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Children, Coping With Loss, Are Pandemic’s ‘Forgotten Grievers’

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Children, Coping With Loss, Are Pandemic’s ‘Forgotten Grievers’

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This New York Times article about children dealing with death/grief/ loss during the pandemic calls upon political leaders to make a greater effort to help our struggling youth. The article mentions the extreme need for mental health services for the hundreds of thousands of children who have lost loved ones during the pandemic. Researchers found across collaborative studies that Black and Hispanic children were roughly two and a half times as likely as whites to be bereaved as a result of the pandemic, while Native American children were nearly four times as likely. The article states multiple mentions of allocating funds for children's mental health such as the $14.2 million, allocated by Congress through the American Rescue Plan, to expand access to pediatric mental health care. More needs to be done.

Grief and loss in unfortunately unavoidable in life, especially during the pandemic. In a pre K-4 class it is vital for us to have open and honest communication with our students to determine how they are coping with such unprecedented times. By having group discussions about loss in the classroom, students can feel a greater sense of connection to classmates while feeling less alone in their own situations.

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A bipartisan group led by two former governors is urging President Biden to help an estimated 167,000 children who have lost parents or caregivers.

Courtney Grund's 16-year-old son said he was having mood swings and suicidal thoughts since his father's death. Teachers and friends don't understand his situation, he said. Ms. Grund signed him up for grief counseling after one friend expressed concern. Credit... Adriana Zehbrauskas for The New York Times

WASHINGTON - Courtney Grund, whose husband died of Covid-19 in August, got an alarming text message last week: Her 16-year-old son was "talking about self-harm," according to the message, sent by his friend. She quickly signed him up for grief counseling, she said in a tearful interview, using her maiden name to protect his privacy.

John Jackson, a disabled veteran on a fixed income, said he had struggled to find help for his 14-year-old daughter, whose mother died in the pandemic. "I can see it in her, where she's suffering," he said.

Pamela Addison, a reading teacher whose husband died, said she felt fortunate that she could afford therapy - $200 a session out of pocket - for her grieving 3-year-old.

Although Congress has allocated trillions of dollars to combat the pandemic, including more than $100 million for existing children's mental health programs and $122 billion for schools, the Biden administration and lawmakers have not yet created initiatives specifically for the tens of thousands of children who have lost parents and primary caregivers to Covid-19.

Behind the scenes, leaders of a bipartisan coalition of experts in education, the economy and health - backed by wealthy philanthropies and headed by two former governors, Dirk Kempthorne of Idaho, a Republican, and Deval Patrick of Massachusetts, a Democrat - have been meeting with White House officials, urging them to do more.

On Thursday - just two days after the surgeon general warned that young people were facing "devastating" mental health issues related to the pandemic - that group, the Covid Collaborative, will release a report estimating that more than 167,000 children in the United States have lost parents or in-home caregivers to the disease.

The collaborative is asking President Biden to initiate a national campaign to identify these children and, with help from the private sector, take steps to improve their emotional and economic well-being. Its recommendations include offering them mental health care and creating a "Covid Bereaved Children's Fund," similar to a fund established after the Sept. 11 attacks, to provide up to $10,000 to families in need.

"The president is uniquely positioned to put an official imprimatur on the call in this report to coordinate all resources, public and private, at every level of government and every level of the private sector and philanthropy to help these children," Mr. Patrick said in an interview.

"It's a tragedy not of their making," he added, "but they're our kids. They belong to us, and all we are saying is, 'Let's act like it.'"

The report, titled "Hidden Pain," estimates that more than 70 percent of the bereaved children are 13 or younger. It is based on federal data and a modeling study led by Dan Treglia, a social policy researcher at the University of Pennsylvania.

Communities of color are disproportionately affected. Dr. Treglia, who is also part of the collaborative, said racial and ethnic disparities in caregiver loss from Covid-19 exceeded the already stark disparities in coronavirus deaths.

Parents and young people left behind said the push by the Covid Collaborative was welcome news, if only to force officials in Washington to recognize this new cohort of bereaved children.

Ms. Grund picked up her son from school last week after she got the text from his friend; he has not yet returned.

