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The McKinney-Vento Homeless assistance act.

-A US federal law that provides a spectrum of services to homeless across America.

-Gives homeless students the right to an education

- The right to take advantage of Title I provisions like free meals, ESL programs, etc.

-The Act also has a number of rules that apply to public schools.

General things steps to find out if a student is in a transient or homeless situation:

1. listen for clues that the student could be homeless.  Many families and students are ashamed of the stigma that comes with being homeless.
2. Take note if the student brings up living and staying in many different places for sleep.
3.  Listen for clues that the student potentially doesn't have things like power or water at their home.
Sources:
https://www.accreditedschoolsonline.org/resources/education-for-homeless-students/
https://www.youtube.com/watch?v=6Oj-Dyo_Fhc&ab_channel=EileenShoup

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Resources and Advocacy for K-12 and College Students Experiencing Homelessness

According to data released by the Department of Justice, more than 1.7 million teenagers experience homelessness within the United States each year - a number that is considered low given students' reticence to share details of their living situations. Education should be a basic right of every citizen, yet far too many students who find themselves without permanent housing aren't aware of the wealth of resources available to them - both on campus and in their local communities. The following guide addresses this as well as other common barriers to academic success, current legislation, and meaningful ways that educators and administrators can make a difference for both K-12 and college students experiencing homelessness.

Fast Facts on Student Homelessness

For too long and for too many students, the issue of homelessness has not received the attention it deserves. This is especially true when considering the dramatic rise of homelessness within K-12 students over the previous decade. The statistics below show just how pervasive this issue is:

Between 2008 and 2014, homelessness in public school increased by 90 percent, jumping from 680,000 to more than 1.3 million students.

Approximately 35 percent of America's homeless population is under the age of 24.

As of 2017, approximately 14 percent of community college students were homeless, and up to two-thirds don't have enough food.

Sources: The Atlantic, U.S. Department of Education, Department of Housing and Urban Development

Reality for Homeless Students: Barriers to Academic Success

When basic needs such as running water, food, and a bed cannot be met, it stands to reason that academic success suffers. By gaining a better understanding of all the obstacles homeless students face, administrators and educators are better equipped to be an empathetic voice that advocates for them in the classroom and beyond.

Attendance Problems
Because homeless students are transient, many face barriers when it comes to finding reliable transportation, completing homework assignments, and finishing a full grade at one school. The National Network 4 Youth found that 20 percent of homeless students repeat at least one grade while in school.

Sleep Deprivation
Without access to a permanent bed of their own, many homeless students sleep wherever they can find shelter - including storage units, vehicles, shared motel rooms with other people, or even on the street. Because they seldom get a restful night's sleep, many of these students struggle to stay focused while at school.

High Stress
Aside from the normal stressors related to growing up, homeless K-12 students also must face much larger questions: When will I get my next meal? Will I be taken away from my parents? At the postsecondary level, homeless college students are often struggling to balance a full-time job while in school and are constantly concerned about being able to pay for housing, utilities, and possibly even costs related to supporting other family members.

Behavioral Issues
It's no surprise that most homeless students come from unstable families. While the lack of support from parents or siblings is stressful enough, many of these learners are also at a high risk of being exposed to traumatic events, such as domestic abuse, alcoholism, drug use, or protecting one parent from another. Data from the Institute for Children and Poverty found up to 12 percent of homeless students miss 30 days of classes due to issues at home.

Substance Abuse
Approximately 80 percent of homeless youth either actively or in the past have abused substances as a way to deal with all the trauma of their upbringing.

Shame
Regardless of their current situation, many homeless youths feel intense shame and responsibly for being homeless. In the midst of trying to balance a rigorous academic schedule, these students often feel ashamed to let friends or teachers know about their past or current homeless status.

Poor Health
Homeless students and their families rarely have quality access to healthcare, and therefore have likely neglected many preventative measures to better their health. Many of these students have never visited a pediatrician or dentist, and are too afraid to tell a physician about their living situation.

Poor Diet
It's important for children and youth to eat healthy, balanced diets that create healthy immune systems, yet for many homeless students, that scenario is not a possibility. Many of these students have grown up under-nourished, due both to lack of access to food generally and lack of access to healthy food specifically.

Poor Hygiene
When students are living out of cars or storage units, their access to running water is severely limited. This lack of access to facilities that allow them to maintain hygienic practices only adds to the sense of shame and embarrassment that uproots their emotional health.

Understanding Homelessness and Legislation for Students

The McKinney-Vento Homeless Assistance Act was passed into federal law during Ronald Reagan's presidency, with 2017 marking the 20th anniversary of this important legislation existing. As the most significant piece of federal law focused on homelessness within the United States, McKinney-Vento works to ensure that academic barriers to success are resolved as efficiently and effectively as possible. It also works to provide support mechanisms to ensure that, at least while at school, students have access to basic care such as education, food, and shelter.

The McKinney-Vento Homeless Assistance Act defines homeless children and youth as any individual who does not have access to a permanent and satisfactory dwelling to return home to at night. Student populations included in this definition are those who are sharing transitory housing (e.g. motel, motor home, trailer) with other people who are also experiencing loss of housing; those whose primary dwelling was not created for residence and functions in a different capacity during daytime hours; those who are living in any type of vehicle, public structure, or abandoned space; and those who are considered migrants.

The McKinney-Vento Act covers homeless children and youth who are aged 21 or younger.

Under this law, homeless students have numerous rights when it comes to access to education and services, including:

The right to be immediately enrolled in school and to participate fully in any school activities for which they are eligible - even if the child can't provide records that are typically required.

The right to attend a school in their neighborhood or district where they previously had permanent housing, regardless of their current location.

The right to receive transportation to and from school.

The right to take advantage of educational programs and services, including Title I provisions, free meals, ESL programs, special education, gifted and talented, pre-school, vocational training, and pre-/post-school childcare.

The right to receive specialized protections for homeless youth, including the ability to enroll in a school without documentation of guardianship.

The right to debate a decision about enrollment if they feel it is unfair or disadvantageous.

The right to request that a homeless educational liaison be appointed to ensure they have proper access and representation.

The rules below apply specifically to public schools, and private schools are not covered under the McKinney-Vento Act. Things that schools are required to do include:

Not discriminate against any student, regardless of race, color, national origin, age, sex, or disability.

Eliminate any identified barriers that prevent students from fully participating in school, including any "outstanding fees or fines"- particularly those associated with extracurricular activities.

Enroll students at any time they come to the school, including mid-semester.

Not discipline or expel a student for issue related to their homelessness (e.g. missing class).

Provide free school meals, regardless of whether they provide income documentation.

Provide any medical or dental services that can be accessed at the school.

Ensure all students have access to safe and confidential services - especially when domestic abuse is a concern in their home.

Although the McKinney-Vento Act covers homeless students aged 21 and younger, the rules in place are typically focused on ensuring unaccompanied homeless youth are supported while trying to graduate from high school. That being said, the law does require schools and colleges to provide a range of services meant to help students who aspire to postsecondary education fulfill those goals. Some of these include:

Providing homeless students with access to counselors who can offer advice, counseling, and mentorship while also ensuring learners are better prepared for college.

Receiving fee waivers for college standardized tests such as the ACT and SAT.

Writing letters to prospective colleges explaining the student's situation and validating any student who marks themselves as homeless.

