
In this country we have a long, conflicted history of what we see as right or wrong. However the Supreme Court has utilized the 1st ten amendments (BILL OF RIGHTS) as a guide of interpreting and providing protection of the aforementioned freedoms.
As man evolved, certain individuals were included as people, and an entire gender was looked upon as being worthy of having  equal opportunity to stand on their own merit, ideas, and beliefs without the consent of their fathers, brothers, or husbands. This was not an easy task, many people have devoted their lives, to the struggle of protecting and obtaining these rights.
Luckily the founding fathers provided room for interpretation and the overall growth and civility of the figureheads, and general public inhabiting these lands. The constitution has 27 amendments, that allow or restate the fundamental beliefs of the basic rights to life, liberty and the pursuit of happiness. This is mainly due to evolution of popular ideas, and inclusion.
This evolution would not have occurred without education. It is our duty as educators to eradicate the backward thinking that has taken countless lives. In order to facilitate this awakening and push towards unified civility we must set the tone in not only our classrooms, but our schools. Below, I've listed two links that aim to facilitate that process. One is a hate bill protecting the rights of the LGBTQ+, I personally believe that a bill is not necessary, but as a black male I'm reminded of the amendments passed to convince people of my humanity, and that, I too deserve life, liberty, and the ability to pursue my happiness. The second link is an article that speaks directly to what we as educators can do to alleviate the ugly trait of hate.

https://www.lgbtmap.org/equality-maps/hate_crime_laws

https://www.safeatschool.ca/plm/equity-and-inclusion/understanding-sexism-racism-and-homophobiaeople of my

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If our school environment seems fairly homogenous, if we rarely hear of violent incidents in our school, it may be easy to assume that we do not need to address issues related to equity and inclusive education with our students. Appearances, however, can be deceiving.

In a school that is not socially safe, many differences may be camouflaged, or muted, with repercussions for the individuals who must live with secrecy. Young people growing up in environments with less diversity may have fewer naturally-occurring opportunities to develop the tools and awareness that are needed to create an equitable and inclusive school environment. Teachers in these school settings may need to make a particular effort to ensure that their students are exposed to these issues. Their paths may well take them to other places that challenge them to look beyond their own standpoint. All members of the school community may be touched by inequity or feel excluded, including students, parents, colleagues and administrators.

As with bullying prevention, in order to create a climate of fairness and belonging the whole school needs to be involved at every level.

Inequity and Bullying

Racism, sexism and homophobia (and other equity issues) are distinct from bullying and it is important to name them in order to interrupt them. When bullying behaviour targets an aspect of an individual's social identity, pervasive attitudes that are prevalent at every level of our society are reinforced. Expressions of hatred and aggression against members of marginalized groups are also profoundly connected to bullying. In both cases, attitudes of contempt and superiority are at their core (see Fawzi, Miyanda and Tadelesh).

Many Forms

Homophobia, sexism and racism share certain characteristics. They may take the form of active, explicit and aggressive expressions of hatred (see David). They may be shrouded in spoken or unspoken stereotypes and prejudices resulting in unfair or discriminatory practices (see Kate). Often, our exclusion of some groups of people takes more passive, indirect or covert forms which may be either conscious or unconscious (see Aisha). We may exclude others through our silence or through our assumptions about what is "normal" (see John). We may use language or adopt behaviour that create divisions, pitting certain groups against others, setting them up as "us" and "them" (see Pierre). Or we may lose sight of someone's individuality in the face of their group identity. (see Aisha).

Impact

Whatever the specific manifestation of inequity and exclusion, those of us who are left out, overlooked or unfairly treated due to our social identity may share certain experiences, to varying degrees depending on the situation. We may feel invisible, silenced and without a voice. We may be filled with feelings of shame. We may feel angry, lonely and powerless. In some situations, we may be afraid and stressed. Areas of concern for many schools, such as chronic absenteeism, low academic achievement and student violence are signals alerting adults to the need to look more closely at what is going on. Extreme disciplinary measures such as suspension and expulsion of students often represent a failure at many levels of society to engage and include youth (see Kevin).