He went to his first group therapy session Tuesday evening. In an interview, he said he was having mood swings and suicidal thoughts, and had not wanted to leave his room. He would like to see initiatives that better equip teachers and school officials to help grieving students.

Ms. Grund with her son and Georgie, their therapy dog. Her son said he would like to see initiatives that better equip teachers and school officials to help grieving students. Credit... Adriana Zehbrauskas for The New York Times

"No one knew how to deal with what I was going through, so it was hard for the teachers to communicate to me," he said, adding that while he could talk to his friends, it had not helped much. "I can share with them, but it's in one ear and out the other," he said. "They don't completely understand and, like, process the whole situation."

A spokeswoman for the Department of Health and Human Services, Kirsten Allen, said the administration "has made a number of investments and launched several initiatives covering a wide range of mental health priorities - including support for children who have lost parents."

She cited the surgeon general's advisory and the expansion of several existing programs. In May, for example, the department announced it was releasing $14.2 million, allocated by Congress through the American Rescue Plan, to expand access to pediatric mental health care. The rescue plan also provided money for suicide prevention programs and a program to improve care and access to services for "traumatized children."

John Bridgeland, the collaborative's founder and chief executive officer, said expanding existing programs was not enough. "We need a focused effort to help the unbearable loss of these 167,000 children," he said.

Losing a parent or a caregiver is hard for a child in ordinary times. But experts in grief counseling and school officials say the pandemic has exacted a particular toll.

"The death of a parent is something that we deal with all the time - not just with Covid," said Susan Gezon Morgan, a school nurse in Emmett, Idaho, a small city outside Boise. "But I think the fact that Covid is in the news and so sudden, and oftentimes it's a young parent, that it seems so much more traumatizing."

In a small community like Emmett, where everyone knows everyone else, Ms. Morgan said, the grief cuts both ways. Grieving children lose their privacy, but they also have a tight-knit community to provide support. In big cities, it is another story.

Mr. Jackson, of Reisterstown, Md., just outside Baltimore, is home-schooling his daughter, Akeerah, in part because he fears her peers will be insensitive, encouraging her to "just get over" her loss.

When Akeerah's mother, Cathy Fulcher, died, Mr. Jackson got a note from the Baltimore County school system saying she could delay turning in her grades, but little in the way of guidance. Soon afterward, he said, he started looking for a place for his daughter to get therapy.

"One was $250; they didn't take any type of insurance," he said. "That was just for us to come in for an evaluation. That's just not in the budget."

Akeerah Jackson, 14, with her father, John, and a photo of herself with her mother, Cathy Fulcher, who died of Covid-19. A grief support center in Baltimore has helped Akeerah cope with her loss. Credit... Alyssa Schukar for The New York Times

Eventually he found Roberta's House, a grief support center for Baltimore families. There, Akeerah said, she has learned how to cope with her grief by drawing and writing in a journal, and she is now a "peer ambassador," leading sessions for other teens. She has also attended Camp Erin, a free camp for grieving children offered in cities across the country.

Both are funded by the New York Life Foundation, which also backs the Covid Collaborative and has created a website, grievingstudents.org, to provide information for educators as part of its "grief-sensitive schools" initiative, which predates the pandemic. The vice president of the foundation, Maria Collins, says many of its programs have waiting lists.

"It's known in this field that the young person is the forgotten griever," she said, adding that the foundation was open to working with the federal government and would be "eager to provide tangible support, financial and otherwise, for Covid-bereaved children."

The collaborative envisions $2 billion to $3 billion for the bereavement fund, possibly supplemented by money from private foundations. It would help parents struggling with everything from rent payments to their children's academic performance to finding the right therapy at a reasonable cost.

The report builds on similar research: The journal Pediatrics, relying on data through June 30, before the wave of infections caused by the Delta variant, reported in October that more than 120,000 American children had lost parents or caregivers from Covid-19.

The researchers who conducted the collaborative's study found that Black and Hispanic children were roughly two and a half times as likely as whites to be bereaved as a result of the pandemic, while Native American children were nearly four times as likely. Dr. Treglia, whose research focuses on vulnerable populations, said the number of bereaved children grew quickly during the Delta surge in part because it hit so many adults of childbearing age.