Students are able to request fee waivers from colleges, even if they don't have proper documentation.

The process for becoming eligible for services provided under the McKinney-Vento Act is typically straight-forward and hinges on proving the student fits within the definition of "homeless" as outlined by the law. Given that homeless student's lives are rarely straight-forward, however, this process requires a knowledgeable and patient local homeless education liaison who is able to read the definition carefully and make case-by-case decisions about each child.

Additional Laws for Homeless Students

Aside from McKinney-Vento, numerous other laws are on the books to help benefit homeless students trying to complete K-12 and college educations.

Title I of the Elementary and Secondary Education Act (ESEA)

Commonly known as the No Child Left Behind program, Title I funding exists to ensure low-income students can access programs and support systems designed to enhance their academic achievements. Even if a school attended by a homeless student doesn't typically receive Title I funding, provisions are in place to providing funding to offer services to that student. Examples of support mechanisms include tutoring programs, after-school programs, and individualized support.

Head Start Act

Since 2007, Head Start has worked to prepare students in low-income areas for grade school by providing pre-school programs. While not specifically aimed at homeless learners, they typically meet all the requirements for receiving the service. At present day, however, the issue is that demand far outweighs supply. Many students are placed on waiting lists at their neighborhood school, but homeless learners who are constantly moving may struggle to take up their spot when the time comes.

Individuals with Disabilities Education Act (IDEA)

IDEA was enacted to ensure learners with disabilities - including those who are homeless - are able to receive specialized educational services that address individual learning disabilities. Because homeless students have a higher risk of exhibiting learning or developmental delays, laws like IDEA ensure they have access to all the same services, regardless of their home situation.

Child Nutrition Act

CNA exists to ensure students from low-income families have access to free and/or reduced meals at school that are healthy and filling. While most parents must complete an application and show proof of income to qualify, parents of homeless students are permitted to bypass this step so their children are immediately eligible.

Identifying and Helping Homeless Students in the Classroom

Because homeless students often are embarrassed about their situations, it may not be immediately clear whether they lack permanent housing. Teachers who understand the warning signs are equipped to look for the signs, while those who understand the services better are far more prepared to ensure every student - regardless of their situation - has access to tailored services and programs to help them thrive. It's also important to remember that the warning signs listed below are often hallmarks of homelessness, yet every student is different and may exhibit different warning signs.

Warning Signs

Academic difficulties Students often come to school unprepared (e.g. no homework to turn in), and/or they struggle to focus while in class. This may include acting out in front of other students, difficulty staying awake through lessons, inability to properly absorb lessons, or being otherwise scattered and disconnected from learning.

Documentation challenges Documents typically required to enroll a child in school include proof of guardianship, proof of residency, immunization records, records from previous schools, and teacher recommendations. For many homeless students, however, lots of these documents are either hard to come by or simply don't exist.

Social and behavioral issues For many homeless students, their lives at home are unstable at best, while others have traumatic or anxiety-inducing experiences on a daily basis. Some of the ways these incidents manifest themselves behaviorally include difficulty trusting people, shyness, low self-esteem, fears about abandonment, dependency, and a fear of leaving school at the end of the day.

Poor health and nutrition Because homeless students often lack access to consistent, healthy meals, they may arrive at school having not eaten since receiving a meal at school the previous day. This can lead to students being disconnected in classroom settings, but also problems such as being frequently sick or malnourished.

Poor hygiene and wardrobe issues Students who lack access to running water or washing machines may show signs of homelessness by wearing the same clothes continually without them being cleaned. They may also exhibit oily skin or hair, or strong body odors, since they aren't able to bathe regularly.

Lack of continuity in school Homeless students tend to move around a lot because they have no fixed and permanent home. Students from this population are far more likely to miss large amounts of school days and repeat grades because they simply don't have the stability in place to be in attendance daily. It can also be difficult to ascertain their prior learning if records from previous schools attended aren't available.

Lack of support Unlike other students whose parents pack their lunches, bring them to school, and help with homework, homeless students often must motivate themselves to complete assignments, wake up on time for school, find food (if available), and figure out how to get to school each day. Teachers may never meet the parents of these students, as they don't have independent transportation to drop-off and pick-up their children or to attend parent-teacher conferences.

Unexplained absences Students who frequently discuss visiting relatives or going out of town for other inexplicable reasons, yet lack access to transportation, are often staying in short-term housing (or actively looking for shelter), making it difficult for them to come to school each day.

Avoidance of personal details Students typically aren't shy when it comes to talking about their parents or siblings, but homeless students often feel shame about their circumstances and may be reticent to share little or any details about their home life. This can also manifest in them being aloof around other students or not having many friends at school.

Inability to complete projects While most homework assignments are typically done on worksheets or notebook paper, special projects requiring students to have specific supplies (such as construction paper, glue, etc.) may present problems as students have no access to these materials and no money to purchase them. Students who regularly fail to turn in these types of assignments may have no way to get ahold of even basic school supplies.

What to Do Once Homeless Status is Confirmed

Once an educator confirms that a student is homeless, there are steps they should follow to ensure the student is getting support. Because of laws like McKinney-Vento, public schools are required to provide a range of supports, but often students need the help of teachers and guidance counselors to properly access these services. Some of the steps teachers can take to best care for their students include:

Ensure basic needs are met
Before addressing academic concerns, teachers should ensure that any homeless student has stable access to things like food, clothes, hygiene products, transportation, shelter, and medical care. They should also work with school administrators to ensure that, if a student moves or their circumstances change, updated services are provided.

Complete an educational assessment
Even if a student is meant to be starting fourth grade, they may not be academically prepared. At the start of the school year, teachers should assess the child's skills in reading, writing, and arithmetic to ascertain their ability - especially if previous school records are unavailable.

Create a check-in for new students
Whether that means eating lunch in the homeroom or taking a few moments at the end of the day, teachers should try to chat with new students for a few moments to find out how they are settling in and if they feel comfortable. For shy students, it may be helpful to assign them a task or encourage them to take part in a student activity.

Create a buddy system
Especially during the first few weeks of attending a new school, having a buddy with whom to eat lunch, walk to class, or get to know the premises can help students settle in and feel more comfortable in their new environment.

Maintain structure
Homeless students often have little to no structure in their lives outside school, so creating a routine with clear rules can help them adjust to their surroundings and calm some of their fears.

Make time for assignments at school
If students are struggling to complete homework, consider building time into daily lesson plans where assignments can be done at school (using on-site school supplies).

Monitor grades
If a teacher suspects that tutoring would help a homeless student better engage with coursework, they should proactively work to ensure that the learner has access to these services - either at the school or a community center nearby. This is also true of counseling services.

What K-12 Schools are Doing to Help

When it comes to helping homeless students and their families, even the most basic support services can have tremendously positive effects on both their academic performance and their future. There are many programs popping up in schools and local communities to help this population find access to support systems and services that help them regain their dignity and achieve their academic goals.

When students don't have access to proper nutrition, their ability to learn suffers. Science has shown that nutrition not only increases brain function, it also can help produce better behavior and support mental concentration, perception, and reasoning skills. The National School Lunch Program has been around since 1946 and provides free or heavily subsidizes lunches and snacks for children who would benefit from a federally-assisted meal program - including homeless students.