Role of Adults in the School Community

Social inequity and the exclusion of some can create privilege for others. Understanding how we may benefit from the status quo and reproduce these negative social dynamics in our relationships with our students is the first step toward change. We can choose to learn to use our power and privilege to offset the imbalance. Understanding the issues can help us develop the personal and professional tools to create a climate of fairness and belonging (see Becoming an Ally).

Ultimately, feeling valued, respected and fully accepted for who we are is a fundamental human need. It enables us all - students, parents, teachers, administrators, citizens - to live authentically and to engage with others and with our work, our play and our studies. For students who are in a phase of discovery about themselves and the world around them, achieving this may well be a precondition to learning the curriculum.

To start creating a climate of fairness and belonging in their school, teachers can:

See Building a House for Diversity - The Giraffe and The Elephant

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Understanding Sexism, Racism and Homophobia

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If our school environment seems fairly homogenous, if we rarely hear of violent incidents in our school, it may be easy to assume that we do not need to address issues related to equity and inclusive education with our students. Appearances, however, can be deceiving.

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Parental separation and divorce is an Adverse Childhood Experience which can lead to toxic stress and a greater chance of a young student developing adverse medical and social conditions in later life such as heart disease, diabetes, poor academic development and potential substance abuse.

The statistics for parental divorce in the USA are saddening.

l  36.6% of all marriages in the USA end in divorce

l  Roughly one in two children will see their parents’ marriage breakup

l  21% of children are being raised without their fathers in America

l  Children are more likely to experience behavior issues when parents’ divorce when the child is between 7 and 14 years old.

l  Children with divorced parents are twice as likely to end up dropping out of high school.

Students who may be feeling the effects of parental infighting may show signs of are disillusionment, anger and being capable of melting down easily, which can affect students mental well-being and sleep patterns. Setting up a ‘safe space’ in the classroom where students can take a short break to calm down, de-stress and even take a short nap is necessary, can make a huge difference.

It is important for teachers to be mindful to the fact that not all children have a ‘traditional family’. Teachers should recognize that students have many different family settings and one should shape their lesson plans to be as inclusive as possible.

When working with parents and caregivers, we must also understand that they may also be trauma survivors. Parental separation and divorce is not only traumatic for the student but also for parents. Teachers should recognize that parents and caregivers’ past experiences may influence how they interact with teachers and school. Teachers should build trusting relationships with parents and caregivers as well as ensuring that the school is a safe space for students suffering with parental separation and divorce.

https://legaljobs.io/blog/children-of-divorce-statistics/#:~:text=36.6%25%20of%20all%20marriages%20in,without%20their%20fathers%20in%20America.

https://resilienteducator.com/classroom-resources/trauma-informed-strategies/

“Trauma informed in Schools” – PDF (found in the required reading)

“What are ACE’s?” Infographic (Found in the required reading)

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Death by suicide is the one of major leading cause of death for students. This will lead to unforgettable impact to family and students. The effects of the death make their way into the classroom, especially in classes where the student was a member, or in classes where friends of the student are present. (Responding to Student Death/Trauma in Classroom)

It's not a common case but unfortunately our school went through once. Students responded all differently, some had severe impact from the incident, some are not.

The Signs of Trauma

Excessive anger

Unusual startle reactions

Loss of appetite

Extreme fatigue

Physical or verbal aggression

Difficulty concentrating

Low self-confidence

Irritability

Clinginess

Trouble making friends

Self-harm or suicidal ideation

Risky behavior

Running away

((https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom)

Responding to Traumatic Stress

Don't be afraid to ask how students are doing in relation to the recent tragedy

Modeling an appropriate response and that students may look to you for guidance

Be aware that some students may be hesitant to participate in a discussion of tragedy for fear their views will not be welcome, or that they may be overwhelmed by emotion