"There is an extraordinary responsibility to care for those children," he said. "So many of them were facing economic and other hardships even before the pandemic began, and certainly before they lost a caregiver. Now they are facing their darkest days."

Some parents whose spouses were frontline workers say they would like at least some recognition from Washington that their loved ones died while trying to protect others.

Ms. Addison, whose husband was a hospital speech pathologist in Paterson, N.J., runs a support group called Young Widows and Widowers of Covid-19. She estimates that 95 percent of her 900 members have children.

"You invite athletes to the White House because they've won a championship; why not invite families who lost their loved one because they went into a hospital, they went into a school that wasn't really safe?" she said. "You see when a military person dies there is this big celebration of their life and the kids know their parent is a hero. Our kids need that."

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Children, Coping With Loss, Are Pandemic's 'Forgotten Grievers'

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A bipartisan group led by two former governors is urging President Biden to help an estimated 167,000 children who have lost parents or caregivers. WASHINGTON - Courtney Grund, whose husband died of Covid-19 in August, got an alarming text message last week: Her 16-year-old son was "talking about self-harm," according to the message, sent by his friend.

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This informative article by The Cleveland Clinic explores student mental health related to social media usage. The article shares studies stating the impact social media has on kids, the dangers of social media, and what adults can do to help combat these effects. Although most apps require users to be 13 years and older, a recent poll found that 50% of children 10 to 12 years old and 33% of children 7 to 9 years old use social media apps. With the increasing number of children on social media, studies report increased irritability, increased anxiety, lack of self-esteem, and more in young users. The article gives a number of tips to help parents/guardians navigate the world of social media with their children by establishing boundaries and limits as well as having open communication with children.

It is important to include these conversations in the PreK- 4 classroom with students! Teaching students what social media is and how it doesn’t always show an accurate picture of someone’s life can help mitigate some of the effects listed in the article. It is important to teach students mindfulness when using such apps.

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Spending time on social media has become almost a way of life for most adults - scrolling through videos of cuddly cats and wacky dances for hours a day.

But is it healthy for your children to have the same habits? And how do you know if they're being safe on social media?

Child psychologist Kate Eshleman, PsyD, discusses the potential dangers of kids using social media and - if you're allowing them to use it - how to talk to them about how to stay safe, not overdo it and not take a lot of what they see on there too seriously.

How social media affects children

Most social media apps require users to be at least 13 years old. But in a recent poll, parents shared that 50% of children 10 to 12 years old and 33% of children 7 to 9 years old use social media apps.

If your child is currently on social media or if they've been asking to join, it's important to talk to them about what social media is, what rules you have for it and how it doesn't always show an accurate picture of someone's life.

"Social media makes it easy to compare oneself to another," says Dr. Eshleman. "Most people put on social media what they want you to see. And by using social media, all of us have the ability to access endless information anytime we want to and that can be very hard for kids."

Impact on children

While experts are just beginning to understand social media's impact on children, one study shows that children younger than 11 years old who use Instagram and Snapchat are more likely to have problematic digital behaviors like having online-only friends and visiting sites parents would disapprove of, as well as a greater chance of taking part in online harassment.

That same study says limiting how much time a child spends on social media may reduce some of the negative effects of using social media at such an early age.

Another study talks about how children who use TikTok are developing tics and having tic-like attacks. They're experiencing a movement disorder brought on by stress and anxiety - presumably made worse by the pandemic and teens' increased social media consumption.

In addition to problematic digital behaviors, there may be changes in children's daily behavior at home like:

"If kids are being asked to get off social media and do their homework, then parents might see increased periods of irritability or frustration directed towards parents," says Dr. Eshleman. "They're being asked to do something they don't want to do and stop doing something they enjoy."

Dangers of social media

As a parent, it can be hard knowing what your child is doing online. There are dangers to be aware of, though, including:

"Kids don't have the cognitive and executive functioning to think through harmful situations and why those might be a bad idea," says Dr. Eshleman. "So sometimes they're placing themselves in physical risk."

What's the solution?