Higher Education for Homeless Students

Attending college may feel completely out of reach to students who are struggling to complete high school without a permanent roof over their heads, but many aren't aware of the resources and support programs available to help them get into college, find housing, have access to food, and secure transportation.

Programs for College-Bound Homeless Students

Programs are available to help high school students prepare for postsecondary educations and get ahead once they reach college. While some programs are organized via the federal government, others are managed by individual states or nonprofits.
Middle College High Schools
Since their creation in the 1970's, middle colleges have worked to provide an expedited path to high school diplomas for students who would benefit from a less stringent learning environment. By combining a core set of high school classes alongside several community college courses, students are able to meet the requirements of a diploma while also building credit toward a future degree. Learners must be at least 16-years-old to participate. Examples include Gary Middle College in Indiana and the Metro Nashville Early College High School.
Running Start
This program, which is currently only available in Washington and Hawaii, operates in a similar fashion as other dual enrollment programs throughout the country. By providing up to two years of free tuition at any of the state's community colleges - and select four-year institutions - degree seekers enrolled in Running Start are able to work towards a degree without having the financial stress associated with paying for credits. Students must be in 11th or 12th grade to enroll, and they're responsible for additional costs such as books, fees, and transportation.
Upward Bound
Operating as a federally funded program, Upward Bound works to ensure that students who are typically at a disadvantage for going to college have the training and access needed to succeed. The program mainly works with students who are classified as low-income, the first in their family to attend college, or living in rural areas. By enrolling in intensive programs during the summer months, high schoolers can take advantage of college prep classes in areas of math, sciences, composition, foreign languages, and literature. A special emphasis is placed on ensuring students have proper support mechanisms, including tutoring, advising, access to work-study opportunities, and cultural enrichment.
GEAR UP
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is another federally funded program that dispenses funds to state governments for the education of low-income learners. GEAR UP is a cohort-based program whereby students, beginning with seventh grade and moving through senior year, participate in a range of programs designed to raise the number of learners who attend - and graduate from - college.
Work experience programs
In addition to all the knowledge that homeless students can pick up in high school, there are many skills that are best taught outside the classroom. Work experience programs are great for rounding out a student's knowledge base, ensuring they understand the importance of soft skills such as time management, self-discipline, and professionalism. The California Department of Education is home to Work Experience Education (WEE), while the Coalition for the Homeless maintains the First Step Job Experience program.

On- and Off-Campus Support for Homeless College Students

Having continued support while attending college can increase homeless students' chances of succeeding in school. Colleges and communities throughout the U.S. are stepping up to serve this population in meaningful ways that encourage academic, emotional and physical balance.

On-Campus Programs and Initiatives for Homeless College Students
Campus transition, engagement and academic support programs
Programs like Florida State University's Unconquered Scholars and the University of Utah's Student Homelessness Task Force exist to ensure students receive support and opportunities to participate in campus life throughout the lifespan of their college career. Aside from letting homeless students know that they are known and cared for, these programs provide a range of helpful services. Examples include one-to-one advising, skills workshops, financial aid assistance and workshops, coaching on adjusting to college life, and counseling services.
Campus food pantries
Worrying about food is the last thing a college student should be doing when trying to get good grades and balance a job/internship, but sadly it's the reality for far too many degree seekers. Many food pantries have opened on college campuses in the last few years, including those at the University of Massachusetts at Boston, The University of Arizona, and George Mason University. Some of the services provided include access to healthy and fresh foods, a range of hygienic products, weekly pick-ups, and specialized food for those with dietary restrictions.
Case management
Programs like Kennesaw State University's CARE Management and Florida Atlantic University's Case Management/Student Advocacy work to ensure students are connected with individual case managers who can direct them to services that address their specific needs. In addition to sharing resources such as food pantries, transportation services, and medical care, these programs also help to address any grading concerns or academic issues students encounter while working towards their degrees.
On-campus housing
According to data released by the U.S. Department of Education, approximately 32,000 students identified themselves as "unaccompanied homeless youth" when filling out their FAFSA forms. Unfortunately, many college students are living in cars or other impermanent structures, making it difficult for them to focus on schoolwork. A number of college programs now exist to help students who find themselves in similar situations. Kennesaw State University's CARE Center provides 365-day housing and emergency shelter alongside access to basic hygienic products, gently used clothing, and food. Another example, Sacramento State, recently launched the Student Emergency Housing Program that provides 30 days of food and shelter to students in immediate need.

Off-Campus Programs for Homeless Students
Off-campus housing for students
If colleges don't have adequate housing for homeless students, or it is too expensive for them, they still have many options to choose from. Programs like Students for Students (S4S) in Los Angeles and Y2Y Harvard in Boston offer housing for students, by students. Aside from providing a consistent roof over their heads, formerly homeless
College meal assistance
Although many colleges are now working to provide food pantries and other campus-based meal assistance, sometimes students need a bit more help to survive. Programs like the Supplemental Nutrition Assistance Program (SNAP) provide students with governmental assistance to keep food in the cupboard, but it does require them to work at least 20 hours per week. Swipe Out Hunger is an innovative program where college students donate extra meal points at the end of each semester, which are then given to homeless students to use on campus. Aside from providing food, this program makes it possible for homeless students to eat at campus-based dining halls and interact with other students.
Resource connection services
Students have enough on their minds with schoolwork to worry about finding individual services and resources. Rather than students having to search for things like housing, food, transportation, or suitable technology, organizations like Single Stop USA offer an overarching network of common services, thereby providing a one-stop-shop for basic help. The California Homeless Youth Project is another similar program, providing a comprehensive set of resources for all the most common needs of homeless college students.

In addition to all the helpful information and resources found on this page, homeless students can also learn about numerous college resources designed to support low income students as they work towards a degree. Check out the guide below to learn more.

Get Involved: How You Can Help Homeless Students

Even if you aren't on the frontlines of serving homeless K-12 or college students as an education professional, there are still many important ways to be involved in supporting these young learners. Individuals who have the means to support the fight against youth homelessness in monetary ways can find many worthy organizations accepting donations, while those who wish to donate their time can do so at one of the countless innovative organizations that actively seek volunteers.

Coalition for the Homeless Each year, Coalition for the Homeless organizes Project: Back to School, a supply drive for homeless kids who don't have the money to purchase basic school necessities such as backpacks, notebooks, binders, and pencils.

Coalition on Homelessness Individuals who want to donate funds to buy backpacks, school supplies, books, and basic health items can contribute to this Seattle-based organization.

Homeless Children's Playtime Project This D.C.-based nonprofit works to ensure that homeless students can engage in play programs at school and takes donations in the form of games and money.

Homeless Children's Education Fund Pittsburg's HCEF offers mini-grants for educational enrichment programs tailored to the needs of homeless students.

Human I-T This nonprofit works to address the lack of access to technology that can help homeless students progress in school and complete assignments when they can't get to the school library. Donations can be made in the form of used/new electronics or money.

Positive Tomorrows The innovative program at PT allows donors to pay for specific services for homeless students, including field trips, supplies, shots and health checks, and other educational fees.

Project Night Night Each year, Project Night Night provides 25,000 packages to homeless students aged 12 and under, including blankets, books, and stuffed animals.

Spring ISD Homeless Resource Center This organization launched a "Dress for Success" program that collects donations of clothing or money to help homeless high school students find suitable attire when interviewing for jobs, internships, or colleges.