Try to return the class to a normal schedule as quickly as possible

Refer any student about whom are concerned to counselors

Consider bringing information on grief, trauma, loss to class

What can be recommended to students

Getting rest, eating well and exercising

Recognizing that your reactions are nomal

Talking to family and friends about the tradegy

Meeting with a counselor if this would be helpful

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Emotional neglect happens when caregivers fail to meet the emotional needs of children (Lawler & Talbot (2012)). For example, child may tell a parent about something that upset them at school, and the parent may dismiss the child's feelings as not important, or tell them to stop crying because "you're not a baby anymore". Needs may be ignored, invalidated, dismissed, or unappreciated (Ludwig & Rostain (2009)). If this pattern repeats, the child learns that their feelings are not important.

While extreme emotional neglect may be easier to detect, many cases are subtle. Teachers may fail to identify the signs of emotional neglect. Caregivers may not realise they are neglecting their child emotionally, and may be meeting the child's other needs.

Symptoms include:
* Being emotionally withdrawn
* Depression or anxiety
* Low self-esteem
* Low motivation or concentration
* Aggressive or defensive behaviours
(Holland (2021))

As emotionally neglected children mature, they are also more likely to have problems with motivation, substance abuse, or PTSD.

Some children find emotional support outside of their closest caregivers: with another relative, or another trusted adult. As teachers, we are also able to provide empathy and emotional support. Some examples of this include the following:

* Listening to the child calmly and without judgement
* Identifying and confirming the child's experiences, feelings, and needs
* Providing emotional vocabulary to help young children express themselves
* Being clear about plans you have in place to maintain the student's emotional safety
(Nickerson & Jimerson (2015))

If a teacher believes a child is being consistently emotionally neglected, it is important that they report the issue following the school's child safety protocols. The school may be able to arrange a meeting with the child and their caregivers in order to more fully understand the situation at hand. If the caregivers are receptive, there may be theraputic options available to help the caregivers better meet the needs of their child.

In cases of major emotional neglect, or when the caregivers are not receptive to intervention, a decision may be made to involve social services to evaluate the best course of action for the child and caregivers.

Holland, K. (2021). Childhood Emotional Neglect: How It Can Impact You Now and Later. URL: https://www.healthline.com/health/mental-health/childhood-emotional-neglect

Lawler, M. & Talbot, E. (2012). 'Emotional Neglect' in Encyclopedia of Human Behavior. ed.  V.S. Ramachandran.  Elsevier Inc.

Ludwig, S. & Rostain, A. (2009). 'Family Function and Dysfunction' in Developmental-Behavioral Pediatrics. ed. W. Carey.  Elsevier Inc.

Nickerson, A. & Jimerson, S. (2015). Supporting Students Experiencing Childhood Trauma - Tips for Parents and Educators. URL: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/mental-health-resources/trauma/supporting-students-experiencing-childhood-trauma-tips-for-parents-and-educators

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Childhood Emotional Neglect: What It Is, and How It Can Affect You

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Childhood emotional neglect involves ignoring or not meeting the emotional needs of a child. Often neglectful parents were neglected children. Therapy can help.

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When I lived in Appalachian Ohio, in the heart of the opioid crisis, a high school intern told me that we were the first people he'd met who kept jobs or did much of anything with their time other than get high. Many of my students were in foster care or other difficult situations because of parental drug use. Substance abuse is complicated because it leads to additional traumas, such as abuse, neglect, being put into foster care, or homelessness. An estimated 11% of all children in the US live in homes with substance abuse (Solis et al 2012).

Signs of substance abuse at home will resemble signs of abuse, neglect and other traumas. Students may also struggle with secure attachment with other people, expecting to be left. They may test adults to see if adults will be pushed away if they act out. They may develop mental health disorders.

Children living with substance abusers are >2x as likely to abuse drugs themselves (Solis et al 2012). But there is hope, because at least 50% of children of addicts do not abuse substances. To help students be part of that resilient half, it's important to watch for signs that a student is also starting to abuse drugs:
* Disconnecting from school, peers and other communities they're part of
*Changes in behavior for no clear reason
*Poor grooming
*Loss of interest in activities they liked before
*Changes in sleeping/eating habits

Ways to support these students:
* Be curious about why a behavior is happening; don't just punish or assume it is defiance.
* Make school a consistent, predictable space, in contrast to the chaotic environment at home.
* Maintain high expectations, but make sure they are accessible given the student's reality. For example, it may be difficult to complete homework if home is chaotic and unreliable; is there another way for the student to meet that learning goal?
* Relationship-building, both with adults and classmates, is especially important. Make space in the classroom to build positive relationships and safe space.
* Refer to counselor or children's services if needed
* Strong cultural identities have been shown to be a protective factor; support your student's identities in class.

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The NCSACW website has moved. The new URL is https://ncsacw.acf.hhs.gov/.

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When depression, anxiety, schizophrenia or another mental illness enter a family, the emotional cost can be high and family members can be deeply affected. Depending on their circumstances, they may struggle to help a family member who doesn’t have access to care or may not want assistance. They will need to learn how to support and encourage their loved one, and cope with the range of symptoms and behaviors of the illness. (Pinerest).

When this occurs students may find it difficult to (RESPONSES TO TRAUMA):

Control their moods/emotions

Engage socially at school

Asses their own physical + emotional needs

Set + maintain safe + appropriate boundaries

Additionally students may showcase the following at school:

Withdrawn for friends + classes

Anxiety, Nervousness about PG

Anger, may pick fights

Reduce attendance

Poor grades + changes in performance

For parents/guardian with mental illness themselves, they may:

have difficulty attending to their child's needs

find it difficult to support their student academically, emotionally, etc.

struggle to maintain order in the household (behavioral management)

rely on their eldest children to support with household tasks

Ways Teachers can support students:
Once teachers are aware of the situations at home, we should have check-ins, open dialogues and share appropriate support + resources with the student and their family.
Some factors that can decrease the risk to children:

Acknowledge that their parent(s) illness is real and they are not to be blamed

Create a network of support

Counselors, teachers the child trusts + listens to

Provide good coping skills to the child

Resources from teacher/counselor/school

Provide extensions on assignments/homework

Resources:
https://www.pinerest.org/mental-illness-affects-whole-family-blog/

https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-Of-Parents-With-Mental-Illness-039.aspx

https://www.samhsa.gov/find-help/national-helpline

https://www.copmi.net.au/kids-young-people/at-school

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When mental illness enters the family | Dr. Lloyd Sederer | TEDxAlbany

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This talk was given at a local TEDx event, produced independently of the TED Conferences. What must families know if they have a loved one with a mental illness? In his talk, Dr. Lloyd Sederer discusses the four things we all must know to help those who may be struggling around us.

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Emotional abuse is invisible but highly harmful to children's well-being,and it can cause lasting effects upon the brain and mental development. A list of situations that can lead to emotional abuse:

-Continually ignoring or rejecting a child

-Physically or socially isolating a child

-Forcing a child to do things by scaring them

-Exposing a child to domestic violence

-Constantly criticizing, humiliating, or blaming a child

-Constantly swearing, yelling or screaming at a child

-Making a child feel different from other family members

-Telling a child that they’re worthless, unloved or not enough

-Withholding love, support, praise or attention from a child

-Bullying, teasing, insulting or belittling a child

-Having unrealistic expectations or unreasonable demands of a child

-Not allowing a child to explore, express themselves, learn or make friends

-Treating a child badly because of things they can’t change (eg. disability, gender, sexuality)

-Threatening abuse or threats to harm loved ones or pets

Signs that a child might experience emotional abuse:

Avoiding or running away from home

Low self-image, self-esteem, and confidence-

Delays in development or decline in school work-

Often anxious, distressed, or afraid of doing something wrong-

Demanding, disruptive or secretive behavior

Extremes of behavior – very aggressive to very passive

Trying too hard to please or failure to connect with parents

Being withdrawn or having difficulty relating to others

Feels worthless, unloved or unwanted

Increased fear, guilt and self-blame

Lying, stealing or lack of trust in adults

Self-harming or suicidal thoughts

Drug and alcohol use

Ways to Support Students:

-Create a safe, supportive, and non-judgmental environment: utilize mindfulness by using calming classroom colors, essential calming oil diffusers, low lighting, and setting peace corners at school, as well as providing the opportunities to practice how to use them. Classroom discipline should also be in a way that is respectful, consistent, and non-violent. Additionally, maintaining familiar routines helps reduce unnecessary stress for children and adolescents who experience emotional abuse.

-Schools implement Trauma-specific interventions, and provide Support for Students Exposed to Trauma (SSET) program: SSET is a 10-lesson curriculum including skill-building techniques to reduce current emotional issues and to encourage students to cope with real-life problems and stressors. Furthermore, talking about traumatic events can help students overcome negative emotions.

-Build a support system: Teachers consistently do weather check-ins and create brave corners at school for students. Sharing their feelings is essential for students whoever experienced trauma. Likewise, use a buddy system to ensure that each student has a support person while at school. The purpose of the system is to bring hope that children are not left alone.

-Focus on strengths and positives: Students who have experienced emotional abuse can have a low self-image and self-esteem, so providing positive praise can enhance student confidence as well as make them feel good about themselves.

-Contact the school mental health professionals and local institutions to provide further support: Reach out to the school counselor when suspicions of abuse arise. Additionally, keeping the discussion transparent can make sure students feel comfortable and safe about the mandated reporting.

Resources:

https://kidshelpline.com.au/parents/issues/understanding-child-emotional-abuse

https://www.edutopia.org/video/making-students-feel-safe

https://schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf

https://resilienteducator.com/collections/trauma-informed-school-practices/

https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/

https://traumaawareschools.org/sset

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Bullying is unwanted and at times aggressive behavior between two people - this could be two children, a group of children and a child , or an adult and a child, that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. This imbalanced relationship can cause long term damage on ones mental health.
A major problem these days are students being bullied online. Watch this video to learn a bit more about cyberbullying.

There are three categories for bullying:
1. Verbal bullying:

Teasing
Name-calling
Inappropriate sexual comments
Taunting
Threatening to cause harm

2. Social bullying:

Leaving someone out on purpose
Telling other children not to be friends with someone
Spreading rumors about someone
Embarrassing someone in public

3. Physical bullying:
Hitting/kicking/pinching
Spitting
Tripping/pushing
Taking or breaking someone’s things
Making mean or rude hand gestures

Signs of trauma caused by bullying:

Depression and anxiety

Low self-esteem and personal drive

Trouble focusing and falling grades

Behavioral problems

Social and relationship issues

Substance abuse later in life

Self-harming behaviors

Unexplainable injuries

Lost or destroyed clothing, books, electronics, or jewelry

Frequent headaches or stomach aches, feeling sick or faking illness

Changes in eating habits.

Difficulty sleeping or frequent nightmares.

Sudden loss of friends or fear of socializing.

Signs of a child being a bully:

Getting into fights.

Vandalize property.

Wanting to drop out of school or skipping classes often.

Aggressive behavior towards adults.

Using alcohol before legal age, and using drugs.

Ways parents can support their child:

Ensuring the child is safe and seek ways to prevent future bullying experiences.

Talking through what happened and why, to help clear up misconceptions about their role in the traumatic event.

Teaching stress management and relaxation techniques, to help them cope.

Ways teachers can support a student:

A school should have an anti-bullying policy where the teachers and students are educated in how to prevent bullying, to speak up when it happens, and a protocol to act on it. Also this will help to develop mindfulness.

Teachers should be educated about trauma and its effects.

Promoting physical and emotional safety in relationships and the environment.

Reducing trauma-related triggers in the school environment.

Ensuring students and families have voice, choice, and empowerment.

Including SEL in lessons to help with emotional and social skill development.

Read this article if you want to learn about "6 Ways Educators Can Prevent Bullying in Schools"

I encourage you to visit stopbullying.gov for more information.