Social media can have a positive effect on your child like helping them learn how to communicate with others, navigate relationships and how to manage somebody who isn't being kind to them. So, no social media at all might not be the best (or realistic) solution for your kids.

But if you decide to let your children use social media, make sure to talk to them about expectations - both yours and theirs. Here are a few tips on how to navigate the social media world together:

Determine if your child is ready. Even if your child is old enough to join a social media platform, they might not be ready for it. As the parent, you have a good sense of their maturity level and how they interact with others like coaches and friends. If you're unsure, Dr. Eshleman suggests doing a test period on social media. "Parents should identify their expectations and communicate those to their children," she says. "Also, identify consequences of not following them."

Talk to your kids. From the beginning, it's important to have an open and honest conversation with your children on what social media is and what it can be used for. Ask why they're interested in having an account on a particular platform and what they want to use it for. But as they start venturing into the world of social media, keep talking. "If you hear about a popular TikTok trend or that a newsworthy story is trending, talk to your children about what they think and what they've seen," says Dr. Eshleman.

Limit screen time. The American Academy of Pediatrics recommends limiting screen time to two hours a day for children. Eshleman says that's a good guideline but wants parents to also focus on the big picture - making sure your kid is still getting enough physical activity and face-to-face interactions. "It's not always just the screen time that's the problem," she says. "It's what the screen time is in place of." You can always use a screen time app that automatically sets limits, too, to prevent arguing!

Monitor their usage. Dr. Eshleman suggests checking on what your child is consuming, whether that's scrolling through their tablet or phone or using a social media monitoring tool. "See what apps are there and familiarize yourself with those," she says. "Ask yourself if this tool is going to fit your goal."

Model good behavior. Easier said than done, right? But Dr. Eshleman says practicing safe and healthy social media behaviors in front of your child can go a long way. "It's much harder for kids to understand the potential dangers or risks of social media when parents engage in the same behaviors themselves," she says.

The biggest takeaway? Go easy on yourself as a parent when it comes to social media and your kids. Don't be afraid to talk to other parents about what they do or ask for help if you are struggling with how to navigate social media and keep your kids safe.

"For many parents, this is uncharted territory," Dr. Eshleman says. "It takes time and energy, and it can be difficult for parents who are working, raising children and managing household tasks. It's OK to ask for help."

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Communication between parents and kids, as well as screen time limits, can help children avoid the dangers of social media.

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You'll live longer if you move 11 minutes a day. Here are 3 ways to get going

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You'll live longer if you move 11 minutes a day. Here are 3 ways to get going

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This article from CNN is about physical activity's association with increased longevity. As discussed in the article, sedentary behavior has become the new normal for many folks during the pandemic. With the myriad of studies stating the health risks of prolonged sitting, getting active daily is of the utmost importance after long zoom meetings. According to the article, a recent study has shown that with as little as 11 minutes of movement a day, you can increase your life span! The article goes on to state 3 easy ways to get active including bodyweight exercise sequences, yoga, and fun dancing sessions!

Physical activity can be incorporated daily in the pre-k-4 gen ed classroom! Through simple dance sessions on go noodle, to mindful chair yoga exercises, students are given a break from constantly sitting down all day. Discussions about the importance of staying physically active can be included in these brain break movement sessions. A healthy mind has been linked to a healthy body!

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daily exercise: just 11 minutes per day increases life span - cnn

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Can you move 11 minutes a day? You'll live longer if you do

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With as little as 11 minutes of daily movement, you can increase your life span, a recent study has found. Here are three ways to get moving.

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Essential Trauma-Informed Teaching Strategies for Managing Stress in the Classroom (and Virtual Classrooms)

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Essential Trauma-Informed Teaching Strategies for Managing Stress in the Classroom (and Virtual Classrooms)

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This article by the editorial team at Resilient Educator talks about the importance of trauma-informed teaching. Topics such as the impact of trauma, the guiding approach to trauma-informed care, best practices in the classroom, and self-care for trauma-informed teachers are a few topics discussed in the article. The article states that being trauma-informed recognizes that student undesirable behaviors are attempts to soothe emotional dysregulation, and this is often done unconsciously on the part of the trauma-impacted individual. Teachers learn not only how to recognize trauma, but implement trauma-informed pedagogy in their classes.