YouthCare Each year, this organization supports thousands of homeless students by providing items ranging from art supplies and journals to sports equipment and shoes.

A Child's Place Individuals in Charlotte, North Carolina who are looking for actionable ways to support homeless students need look no further than A Child's Place. This nonprofit offers volunteer roles ranging from lunch buddies (volunteers visit school once per week to spend time with a child) to tutors and classroom assistants.

Homemade Hope Dallas's Homemade Hope is not only working to eradicate homelessness in the city, it's also ensuring that homeless students have access to strong, empathetic adults who support them. Volunteer roles include tutor, after-school cooking, field-trip chaperone, and many other positions.

Horizons for Homeless Children With a focus on engaging homeless children in play, volunteers are needed at this nonprofit to volunteer with children living in shelters and act as Playspace Activity Leaders (PALs).

Housing Families This short-term shelter for homeless families is always looking for volunteers who can help engage students during their time at the center. Current volunteer opportunities include providing childcare, driving the children's van, and acting as an after-school tutor.

Monarch Started in San Diego as a small education program, today Monarch operates as a comprehensive K-12 school for some of the 23,000 homeless students living in the county. Volunteers are needed to provide tutoring, mentorship, after-school care, and many other services.

New York Cares Individuals living in the Big Apple can volunteer to work with children living in homeless shelters or other unfixed housing, providing a range of educational support services based on individual needs.

Schools on Wheels This national organization offers remote tutoring services to homeless youth powered almost entirely by volunteers. Current roles include tutor, peer tutor (for 16 to 18-year-olds), tutor coordinator, group tutor, or online tutor.

Student Homelessness Initiative Partnership Based in Frederick County, Maryland, SHIP works to provide a range of services to homeless youth and is always looking for volunteers. Roles may include creating hygiene sets, coordinating a range of extracurricular activities, teaching at art camp, coaching sports, or doing a shift in the emergency shelter.

Volunteers of America This national organization works in many different parts of the country to solve youth homelessness. One of the more unique programs they have - and need volunteers for - is Brightening Birthdays. If you want to volunteer to help arrange a birthday party for a homeless child, VOA has an opportunity for you.

Youth on their Own Based in Arizona, this group works to educate homeless teens and is in constant need of volunteers who can work directly with homeless youth to affect their lives in positive ways.

Derek Vasconi: Overcoming Homelessness and Completing an Education

When he was 17-years-old, Derek Vasconi was forced to leave his mother's house and became homeless. Despite months of living in parks, he was able to complete a college degree at Penn State in human development and psychology. He is also an avid writer, having published KAI, an award-winning Japanese horror novel.

Seeking Help: Additional Resources for Homeless Students

Looking to find out about a few more resources that actively support and encourage homeless students? The websites below connect to national resources that can ensure students stay fed and sheltered.

College and University Food Bank Alliance
Homeless students looking to find out if their college (or one that is nearby) operates a food bank can use CUFBA's database to make quick work of their search.

Feeding America
Homeless students looking to find a food bank in their community can use Feeding America's national database to see what is closest to them.

Homeless Shelter Directory
This website currently maintains a database of more than 12,000 emergency food programs in America, ranging from shelters and food pantries to soup kitchens and food banks.

HUD Exchange
The Department of Housing and Urban Develop maintains a comprehensive range of resources designed specifically to serve homeless youth, including several paths to finding safe and permanent housing.

National Alliance to End Homelessness
NAEH provides an exhaustive section of its website devoted to addressing the health concerns and needs of homeless students in America, including information on how they can get help.

Sublet.com
This national website is a great resource for high school and college students who are trying to find cheap, short-term housing where they can get on their feet without breaking the bank.

National Association for the Education of Homeless Children and Youth Individuals who are experiencing homelessness while in school can use this resource to learn about their rights and find helpful resources (such as test fee waivers) to propel them forward.

National Health Care for the Homeless Council
Homeless students who need to visit a doctor or have a procedure done can contact this agency to learn about their options and receive quality care referrals.

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Students experiencing homelessness don't have anywhere to go. Education should be a basic right of every citizen, yet far too many students

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Different self care options that could be discussed with students:

Engage in regular exercise

Confide in trusted friends, mentors and teachers

Teach the student to communicate with others what could potentially trigger their symptomes.

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Although divorce usually does not result in PTSD the fallout that can come from a one has the potential to create similar conditions.

https://www.cauldervalentine.com/can-a-terrible-divorce-cause-ptsd#:~:text=startled%20or%20frightened.-,Post%2Ddivorce%20Trauma,in%20physical%20symptoms%20of%20illness.

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Address bullying behavior.
• Make sure the student understands what the problem behavior is and that bullying is taken seriously.
• Work with the student to understand why he or she bullied. Sometimes students engage in negative behaviors like bullying in response to other traumatic experiences, or to better fit in with peers.
• Use consequences to teach, such as involving the student who bullied in making amends. Build empathy. Support students who are bullied.
• Listen to and focus on the student.
• Assure the student that bullying is not their fault.
• Give advice on what to do. You could even role-play how they might react another time.
• Work together to resolve the situation and protect the bullied student. Providing support may involve input from the student, parents, and others within the school.

Source: https://ohr.dc.gov/sites/default/files/dc/sites/ohr/page_content/attachments/DC-OHR%20tip%20sheet%20focus%20on%20prevention%208.23.pdf

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Talk to children about what happened in a way they can understand. Keep it simple and appropriate for each child’s age. (Learn more about common reactions by age range)

Provide children with opportunities to talk about what they went through or what they think about it. Encourage them to share concerns and ask questions. Younger children may draw pictures or may play with toys to express what they think and feel.

Children react, in part, to what they see from the adults around them. When teachers deal with a disaster calmly and confidently, they can provide the best support for their students.

Children who were directly exposed to a disaster can become upset again; behavior changes resulting from the event may be long lasting and can worsen or return if these children see or hear reminders of what happened. Be aware that that this could happen and know what resources are available at your school for children and families, should you need to report concerns to the appropriate people at your school.

Proceeding with normal daily routines, such following familiar schedules when to eat and when to play, can help reduce stress. However, while recovering from disasters, children may have a hard time focusing on learning, they may need more time than usually to master new skills and concepts.

Source: https://www.cdc.gov/childrenindisasters/school-return-after.html#:~:text=Provide%20children%20with%20opportunities%20to,from%20the%20adults%20around%20them.

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Centers for Disease Control and Prevention

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Teachers and early care and education (ECE) providers have an important role to play in helping children both prepare for and recover after a public health emergency.
Public health emergencies and disasters affect millions of children worldwide each year. These emergencies and disasters include natural events (such as severe weather, earthquakes, fires, floods, and tsunamis) and man-made events (such as acts of terrorism). An emergency or disaster can be destructive to a child's physical environment, as well as affect their mental health. As a teacher or ECE provider, you are committed to keeping schools and ECE programs safe and supporting children and their families. If your students experience an emergency or disaster, there are steps you can take to help your students cope and recover.

How can I help my students cope and continue to support their recovery from a disaster?

Talk to children about what happened in a way they can understand. Keep it simple and appropriate for each child's age. (Learn more about common reactions by age range)

Provide children with opportunities to talk about what they went through or what they think about it. Encourage them to share concerns and ask questions. Younger children may draw pictures or may play with toys to express what they think and feel.

Children react, in part, to what they see from the adults around them. When teachers deal with a disaster calmly and confidently, they can provide the best support for their students.

Children who were directly exposed to a disaster can become upset again; behavior changes resulting from the event may be long lasting and can worsen or return if these children see or hear reminders of what happened. Be aware that that this could happen and know what resources are available at your school for children and families, should you need to report concerns to the appropriate people at your school.

Proceeding with normal daily routines, such following familiar schedules when to eat and when to play, can help reduce stress. However, while recovering from disasters, children may have a hard time focusing on learning, they may need more time than usually to master new skills and concepts.

It is difficult to predict how some children will respond to disasters and traumatic events. Because parents, teachers, and other adults see children in different situations, it is important for them to work together to share information about how each child is coping after a traumatic event.

What are some resources that I can use in my classroom to help children cope?

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Returning to School After an Emergency or Disaster | CDC

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Teachers have an important role to play in helping children both prepare for and recover after a public health emergency.

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Responding to trauma from injury or sickness (Mark)

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Responding to trauma from injury or sickness (Mark)

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This is an incredibly helpful resource that I'll just post the link to.

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Responding to How to support a physically abused child (Mark)

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Responding to How to support a physically abused child (Mark)

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1. Expectations. Teachers can honor the strength and courage of these children by having high expectations for them. Emotionality may interfere with thinking; therefore, it is important to set reasonable goals and to provide the support needed for the child to feel confident in his or her abilities. School can be a place where children rebuild their self-esteem, assert themselves, and see themselves as successful.

2. Structure. Abused children may feel powerless to control much in their environment. To cope, they may: (a) refuse to even try to control what happens around them; (b) strive to manipulate everything they can by bossing peers and controlling belongings; and (c) express disproportionate feelings whenever they feel threatened. When these children fly off the handle with little provocation, they may be doing so to try to establish control. To help the child feel a sense of control in a positive manner, teachers should give accurate information and build trust. Allowing expression of feelings when appropriate through art, music, drama, and/or creative writing will also help the child to feel less controlled by pent-up emotion.

3. Identity. Children who have been abused in ways that met an adult's needs and denied the child's needs have little sense of personal identity. Teachers can help by pointing out the child's strengths. Statements such as “You are a hard worker,” “You are a good friend when you help a classmate with a problem,” and “People in this classroom like you because you are fun to be with” will help the child understand how others perceive him or her. Teachers can also help abused children gain a sense of personal identity by asking questions that help them formulate a position on issues, administering interest inventories, and teaching decision-making and problem-solving skills. These skills will assist in interpersonal relationships as well as in self-understanding.

4. Self-esteem. Abused children have little self-esteem. Teachers can help them learn that they are valued, accepted, and capable by fostering an environment that honors each child's uniqueness. Valuing differences will enable children to begin to see themselves as having something to contribute that others appreciate. With each successful completion of a classroom task, the child's sense of competency will be fostered.

5. Sense of belonging. Abused children think they did something wrong and that they are bad. Because they have kept a secret from everyone, they assume there is a reason for them to be isolated from others. To facilitate a sense of belonging, the teacher may provide designated places for possessions, display work in the classroom, and make a conscious attempt to include these children in classroom activities. Support through teaching social skills individually, in small group settings, and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere.

6. Social skills. Because abused children have not learned to listen to their inner selves, they may focus on pleasing and meeting the needs of others while neglecting their own needs. Having been introduced to the adult world through an abusive relationship, the child may have learned inappropriate behaviors and language. The child may feel unworthy to interact on an equal basis with others and may fear rejection. A classroom climate that fosters caring, appreciation for differences, consistent rules and boundaries, and recognition for small successes will nurture a child who has been discounted at home.

7. Tolerance of differences. Because each child will respond in a unique way to abuse, classroom behaviors may be variable. Some of the feelings an abused child may experience are anxiety, guilt, embarrassment, depression, anger, and resolution (Hillman and Solek-Tefft 1988). The checklist (fig. 1) may help teachers identify emotions and behaviors that might be explained by abuse. Consultation with a school psychologist, social worker, counselor, or nurse may also help teachers understand unexplainable behaviors and emotions of their students.

8. Consistency. Teachers can support a child's need for structure by maintaining a consistent daily schedule, by having clear expectations for performance in both behavioral and affective areas, and by allowing the child to provide structure in his or her own way. A child's need for structure can restrict the depth of his or her encounter with the world. Teachers may respond to this need by encouraging risk-taking in ways that will encourage success and personal worth.

Source: https://www.ascd.org/el/articles/supporting-victims-of-child-abuse

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Help children manage their feelings by teaching and modeling effective coping strategies or identifying effective soothing techniques (e.g., taking deep breaths or carrying a personal item that brings comfort).

Allow children to tell the story of the trauma they experienced, as they see it, so they can begin to release their emotions and make sense of what happened.

Respond calmly and compassionately, but without displaying shock or judgment.

Follow your school’s reporting procedures.

Consider modifying assignments, helping the child with organizing classroom responsibilities and allowing the child to leave class to see a school counselor when needed.

Source: https://www.learningforjustice.org/magazine/what-if-my-student-discloses-a-sexual-assault

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In recent weeks, stories of sexual assault and harassment-concerning well-known people abusing high-profile positions of power-have dominated the news cycle. For a number of reasons, these stories could lead to an increased number of student disclosures of assaulted, privately or during class discussion. Students may, for example, recognize how they have been sexually assault or harassed by someone in a position of power or a position meant to be nurturing, responsible or parental. They may feel inspired by the survivors who are coming forward. Or they may experience strong emotions related to past abuse and want to talk about them.

This leaves teachers in the position of trying to balance the role of a caring confidant with the role of a mandatory reporter. Both roles require putting the child's welfare ahead of the educator's discomfort. And both require that teachers know how to best support the child before a disclosure ever occurs.

Teaching Tolerance asked for professional guidance from two crisis experts at the National Association of School Psychologists (NASP): Dr. Stephen E. Brock of California State University and Dr. Melissa A. Louvar Reeves of Winthrop University. Alongside guidelines from several organizations that specialize in trauma and sexual assault, their professional advice offers best practices for educators who may witness student disclosure and want to know the answers to these "What if...?" questions.

What if a student discloses to me privately, but wants me to keep it confidential?

According to NASP experts:

"If the act being disclosed is a criminal act, or might be reasonably judged as such, confidentiality does not apply. All adult school staff members have a duty to report. Immediate contact with local law enforcement or child protective services is indicated," Brock and Reeves agree. "If it is verified that the act has already been reported, then and only then could the student-teacher conversations about a history of sexual assault be kept confidential. However, such a traumatic stressor can be associated with significant mental health challenges (e.g., PTSD) so it would be important to encourage (or help them to obtain) mental health assistance from a professional with experience working with sexual assault survivors."

Additional resources

The National Education Association also offers an online best practices guide in supporting students who have experienced sexual assault or harassment. This includes tips on how to develop a safety plan for the student and how to make sure students understand your role as a support system but also as a mandatory reporter.

As the NEA cautions, "Don't make promises you can't keep." Educators should resist promising to keep information a secret or promising that the problem will be immediately fixed. Instead, let students know you will do everything you can to help them, and that includes the fact that you have to look for help if the student tells you they are being hurt.