The idea of trauma-informed teaching is vital in the pre-k -4 classroom for the health, safety, and success of our students. Being able to recognize trauma and how to react and handle situations is pertinent to a well-functioning classroom. Discussing the topic of trauma is an opportunity open students' eyes to different perspectives of the world leading to a more empathetic classroom. We never know what a person has or is going through in their life.

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What is trauma?

According to the National Child Traumatic Stress Network (NCTSN), child trauma is when a child witnesses or is involved in an event and, as a result, feels intensely threatened. A traumatic event or situation exceeds an individual's ability to cope. Several types of psychological or physical trauma can lead to extreme distress. Sources of trauma can include (but are not limited to) bullying, natural disasters, and sexual abuse. The National Survey of Children's Health states that 35 million children in the United States have experienced one or more types of childhood trauma.

One way to consider trauma is as a continuum in frequency and severity, from a single event to multiple events occurring over and over again. The three types of traumas are acute, chronic, and complex. Acute trauma occurs as an isolated event, such as a severe accident, medical procedure, or being a victim of a crime. Chronic trauma is when stressful or threatening events are experienced repeatedly, such as domestic violence. Complex trauma results from multiple and ongoing traumatic events such as abuse or neglect, living with alcoholism or substance abuse, and suffering from financial, food, and/or housing instability.

Impacts of trauma

Trauma has both short and long-term effects on a child's brain and body. Reactions to acute trauma may include shaking, crying, or being easily startled. It may be easier to see and understand a child's response to an acute traumatic event because it happens immediately, and one can grasp the reason why the child is distressed.

Chronic and complex trauma can be more challenging to detect in the classroom. A child may appear to be reacting to the situation at hand, but in reality they've been triggered by something else. Trauma can affect the body and brain in the following ways:

Body development: Trauma can lead to living in a near-constant state of extreme stress or fear. This heightened stress response means the child or adolescent can seemingly overreact emotionally, behaviorally, and/or physically to something that another child may not consider stressful. Children who have been traumatized may also over-respond to stimuli and be extremely sensitive to light and sounds.

Brain development: Trauma often leads to difficulties with language, communication, and processing new information. Reasoning skills are often delayed because of trauma as well.

Emotions: Emotional struggles are common with a trauma history. Children or teens may have difficulties expressing and managing their emotions, quickly exploding and struggling to calm down once upset.

Behavior: Trauma affects the ability to develop healthy attachments and relationships. Distrust, manipulation, argumentative behavior, and impulsivity can be common in youth who have been traumatized.

The trauma-informed approach

The Substance Abuse and Mental Health Services Administration (SAMHSA) reports that approximately one in every four children will experience a traumatic event before the age of 16. This means each classroom could have multiple children struggling to deal with various traumas. To create a trauma-sensitive school, where every classroom is safe, healthy, engaging, and challenging for each student, educators must incorporate a trauma-informed approach. This involves first learning about trauma and how it affects children's behaviors, learning, and relationships. Then educators set about intentionally creating an atmosphere that supports each student, demonstrates empathy, and teaches resilience.

What is being trauma-informed?

First and foremost, being trauma-informed means that one has a level of understanding about trauma and its impacts on an individual's brain, body, emotions, and behavior. It is a commitment to learning more about trauma and viewing the individual as a person and not their behavior. Without being trauma-informed, a teacher may misinterpret a child or teen's behavior in the classroom. Being trauma-informed recognizes that the undesirable behaviors are attempts to soothe emotional dysregulation, and this is often done unconsciously on the part of the trauma-impacted individual. It shifts the question from "What is wrong with this child?" to "What has happened to this child?"

Having a trauma-informed lens

A trauma-informed lens is a perspective of how the instructor views the child and the classroom. With a trauma-informed perspective, a teacher can consider alternatives as to why a student might be acting in a certain way, and the teacher can respond in a way that will not cause additional trauma to the child.

Guiding principles of trauma-informed care

SAMHSA released a report containing the six guiding principles of trauma-informed care. Both in-person and virtual classrooms can apply these guiding principles. These principles include:

1. Safety: Throughout the school and in each classroom, all people (administration, staff, and students) need to feel physically and psychologically safe.