If you're unsure of your reporting responsibilities, the Rape, Abuse & Incest National Network provides a database of state laws regarding sexual assault, including mandatory reporting laws that apply to educators.

So I know my legal obligation, but what is the best way to speak with a student who has experienced sexual assault and disclosed to me privately?

According to NASP experts:

The NASP's online guidance for supporting students experiencing trauma offers a blueprint for how to respond to disclosure, with advice on what to do once the conversation moves to a private space and what to do after that conversation. Their recommendations include:

Help children manage their feelings by teaching and modeling effective coping strategies or identifying effective soothing techniques (e.g., taking deep breaths or carrying a personal item that brings comfort).

Allow children to tell the story of the trauma they experienced, as they see it, so they can begin to release their emotions and make sense of what happened.

Respond calmly and compassionately, but without displaying shock or judgment.

Follow your school's reporting procedures.

Consider modifying assignments, helping the child with organizing classroom responsibilities and allowing the child to leave class to see a school counselor when needed.

Read the full list of recommendations here.

Additional resources

In private conversation, speaking with a student survivor of sexual assault means becoming an active listener first, before reassuming your role as an active educator. Use these tips to improve your active listening skills and avoid things like asking "why" questions or offering quick reassurance that can stymie communication.

What if a student discloses the assault they experienced more publicly, such as during classroom discussion?

According to NASP experts:

"Acknowledge the disclosure and continue the conversation immediately after class, but in private. Let the class know that gossip about these matters is harmful."

Additional resources

How a disclosure occurs may affect an educator's response and the challenge they face to maintain the student's safety and confidentiality. For example, discussions about the current news cycle may subsequently lead to a disclosure from a student during class discussion in front of their peers.

The Resource Center for Adolescent Pregnancy Prevention (ReCAPP) provides guidelines for teachers who face this situation.

ReCAPP suggests that teachers acknowledge the comment in the moment rather than ignore it, and try to relate it to the lesson to affirm the student's courage. Offer to talk more after class if the student feels comfortable. This keeps the classroom conversation from focusing on the student who has disclosed but still expresses care and valuation.

What if the student disclosure involves a fellow teacher or other colleague?

According to NASP experts:

It doesn't matter who the perpetrator is; the response doesn't change.

Additional resources

An upcoming report from the National Association of Independent Schools and The Association of Boarding Schools offers descriptive recommendations for schools' and educators' responses to instances of sexual abuse that occur within a school. So, if a student disclosure involves a colleague, teachers can rest assured that these suggestions are well researched.

The report details a step-by-step process of helping students heal, outlined by 13 key action steps. The following examples apply to any educator, at any level, who bears witness to a disclosure:

Know and follow the law, without exception.

Respond quickly and compassionately.

Listen and respond with empathy to the person reporting abuse.

Never dismiss an allegation as a false complaint of a troubled child.

Protect the confidentiality and privacy interests of the reporter and potential victims.

Activate your response team as soon as you receive an allegation.

What if my student is a boy, transgender, nonbinary or gender-fluid? Does my student's gender identity change the way I should respond?

According to NASP experts:

"No, and it is important to be sensitive to the reality that all persons, regardless of gender identity, are vulnerable to sexual assault. By age 18, one-fourth of girls and one-sixth of boys have been sexually assaulted," Brock and Reeves explain. "The vast majority (85 percent) of sexual assaults on children and adolescents are perpetrated by a familiar (usually trusted) person."

Additional resources

The organization Faculty Against Rape also offers guidance on " how to respond when a student discloses sexual assault." The group points out that different students (such as boys or students of color) face different social barriers in disclosing their status as a survivor of sexual assault. Educators should be responsive to these circumstances.

What if I'm discussing the current news cycle in class? How can I discuss sexual assault or harassment in a safe way but remain mindful of survivors of sexual assault in my classroom?

According to NASP experts:

"Always preface such discussion with this reality and acknowledge that the conversation is a difficult one. Let students know that if they are at any point uncomfortable, they may ask to leave," Brock and Reeves advise. "And make certain that resources are available to talk individually with students who want to process their own stories and experiences."

Educators hold great responsibility-a responsibility that becomes even more amplified and complex when students disclose experiences of abuse or harassment. There's no way to fully prepare for the difficult task of seeing your student in distress and then having to take action both quickly and carefully.

But educators can mitigate concerns by knowing the law, knowing best practices and knowing their limits. A child's safety and welfare may depend on it.
Collins is a senior writer for Teaching Tolerance.

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What If My Student Discloses a Sexual Assault?

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This guidance from experts at the National Association of School Psychologists can help educators respond if a student discloses abuse or assault.

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- Acknowledge the student's feelings and validate their experience
- Provide a safe and supportive environment for the student to express themselves
- Connect the student with appropriate resources and referrals, such as counseling, social services, or community organizations
- Encourage the student to engage in positive coping strategies, such as relaxation, exercise, or hobbies
- Reinforce the student's strengths and resilience, and help them identify their goals and aspirations

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Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both touching and non-touching behaviors. Non-touching behaviors can include voyeurism (trying to look at a child’s naked body), exhibitionism, or exposing the child to pornography. Children of all ages, races, ethnicities, and economic backgrounds may experience sexual abuse. Child sexual abuse affects both girls and boys in all kinds of neighborhoods and communities.

Children who have been sexually abused may display a range of emotional and behavioral reactions, many of which are characteristic of children who have experienced other types of trauma.

These reactions include:

An increase in nightmares and/or other sleeping difficulties

Withdrawn behavior

Angry outbursts

Anxiety

Depression

Not wanting to be left alone with a particular individual(s)

Sexual knowledge, language, and/or behaviors that are inappropriate for the child’s age

Criteria for selecting effective interventions for child sexual abuse include the following:

The intervention was evaluated for children or teens experiencing sexual abuse or assault as the index trauma, in one or more randomized controlled treatment trial that documented significant treatment effects for improving PTSD/trauma symptoms for this population;

The intervention is well described in a treatment manual or book with accessible therapist training and a fidelity instrument; and

The intervention used valid, reliable and developmentally appropriate instruments to assess outcomes

Source:
https://www.nctsn.org/what-is-child-trauma/trauma-types/sexual-abuse

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The National Child Traumatic Stress Network

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Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both touching and non-touching behaviors. Non-touching behaviors can include voyeurism (trying to look at a child's naked body), exhibitionism, or exposing the child to pornography. Children of all ages, races, ethnicities, and economic backgrounds may experience sexual abuse. Child sexual abuse affects both girls and boys in all kinds of neighborhoods and communities.

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Child sexual abuse is any interaction between a child and an adult (or another child) in which the child is used for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both touching and non-touching behaviors.

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With a potential difficulty building relationships, it's important to seek the appropriate resources and build an environment that helps instill more positive interactions. You can look towards your PLC or other departments like counselors to understand the effects of emotional neglect and how to help cope with them.

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Relief for Parental Substance Abuse (Vincent)

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Relief for Parental Substance Abuse (Vincent)

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You can be a supportive and positive role model in the individuals life. You can encourage them to talk about their feelings. You can also help connect them with resources such as a counseling or support groups. Additionally, you can help them understand that their parent's substance abuse is not their fault, and that they are not alone in their struggles.

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Children with parents who use substances are at an increased risk for child maltreatment. Drugs and alcohol inhibit a parent's ability to function in a parental role and may lessen impulse control, allowing parents to behave abusively. Children in these homes may suffer from a variety of physical, mental, and emotional health problems at a greater rate than do children in the general population. These children are also subject to higher rates of emotional, physical, and sexual violence; housing instability; poverty; and physical health issues. The following resources describe the characteristics of people who engage in child maltreatment where substance use is involved.

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Keep a close eye on the student for any of signs of physical abuse.

Contact SLT and any authorities specifically trained in this kind of situation. From there there can be an action plan on how to act and the measures that can be taken.

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Put the student in contact with the appropriate agencies or social workers.

Make sure that the student is incorporated into the class environment and has support from friends and teachers.

Make allowances - do not assign them homework and spend some time with them after school.

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Be a presence for the student, letting them know they can count on you.

Educate the student and make them aware of the dangers and how to stay safe.

Create scenarios and act out a natural disaster in the classroom to make the students aware.

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Be patient with the student.

Don't push them or insist they have to join in every time.

Give allowances for time on work.

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Make sure the student feels safe and the teacher needs to create a sense of trust.

Don't force interaction or make the student open up if they are not ready.

Stick to the classroom norms and routines.

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Trauma can be the result of exposure to a natural disaster such as a hurricane or flood or to events such as war and terrorism. Witnessing or being the victim of violence, serious injury, or physical or sexual abuse can be traumatic. Accidents or medical procedures can result in trauma, too. Sadly, about one of every four children will experience a traumatic event before the age of 16.

Symptoms:
Their heart rate may increase
They may begin to sweat
Feel agitated and hyperalert
Feel “butterflies” in their stomach
To become emotionally upset.
Bad dreams and nightmares about the event
Depression, anxiety, and negative thoughts

Response:
Let them lean on your loved ones.
Reach out to friends and family
Practice mindfulness

Face their feelings.
Prioritize self-care.
Be patience with them.
Don’t hesitate to seek professional support

Reference:
https://www.lcmchealth.org/blog/2022/june/coping-with-hurricane-ptsd/

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Exposure to Community Violence (ECV) and Trauma

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Exposure to Community Violence (ECV) and Trauma

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Symptoms:

Nightmares or difficulty sleeping

Hypervigilance or constant scanning for danger

Trouble trusting others

Social isolation and withdrawal

Response:

Provide a calming and supportive environment for students to discuss their feelings. (Paul)

References:
Responding to Students Exposed to Community Violence: A Mixed Methods Study of Teachers’ Perceptions of Trauma-Informed Service Delivery       Destiny Marie Waggoner  2018
https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom

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What is physical abuse?
Physical abuse occurs when a parent or caregiver commits an act that results in physical injury to a child or adolescent, such as red marks, cuts, welts, bruises, muscle sprains, or broken bones, even if the injury was unintentional.

What are the symptoms of physical abuse trauma？

Children may struggle with developing and maintaining friendships.

They don’t trust authority figures.

They don’t feel good about themselves or see themselves as worthy.

They may blame themselves for the abuse and feel that they must keep what goes on in their families a secret.

Children become aggressive themselves or have other behavioral problems.

Children become anxious and fearful rather than numb and withdrawn.

Reactions vary depending on the age of the child, the kind of abuse, and how long it continues.

How to respond to students with physical abuse trauma as a teacher?

1. Support With Safety, trustworthiness, and transparency:

Think about your classroom's layout and ensure that it conveys a sense of physical and psychological safety.

Designate at least one or two “anchor” spots that don't change and are always used in the same way, like a reading corner with a cozy bean bag.

Enforce consistent classroom rules, using supportive language and positive, non-threatening messaging around consequences.

Anticipate changes in the environment that may make a student feel unsafe, like a fire drill or the presence of a substitute teacher, and brainstorm strategies with students to overcome them.

Maintain a calm presence, monitoring your body language and tone of voice.

2.  Offer Peer support, collaboration, and mutuality:

Encourage students to respect, support, and celebrate each other.

Model the language of respect that you want them to use.

Develop a sense of “our classroom” ownership by working with students to designate a class name, logo, or mural.

Let every student be the “helper,” but always ask students for permission before assigning them to this role.

Discourage any unnecessary competition between students.

3. Positive usage of Empowerment, voice, and choice:

Give students choices for engagement by presenting a menu of options for demonstrating mastery (e.g., writing an essay, creating an oral presentation, or developing a creative project).

Conduct an inventory of your classroom assignments, noting each assignment's associated potential stressors and alternative options for students, and only use high-stakes, high-stress assignments when necessary.

Remember that some students are not used to being empowered to make choices, so provide support to teach them how to say, “I don't want that one.”

4. Take into Cultural, historical, and classroom considerations:

Conduct a cultural/gender inventory of your classroom materials and consider how this relates to your students.

Ensure each student can find materials, activities, and representations that speak to their own uniqueness, as well as their inclusion in the classroom. Have students read accounts of the same historical event from different perspectives and discuss.

Think about how you celebrate differences without making children feel “different,” and use activities for the whole group that emphasizes many ways of being the same.

5. Avoiding re-traumatization:

Minimize potential trauma triggers, like loud noises and physical touch, as much as possible.

Recognize students' reactions to triggers and respond in trauma-informed ways by communicating that students are safe and that you are there to support them and providing choices to guide them to a safe or quiet area if appropriate.

Keep schedules and rules as consistent as possible to avoid surprises.

Check-in regularly with students one-on-one as much as possible and let them know that they can come to you for support.

6. Encourage Non-Judgmental Support: Let the student know that you are there to support them without judgment and that the abuse is not their fault. (Paul)

References:

1. https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog51_strategies-to-support-students-experiencing-trauma.asp

2. https://www.nctsn.org/what-is-child-trauma/trauma-types/physical-abuse/effects

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Responding to Trauma in Your Classroom

Bad Behavior or Reacting to Trauma?

Think of a student who challenges you. Have you observed any of these behaviors in that student?

Excessive anger

Unusual startle reactions

Loss of appetite

Extreme fatigue

Physical or verbal aggression

Regular tardiness or absence from class

Perfectionistic, controlling or anxious behavior

Difficulty concentrating

Frequent headaches or stomachaches

Low self-confidence

Irritability

Clinginess

Trouble making friends

Self-harm or suicidal ideation

Hoarding

Risky behaviors (including drug or alcohol abuse or sexual acting out)

Panic attacks

Extreme self-reliance

Running away

Defiance

Alienation from peers

If you've observed even some of these behaviors (or other troubling symptoms), you may have a student who is directly or indirectly experiencing trauma. Trauma can be defined as the reaction to a shocking or painful event or series of negative events. Some traumas require immediate intervention and court-mandated reporting; others go by unmarked. Regardless of whether or not you are aware of the details, there are things you can do to mitigate the effects of trauma for individual students and for all students in your classroom.
Source: Mental Health Connection of Tarrant County
What Causes Trauma?

Trauma affects the ways individuals feel, think and behave. It influences self-perception as well as beliefs about other people and the world.