2. Trustworthiness and transparency: Decisions are made and implemented with the primary goal of building and maintaining trust between administration, staff, students, and their families.

3. Peer support and mutual self-help: An atmosphere of support is key to building trust and empowerment and in establishing safety.

4. Collaboration and mutuality: Everyone-administration, staff, and teachers-has an essential role in developing a trauma-sensitive school. This responsibility is not just for those in therapeutic positions; instead, everyone must do the work to create a trauma-informed workplace.

5. Empowerment, voice, and choice - everyone in the school strives to empower others and recognizes that each student is unique, and both require and deserve an individualized approach. For example, when emotionally dysregulated, a student may be asked what they need to feel better. Providing the student an opportunity to use their voice and select what they want or need empowers the child or teen to recognize what they need, express those needs, and feel calm and heard when those needs are met.

6. Cultural, historical, and gender issues - Ignoring stereotypes and biases and ensuring that both teaching and other interactions with students and staff are culturally sensitive and responsive is a crucial part of trauma-informed schools.

One must note that these elements of trauma-informed care are not merely a one-time task to be checked off of a list. Instead, a true trauma-informed approach is a series of ongoing, deliberate interactions that put the child as an individual at the forefront and not the exhibited behavior.

Trauma-informed best practices in the classroom

Studies have shown that classrooms can implement several best practices to maximize the support that students need. These evidence-based trauma interventions include:

Recognize the signs of trauma

Signs of trauma in the classroom may include a child having difficulty focusing, struggling with creating and maintaining friendships, being overly tired, and/or having poor self-regulation. Students with excessive absences, changes in their school performance, and withdrawing from activities or others may also be signs that a child has been affected by trauma.

Provide consistency and structure

Daily schedules should be structured and contain elements of academics, entertainment or play, and physical exercise or movement. Also, weaving in aspects of self-regulation skill building such as breathing exercises, mindfulness and journaling can be quite helpful so that students can learn to develop these skills and implement them on their own as needed. Consistency is key to helping a child feel secure.

Providing an overview each day of the schedule and lessons for the day can also reduce anxiety for those children and teens who may become easily distracted, wondering or fearing what might come next. This quick and straightforward task may help return a bit of control to the child as they can mentally prepare for the day.

These tips also apply to virtual classrooms. Consistency and structure can also be provided by setting expectations and goals together as a class, define responsibilities, and regularly checking in with virtual students to see how they are faring.

Utilize social-emotional learning

Social-emotional learning, also called SEL, is the process through which students develop skills in critical areas. These areas include self-awareness, self-control, social awareness, interpersonal skills such as feeling and demonstrating empathy for others, effective listening and communication, and making responsible decisions. SEL skills are critical for student success in school, life, and future work.

Educators can teach these skills in various ways, including modeling behavior, using specially designed SEL curriculum materials, and in their classroom management practices. In addition to specific counseling activities to teach social-emotional learning, these skills can often be introduced in the midst of everyday learning:

When reading a story to the class, discuss how characters might think or feel.

Assigning responsibilities and tasks to each student builds a sense of self-worth.

Starting the day with an affirmation can set the tone for a positive learning environment as it encourages positive self-talk and promotes a growth mindset.

Teaching mindfulness activities such as breathing can be done in conjunction with "brain breaks" in between lessons.

Journal exercises help students identify and express their feelings or opinions, and group discussions can promote healthy and respectful disagreements.

Social-Emotional Learning Circles help promote community discussions and respectful, reflective listening.

Use restorative practices over zero-tolerance policies

Trauma-informed programs realize that zero-tolerance policies are ineffective and harmful. Zero-tolerance policies focus on the offense and are rooted in punishment. The child or teen is punished for committing an infraction with detention, suspension, or expulsion. It removes the student from the classroom environment but does not consider the student as an individual and what might have led to the misbehavior. Zero-tolerance policies disproportionately affect students of color, perpetuate the school-to-prison pipeline, and do not provide the support or services the struggling student needs to achieve.

Rather than a single technique or tactic, restorative justice is a paradigm shift in how schools consider discipline and how students who break the rules are perceived and addressed. The goal is to create a new disciplinary system that is highly supportive while also being highly controlled. This system is rooted in respect, healing, empathy, and accountability. Restorative practices seek to do just that - restore relationships and environments. Instead of focusing on punishing the offending student, the focus shifts to repairing relationships between the offending student and the victim or repairing physical damage that may have occurred.

Restorative practices use support systems, including talking circles and peer juries, to create an environment where the student can hear how their actions affected the other party, and the offending student can respond. This approach humanizes both parties and encourages keeping the misbehaving student in the fold rather than excluding them from the school community. It also allows the student to be involved in finding a way to make amends instead of having a punishment doled out upon them. Restorative practices rebuild a traumatized student's relationships with authority figures, reform their belief in fairness, and build their capacity for conducting themselves with integrity.

Research shows that school-wide use of restorative practices has long-term, positive impacts on student behavior, attendance, and achievement. Drop-out and truancy rates decline, and students report being happier while in school. Utilizing this trauma-informed positive behavior support can create an entirely different school environment, especially for students affected by trauma.

Implement a trauma-informed pedagogy

Trauma-informed pedagogy is the practice that keeps trauma and how it affects learners at the forefront when designing and implementing teaching strategies. For instance, during this time of uncertainty and social isolation with the COVID 19 pandemic, educators can recognize that these stressors may compound upon existing trauma and lead to students having a more challenging time completing even basic tasks, being motivated, and engaging with other students.

A trauma-informed pedagogy also provides content warnings before discussing potentially triggering topics. The educator also prepares themselves in advance on how to respond if a student is triggered. It allows students to opt-out of participating in these discussions and reassures students that they can opt-out without any penalties. Trauma-informed pedagogy also describes and teaches grounding techniques for students who may feel overwhelmed. These types of practices help to create a safe and supportive learning environment for all students.

Teacher self-care while being trauma-informed

In order to create a supportive, trauma-informed classroom, it is imperative that instructors not only identify and deal with their own trauma but also regularly engage in self-care. Self-care techniques can vary based on the educator's preferences, but examples include exercise, traveling, reading, meditation, yoga, seeing a therapist, and participating in creative or artistic pursuits, such as dancing or painting.

Secondary traumatic stress

Failure to prioritize self-care can lead to burnout or secondary traumatic stress. This is significant stress that develops as a result of caring for others with a history of trauma. Hearing about various traumas each day can weigh on an educator, resulting in both physical and mental difficulties that can severely interfere with one's life.

Warning signs of secondary traumatic stress include:

Difficulties sleeping/having nightmares

Excessive fatigue

Physical aches and pains

Lack of motivation and/or decreased productivity

Difficulties concentrating

Isolation - avoiding people or activities that once brought joy

Feelings of anxiety, hopelessness, or anger

Secondary traumatic stress is not a permanent condition. Prioritizing self-care, talking to supportive family, friends, and professionals, and finding healthy outlets to relieve the stress can all help. In time, these difficulties can resolve, allowing for a clear and healthy mindset ready to support and encourage hurting students.

Professional development and training

Training is necessary in order to develop a trauma-informed classroom. Professional development training is a perfect opportunity to learn about trauma and examine ways to build a supportive environment and trauma-informed communication skills.

Trauma-informed professional development and training topics

Trauma-informed training for teachers can include a variety of topics surrounding trauma, including:

The different types of trauma

How trauma affects a child's development

Ways trauma can manifest in student's actions in the classroom

How to and how not to respond to undesirable behaviors

Developing a trauma-sensitive classroom

Developing a trauma-informed lens and teaching pedagogy

School-wide techniques and programs that can be implemented to be responsive to both student and staff stress and trauma

For those who want to become even more well-versed in recognizing and managing trauma-based challenging behaviors in the classroom, options exist for both post-graduate certificates and even a degree in trauma-informed teaching. Spending time learning as much as possible about trauma and how to best support traumatized children in the classroom can have positive and lasting results on both students and the educator.

Resources

Building a Trauma-Informed, Compassionate Classroom: Strategies & Activities to Reduce Challenging Behavior, Improve Learning Outcomes, and Increase Student Engagement by Jennifer Bashant

Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom - by Kristin Souers and Pete Hall

Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility using Restorative Justice - by Nathan Maynard and Brad Weinstein

Berry, M. (2018). Restoring American education: An end to zero-tolerance policies through restorative justice. Retrieved from https://digitalcommons.csumb.edu/cap_thes_all/315

Byer, L. (2016). Restorative practices in the school setting: A systematic review. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/564

SAMSHSA. (2014). SAMSHA's concept of trauma and guidance for a trauma-informed approach. Retrieved from https://youth.gov/feature-article/samhsas-concept-trauma-and-guidance-trauma-informed-approach

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Trauma-Informed Teaching Tips for Classroom & Online Educators | Resilient Educator

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Trauma-informed teaching incorporates the understanding of trauma and its impacts on a student's brain, body, emotions, and behavior. Learn strategies, pedagogy, and self-care in relation to the trauma-informed approach.

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Pandemic Saw Big Declines in Kids' Use of Drugs, Alcohol, Vaping

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Pandemic Saw Big Declines in Kids' Use of Drugs, Alcohol, Vaping

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To my complete surprise, this news article by U.S. News states that alcohol/drug use has decreased during the pandemic. According to U.S. health officials, there has been an "unprecedented" decline in teens' use of alcohol, marijuana, other illegal drugs and vaping. These results remain true amongst a variety of age groups including high schoolers and middle schoolers. An even more dramatic decrease was shown in vaping usage in youth populations.

This news is fantastic and honestly unexpected. Maybe alcohol and drug use is linked to a social environment/usage rather than personal. That being said, it is important to talk about the damaging effects of drug and alcohol use(especially on developing brains).

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This article by Fraser Health discusses student gender and sexual identity in the classroom. The article clearly distinguishes the difference between gender orientation and sexual identity as well as why both are important to teach in the elementary gen ed classroom. Besides offering a number of resources, the article lists a number of ways teachers can help create inclusive environments in schools. Using inclusive language for all people and families, creating an inclusion policy, and being visually welcoming and inclusive are a few of the recommended steps teachers can make in their classroom.

As the article stated, teaching students about gender orientation and sexual orientation at a young age will help stop discrimination and bullying in the classroom. I think introducing inclusive language everyday while also using children's literature to educate students about LGBTQ experiences is vital in the classroom.

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We need to learn to treat each other with dignity and respect regardless of our differences in gender, sexual orientation and sexual expression. We need to build understanding about the diverse society that we live in. Here are some tips from SOGI Education on how to build this culture in the classroom.

Use inclusive language. Say, "Good morning everyone" instead of "good morning boys and girls." Say, "Students should turn in their papers" instead of each student should turn in "his or her paper."

Use language for all families. Refer to a student's "family" and "parents" instead of "mom and dad" to include students who may have single, step or LGBTQ parents, or alternate guardians. More ideas in QMUNITY's inclusive language guide.

Expand your vocabulary. Ask questions about and get clarity on respectful language for talking about sexual orientation and gender identity.

Be visually welcoming and inclusive. Display an LGBTQ rainbow sticker/safe space sticker or flag to show your school and class are LGBTQ allies. The BC Teachers' Federation has more ideas to show your support.

Increase awareness and access. Make it easy for students to learn about and talk about sexual orientation and gender identities. For example, celebrate LGBTQ related awareness days or help set up a Gay-Straight Alliance club.

Use inclusive social categories. When providing instructions, use social categories that speak to all students. Divide students into groups based on birthday month, for example, rather than by "boys and girls."

Create an inclusion policy. Welcome and celebrate students' differences in gender identities and sexual orientations and expression. Build strategies to understand the diverse society that we live in into the school curriculum.

Respond to hurtful language. It's important to speak up when students make comments such as "that's so gay," even if they don't mean harm. Consider these responses. "Gay people and their loved ones are all around you. Most of them, as well as others, are offended every time they hear this." Or, encourage them to try other words to say what they mean, such as, "That's so stupid, that's so weird, that's so boring!" Learn more at SOGI Education.

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Resources on sexual and gender diversity and gender identity and transgender issues.