Though this list is not exhaustive, traumatic experiences can include:

Medical crises

Accidents or injuries (like a house fire or car collision that threatens the student's safety)

Bullying or harassment

Family separation (due to incarceration, deployment, divorce, foster placement or death)

Natural disaster

Abuse (emotional, physical or sexual)

Neglect

Observation of domestic, community or school violence

Substance abuse

Mental illness

Terrorism and war

Instability due to being unhoused

Poverty

Overt discrimination or constant microaggressions

Refugee or undocumented status

More students may suffer trauma-or suffer more trauma-than you can see or know. Trauma is difficult to assess and identify; it's also specific to the individual. An event that may traumatize one person may not traumatize another person. Moreover, the same event may lead to different trauma symptoms in different people.
Source: The National Child Traumatic Stress Network
Responding to Trauma

Proactively applying trauma-informed classroom strategies benefits all students. Students respond positively when educators get to know their individual circumstances, affirm their identities and cultivate empathy in the classroom. Here are some ideas to consider incorporating in your teaching practice:

Establish social and emotional safety in your classroom.

Social and emotional safety is the cornerstone of positive classroom outcomes. Research shows that students need to feel both physically and emotionally safe to learn. Students experiencing trauma, including bias, bullying and social isolation, are more likely to feel unsafe.
Strategies

Classroom contracts

Explicit anti-bullying or community-building curricula

Timely interventions in conflicts and hurtful exchanges

Teaching and modeling of empathy and active listening skills

Create a behavior-management plan that focuses on positive reinforcement.

Discipline and behavior management are central to classroom culture and often present unique challenges for students responding to traumatic events or experiences. Foster compassion for and among your students. Focus on praising students for appropriate classroom behavior, not on punishment.
Strategies

Implement student-generated agreements and contracts

Adopt "zero indifference" (NOT zero-tolerance) policies

Seek out training in restorative justice techniques

Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment

Give students opportunities to demonstrate their strengths

Increase your self-awareness and trauma competency.

Increase your knowledge about trauma and how it may manifest for your students. Remember, students respond to trauma in different ways, and their responses may be influenced by cultural traditions, religious beliefs or familial relationships. Connect with students and their families to identify resources and services that can inform how best to support students who experience trauma.
Strategies

Seek professional development on working with specific identity groups

Share support resources with other educators

Connect with community organizations

Engage in ongoing self-assessment and reflection on your trauma responsiveness

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Trauma can have significant and lasting effects on students. This PD Café will help you learn how to recognize the signs of trauma, better understand the causes of trauma, and take steps to establish social and emotional safety in your classroom.

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What kind of children suffer homeless?
Homeless children and youth include minors living in shelters with or without family, doubling up with friends or extended family, settling into motels, campgrounds, trailer parks, or using vehicles for overnight shelters.

What are the traumatic homeless?
Survival needs such as food, safety, and shelter become daily struggles. children under the stress of homelessness or frequent dislocation, are not thinking with the cognitive part of their brains, but are thinking more with the survival part: fight, flight, or freeze.

What are the symptoms of homeless trauma?

Find regular school attendance difficult

Ashamed of where they live (especially if at a shelter).

Teased by other students about homelessness, hygiene, and inabilities.

Misunderstood by parents.

Difficulty adjusting to a new school, magnified by the situation.

No place to do homework (or a quiet place for themselves).

Developmental delay augments feelings of failure.

Be distracted by many things: hunger, shabby clothing, lack of school supplies, or constant anxiety about their family’s security.

………

The Strategies Teachers and School Staff Can Use To  Help Students Who Are Homeless

1. Make the child feel welcome.

2. Make the new student a file that includes things to send home to parents (i.e., school rules,

3. classroom rules, lunchroom rules, class schedule, and a list of special classes).

4. Provide well-defined transition procedures from one activity to another.

5. Plan ahead whenever possible, inform students ahead of time about substitute teachers and

6. changes in activities. This will foster a sense of safety and security.

7. Coordinate any educational plan with the school counselor.

8. Expect and unobtrusively monitor regressions.

9. Offer encouragement and understanding and recognize the child’s talents and

10. accomplishments. Give students the opportunity to see some of their experiences as positive

11. (e.g., places they have traveled).

12. Allow personal possessions and keep in mind that any possession may be the child’s only one.

13. Give choices when appropriate to counter the loss of control experienced in their lives.

14. Don’t penalize students who are homeless for being late before finding out if they have reliable

15. transportation and an alarm clock.

16. Assign projects that can be broken into small components to ensure students have at least some

17. success. The experience of mastery is critical to their self-image.

18. Maintain the child’s privacy and discuss homework situations away from other classmates.

19. Give the student a clipboard to take home as a portable desk to work on.……

20. Try to involve the student into as many extracurriclular activities before and after school. (Paul)

references：

1. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.acamh.org%2Fblog%2Fhomelessness-impacts-on-children%2F&psig=AOvVaw0PhSFrnIEuCI_gBXwfsKZu&ust=1690041298815000&source=images&cd=vfe&opi=89978449&ved=0CBEQjRxqFwoTCIDSt8yUoIADFQAAAAAdAAAAABAE

2. https://dpi.wi.gov/sites/default/files/imce/homeless/pdf/teach_help_hmls_stud.pdf

3. https://www.learningforjustice.org/magazine/fall-2010/helping-the-homeless-in-school-and-out

4. https://resilienteducator.com/classroom-resources/teaching-through-trauma-tragedy/

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Child emotional neglect (CEN) is the parent’s failure to meet their child’s emotional needs during the early years. It involves unresponsive, unavailable, and limited emotional interactions between the adult and the child. The child may speak with a cold and unfriendly tone, be less trusting, unresponsive, delay in language development, have attention problems, and have anxiety.

Possible responses for the teacher when a student has emotional neglect:

Use positive language and award small achievements.

Have one-on-one time with the student for extra support with language development,

Do acting exercises and activities so that the student can express themselves and socialise with other students.

Help build emotional development by enforcing positive behaviour and a positive classroom climate.

Validate their feelings: Acknowledge and validate the student's emotions. Let them know that their feelings are valid and important.  (Paul)

References:

Choosing Therapy. (2023). Childhood Emotional neglect: Definition, Signs, effects, & How to heal. Choosing Therapy. https://www.choosingtherapy.com/childhood-emotional-neglect/
Emotional Validation: How to Validate a Child’s Feelings (33 Examples)

Pamela Li Apr 26, 2023

https://www.parentingforbrain.com/emotional-validation/

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Emotional Validation: How to Validate a Child’s Feelings (33 Examples)

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Emotional validation is the act of tuning in, acknowledging, and accepting another person’s feelings, even if they’re negative.

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Bullying is inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful. Bullying can severely affect a child’s or teen's self-image, social interactions, or school performance, and can lead to mental health problems.

Possible responses for the teacher when a student is being bullied:

Make sure that students know how to report bullying behaviour and that support is well-publicised.

Make sure you take every report of bullying seriously.

Keep a record of what has taken place and what action taken.

Assess whether the child is at risk of harm.

Stick to the facts.

Ask the child what they want to happen.

Implement anti-bullying programs and policies in schools. (Paul)

References:

Anti-Bullying alliance. (n.d.). https://anti-bullyingalliance.org.uk/

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Symptoms :

Fatigue, headaches, stomachaches, or other physical complaints

Difficulty concentrating, forgetfulness, or confusion

Response :

Allow students to rest when needed and provide accommodations for physical limitations. (Paul)

reference: https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf