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Teachers can be impacted by other's trauma. They can experience secondary PTSD after being indirectly exposed to a traumatic event or they can experience vicarious trauma which changes their inner experience over time due to their empathetic engagement with a traumatized person.

It's painful to think about an individual suffering from trauma, but as teachers, empathy is what helps us understand and possibly relate to another's feelings so we can serve them. It's so important to have structures in place to help both the individual suffering as well as those trying to serve them.

https://safesupportivelearning.ed.gov/sites/default/files/03%20P2_Integrating%20Trauma-Sensitive%20Practices%20in%20Schools_10.15.15_to%20ED.pdf

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https://nyulangone.org/news/trauma-children-during-covid-19-pandem

https://nyulangone.org/conditions/traumatic-stress-in-children

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7534660/

https://www.verywellfamily.com/ptsd-trauma-4685816#:~:text=Tips%20for%20Managing%20Traumatized%20Kids%20in%20the%20Classroom,Yourself.%20...%208%20A%20Word%20from%20Verywell.%20

https://traumaawareschools.org/impact

https://www.childtrends.org/publications/resources-for-supporting-childrens-emotional-well-being-during-the-covid-19-pandemic

https://youtu.be/Rg-XwY3V91c

ttb_aces_consequences.pdf (aap.org)

https://safesupportivelearning.ed.gov/sites/default/files/03%20P2_Integrating%20Trauma-Sensitive%20Practices%20in%20Schools_10.15.15_to%20ED.pdf

https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma

https://www.youtube.com/watch?v=LNuxy7FxEVk

https://youtu.be/LNuxy7FxEVk

Danielle Bernock, 2014: Emerging With Wings: A True Story of Lies, Pain, And The LOVE that Heals

Shaii Jan, 2019: The Unspeakable Mind: Stories of Trauma and Healing from the Frontlines of PTSD Science

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The National Child Traumatic Stress Network

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Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect. They usually occur early in life and can disrupt many aspects of the child's development and the formation of a sense of self. Since these events often occur with a caregiver, they interfere with the child's ability to form a secure attachment. Many aspects of a child's healthy physical and mental development rely on this primary source of safety and stability.

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Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect.

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“Trauma is personal. It does not disappear if it is not validated. When it is ignored or invalidated the silent screams continue internally heard only by the one held captive. When someone enters the pain and hears the screams healing can begin.”
― Danielle Bernock, Emerging With Wings: A True Story of Lies, Pain, And The LOVE that Heals

This quote is so powerful. It depicts the painful experience of someone who has been traumatized and not received the help they so desperately seek. The healing process cannot be done alone.

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“The personality formed in an environment of coercive control is not well adapted to adult life. The survivor is left with fundamental problems in basic trust, autonomy, and initiative.”

-Judith Herman, Shaii Jan

“Adverse childhood experiences are the main determinant of the health and social well-being of the nation.”

-Shaii Jan

The Unspeakable Mind: Stories of Trauma and Healing from the Frontlines of PTSD Science 2019

I found these quotes to be very telling of the traumatized person's experience. The former shows the impacts of their experience on their adult personality--unable to make bonds, feel freedom, and unable to assess or initiate things independently. Coercive control is one type of trauma a person can experience, however, a child is never in control of their care. Being neglected or isolated or mistreated in any capacity is a type of control the caregiver forces on the child. Such events create hardened and maladjusted adults, which in turn cause greater harm to the well-being of society. The latter quote suggests the need to help all of those with trauma if we are to create more nurturing, healthy, and peaceful future generations.

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This topic is so personal to me because I became a first-year teacher the same year the pandemic hit. I grappled with personal fears and anxieties but also the fears and anxieties of my students and their families. I've learned that trauma comes in all shapes and sizes and that healing is not done alone. Just as stress and trauma surface in various ways, the ways in which people need support are also unique. Although COVID is a singular event that has impacted many facets of life, the strategies I've learned to help children during this time are applicable to supporting children experiencing any type of trauma. The techniques are far-reaching and beneficial to every child's experience.

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My Voice: How I'll Change My Own Practice

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My Voice: How I'll Change My Own Practice

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With the understanding that not all caregivers will be upfront about the trauma their child might have experienced, I think it's crucial to treat every child with the same respect and care as if they had undergone a traumatic experience. We will never know a child's situation fully, but statics suggest that most children have endured stress-inducing if not traumatic experiences. The best way I know how to change my practice is to implement the strategies suggested in my research to ensure the best care for all children. I will consider trauma when looking at a child through case-studies. I will continuously observe and take note of their behaviors from a factual basis, but refer to trauma indicators to understand if there's a bigger issue at hand. If I notice indicators of stress or trauma, I will reach out to caregivers to ask them to share any recent or on-going events that might be stressful--a move to a new house, a change in their routine/after care, etc.

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My Voice: Supporting children the Montessori way

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My Voice: Supporting children the Montessori way

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All of the current classroom strategies for supporting traumatized children I've come across are practices that are already built into our prepared environment-physically, mentally, and emotionally. Our goal is to create an environment that can be adjusted to suit individual children and their experiences. We already set a peaceful tone by modeling grace and courtesy, using positive, respectful language, and reinforcing positive behavior. We ensure a sense of security by maintaining consistency, preparing the children for transitions and changes, and anticipating their responses. We encourage independence and self-sufficiency by teaching them the skills they need to handle tasks or situations on their own. We maintain our position in service to them by standing by in case they need further guidance. Montessori may have been the original trauma-informed education system.

Thinking back to Montessori's first Children's House, all of her students had experienced prolonged hardships and historic trauma. She established a new way of schooling with this in mind--by incorporating strategies for adapting the environment to suit the children's needs, typically developing children or not.

With consideration to trauma, I think it is of utmost importance for guides to be in a constant state of spiritual preparation. We have to uphold the lessons and values Montessori set by time and time again revisiting our limitations, preconceived notions, and inner biases so that we can best serve the children. All of the classroom strategies are for not if we don't look deeper at our imperfections. This will help us help the children become self-actualized humans.

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After researching the impacts trauma can have on children's behavior, I realized that many of the indicators could easily be observed as some singular issue. For example, I have worked with many children that needed extra support socializing with their peers, had difficulties with their executive functions, or were avoidant. I never thought to consider if there was a traumatic event in their current lives or past that could be contributing. I think it's because I didn't understand that trauma could be on a smaller scale-anything that puts the child in a state of fear or uncertainty. This is why it's so important to be in open communication with the child's caregiver--we need to know as much about the child as possible so that we can best support their needs. I plan to consider possible trauma in every future child study in the hopes of not missing red flags.

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My Voice: Personal Experience Educating during COVID

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My Voice: Personal Experience Educating during COVID

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I think that it's safe to say that children have experienced some form of stress or trauma resulting from the initial quarantine period of COVID, if not the ongoing effects of the virus.

In my observations, social isolation and the fear of contracting the virus have impacted the way children interact with others when the time finally came to come back to school. Some of my returning students seem warier of others than in previous years--unsure if their peers are safe to be around, avoiding group times because they haven't practiced socializing, and some having toileting issues long after independently handling those self-care tasks. Some new children, on the other hand, have never interacted with peers. I don't think that counts as trauma, but it certainly feels like a stunt in their development.

Since schools shut down, I have been particularly concerned about the children who knew life before COVID and how they are coping. One of our goals as teachers is to focus on the social and emotional well-being of the children, but it is particularly important during this very uncertain time. Children can't learn anything academic if they are not at rest and they won't be at rest unless they feel safe and supported. This is the importance of social-emotional health and why I am personally so happy to work at a Montessori school.

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I wonder if children experiencing trauma show the same signs of entering Sensitive Periods as typically developing children. Because children experiencing trauma/PTSD are under stress, their brain's focus is survival, they have difficulty trusting, and often shy away from new experiences as to not make a mistake/be a burden. Is there also a difference in the way they express those Sensitive Period urges or do they express them at all?

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Short and Long Term Impacts of  stress/trauma 

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Short and Long Term Impacts of  stress/trauma 

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Children may experience short or long-term effects of stress/trauma.

In the short term, children may experience anxiety, depression, PTSD, dissociation, depersonalization, and emotional dysregulation.

In the long term, trauma can impact children physically, as well as cause social and intellectual development issues. In some cases, this may even lead to violent and risky behaviors i.e. self-harm.

Complex trauma refers to children's exposure to multiple traumatic events and is wide-ranging, resulting in long-term effects. This type of trauma is associated with somatization symptoms-these are recurrent medical symptoms that have no discernible medical cause i.e. chronic stomachaches and headaches. In the long term, complex trauma impacts the brain and nervous system. It can lead to a weakened immune system and risks of high blood pressure, diabetes, cardiovascular problems, cancer, and premature death.

Though short-term trauma can be more easily managed, the longer it goes undetected or untreated, the more likely it will have lasting effects. This is why it is so important for the child's caregivers (teachers included) to be in tune with the child's behavioral changes.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7534660/

https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma

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The National Child Traumatic Stress Network

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Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect. They usually occur early in life and can disrupt many aspects of the child's development and the formation of a sense of self. Since these events often occur with a caregiver, they interfere with the child's ability to form a secure attachment. Many aspects of a child's healthy physical and mental development rely on this primary source of safety and stability.

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Complex trauma describes both children's exposure to multiple traumatic events-often of an invasive, interpersonal nature-and the wide-ranging, long-term effects of this exposure. These events are severe and pervasive, such as abuse or profound neglect.

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There are multiple types of trauma-acute, chronic, and historical.

Acute trauma is generally short-lived, occurring at a particular place and time.

Chronic trauma occurs repeatedly over a long period of time.

Historical trauma is the cumulative experiences of a community across generations.

Considering the various types of trauma, it is reasonable to believe that everyone experiences some form of trauma throughout their life. The impacts of trauma on a person's development, however, differ on the type they experience and how they are supported.

https://safesupportivelearning.ed.gov/sites/default/files/03%20P2_Integrating%20Trauma-Sensitive%20Practices%20in%20Schools_10.15.15_to%20ED.pdf

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There are three types of stress-positive, tolerable, and toxic. While positive stress and tolerable stress do not cause permanent damage, toxic stress has the capacity to overcome children's undeveloped coping mechanisms and lead to long-term issues.

Toxic stress can occur when a child experiences strong, frequent, or prolonged adversity. This includes physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, exposure to violence, or the accumulated burdens of family economic hardship.

Scientists have drawn correlations between children's health and development (using the triad of Pediatric studies) and stress. We now know that children can be negatively impacted physically, mentally, emotionally, and socially by stress.

The image above shows the relationship between the different areas of Pediatrics that doctors consider when assessing children's development. Their interconnections suggest that a disruption or stress in one area has negative impacts on the other areas, resulting in development issues.

ttb_aces_consequences.pdf (aap.org)

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When responding to disruptive behavior-regulate, relate, reason.

This technique is taught in our Montessori training but also in positive discipline courses. The goal is to help children internalize the process so that they can self-regulate.

We can only begin to help children learn from their disruptive behaviors if they can be brought back to a state of regulation. This means we have to help the child recenter by calming their feelings of fight/flight/freeze. Then we relate to the child by ensuring they feel heard and understood through an attuned and sensitive connection. Then we can give them the tools to express their feelings and needs, reflect, remember, and become more self-assured.

If instead, we are punitive when children are disruptive or combative, they don't learn to self-regulate but rather, become less regulated.

https://www.youtube.com/watch?v=LNuxy7FxEVk

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4. Regulate, Relate, Reason (Sequence of Engagement): Neurosequential Network Stress & Trauma Series

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Why Montessori is on the right path to support children experiencing trauma/PTSD

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Why Montessori is on the right path to support children experiencing trauma/PTSD

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The prepared environment is key to the Montessori Method. The following points are reasons why this method of education is beneficial to all children, specifically those with traumatic experiences.

The environment is calm, uncluttered, visually peaceful

The environment is sensory-rich

There is an emphasis on movement

External support/scaffolding is provided

Routines and expectations are consistent

Mindfulness is taught daily

Intentional emotional awareness teaching is practiced

Awareness of each child’s needs is considered in the classroom design

Children experience felt safety

Guides are calm and self-regulated

Guides observe to see the true need behind the behavior

Guides are observant and curious

Guides understand "attention-seeking" as relationship/connection seeking

There is open communication with parents

Guides seek connection with good boundaries

Lessons and expectations are developmentally appropriate

By providing children with this type of environment to learn, we are able to meet their individual needs no matter what experiences they come to us with.

https://youtu.be/Rg-XwY3V91c

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Children with trauma exhibit various behavior in response to their experiences. In the classroom, this can surface in the form of impulse control issues, difficulty with self-regulation, critical thinking, retention, and memory, as well as challenges with physical and neurological development, emotional regulation, behavioral needs, social skills, and trust. Without support, these challenges can have lasting effects on the child.

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Understand that reactions to the pandemic vary

Ensure the presence of a sensitive and responsive caregiver

Social distancing, not social isolation

Provide age-appropriate information

Provide reassurance, regulation, routines

Remember boredom leaves extra space for worry-keep them busy with interesting and developmentally appropriate activities

Increase children’s self-efficacy

Emphasize strength, hope, and positivity

https://www.childtrends.org/publications/resources-for-supporting-childrens-emotional-well-being-during-the-covid-19-pandemic

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-take a step back to get a full perspective of what’s going on-not just the behavior that's surfacing

-find alternatives to "old school" discipline-focus on positive attention

-be predictable

-ask how you can help while remaining neutral/nonjudgmental

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Symptoms of a child experiencing trauma/PTSD

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Symptoms of a child experiencing trauma/PTSD

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Avoidance/Having trouble forming relationships with teachers due to lack of trust in others

Having poor self-regulation--need help to calm themselves and to manage their emotions

Struggling with executive functions--require predictability and planning

Engaging in negative thinking/don’t want to try in case they make a mistake, often appears as defiant/oppositional, blaming others or self, diminished interest in pleasurable activities--need to feel special, valued, and supported

Are hypervigilant--need help to name their feelings

Arousal/being on edge, being on the lookout, constantly being worried--need help self-soothing

https://www.verywellfamily.com/ptsd-trauma-4685816#:~:text=Tips%20for%20Managing%20Traumatized%20Kids%20in%20the%20Classroom,Yourself.%20...%208%20A%20Word%20from%20Verywell.%20

https://traumaawareschools.org/impact

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When it comes to children in the classroom who have been traumatized or who have PTSD, something as simple as a teacher raising their voice to get everyone's attention can trigger a negative response from the student. The child may begin acting out or be disruptive. This happens because the teacher raising their voice reminds him in some way of the traumatic event and causes a fight or flight reaction in the child's body.

If this fight or flight reaction happens over and over, the student can become more easily triggered and in the end, seems to exhibit behavior that appears crazy or rude at times. What's more, this behavior makes absolutely no sense to the teacher because they are unaware of the root cause - the student's trauma or PTSD.

For this reason, it becomes increasingly important for teachers to be able to recognize when a child might have been traumatized or have PTSD. By doing so, they will be able to address the student's odd and disruptive behaviors in a kind and compassionate way.

What Causes Trauma and PTSD in Kid's Lives?

When we think of the PTSD and trauma that kids experience, our minds may automatically go to large scale experiences like school shootings and gang violence. But kids can experience trauma and develop PTSD from just about anything that is frightening or leaves them feeling scared and unsure.

For instance, it is not uncommon for kids to experience trauma when they witness abuse at home, are neglected by their parents, experience homelessness, witness violence in their neighborhoods or schools, are food insecure, or are abused or bullied by their peers. Even being in a car accident or going through a significant illness can cause trauma symptoms or PTSD.

For this reason, it is very important for educators and administrators to understand how trauma and PTSD can impact students, especially because it has been shown to impact learning.

Understanding PTSD and Trauma

For educators, trauma and PTSD can be particularly challenging to address because kids often do not express the distress they are feeling in a way that is easy to recognize. Instead, they mask their pain and their fear with behaviors that are often aggressive or challenging. In fact, they are masters of making sure no one can see their pain.

Kids with PTSD and trauma typically struggle in a number of areas. For instance they:

Have trouble forming relationships with teachers

Have poor self-regulation

Struggle with executive functions

Engage in negative thinking

Are hypervigilant

Here is a closer look at each of the most common symptoms kids with PTSD and trauma exhibit, and how teachers can help address these issues in the classroom setting.

Difficulty Forming Relationships

Forming relationships with teachers is often the first step in a successful classroom experience for kids. But kids who have been neglected or abused have trouble forming bonds with other people due to their lack of trust. Because the people they have counted on usually betrayed them in some way, they have learned not to trust others.

What's more, they generally do not ask for help in class because they are not used to people helping them when they truly need it. As a result, they will often struggle in the classroom and still not ask for assistance. One way teachers can support kids in this area is to be reliable and trustworthy. It also helps to offer assistance when they need help rather than waiting on them to ask for it.

Poor Self-Regulation

When it comes to strong emotions, traumatized kids have a hard time managing their feelings. In the classroom, teachers can support these kids in ways to help calm themselves and manage their emotions. Remember, that co-regulation comes before self-regulation. As a result, it is important to coach them in how to de-escalate when they are feeling overwhelmed and stressed.

Challenges with Executive Function

When kids experience trauma, this affects their memory as well as their attention span. Additionally, they struggle with planning, thinking things through, and other similar executive functions. Aside from the obvious areas where they need assistance like learning to focus and improving memory, kids also need help planning. Not only does this inability to plan effectively impact their schoolwork, but it also impacts their behavior too because they are unable to plan how to communicate their needs and feelings.

Teachers can help cultivate this planning skill be helping students predict the future in the classroom. Not knowing what is coming next is unsettling for these kids and can create a lot of anxiety and acting out. But, if the teacher is clear about what happens next, this gives the student a sense of comfort and control over his environment because it has become more predictable. Traumatized kids also need help talking themselves through difficult or challenging situations. So, this is an area where teachers can model this skill for them.

Negative Thinking

Kids who have been traumatized or have PTSD often have the false belief that those bad things happened to them because they are inherently bad or defective in some way. This type of thinking creates an expectation that people are never to like them or treat them well. They may even go so far as to believe that everyone is out to get them.

Another area where these kids struggle is with classroom participation. They are paralyzed by fear of making a mistake. As a result, they can come across as defiant or oppositional when they refuse to participate. But this lack of participation is motivated by a fear of failure and not a desire to get under the teacher's skin or to be difficult.

The best thing teachers can do is to regularly speak into these students' lives about what is good or special about them. Additionally, with an understanding of what is motivating them to refuse to participate in class projects or discussions, teachers can address the root cause of their behavior which is the fear of failing and encourage them along the way rather than reacting with discipline immediately.

Need to Be Hyper-Vigilant

When a child has been traumatized in some way, they tend to be overtly aware of danger and especially jumpy. As a result, they often have an exaggerated startle response. What's more, being chronically agitated can lead these kids to appear hyperactive and irritable.

When kids are escalating in the classroom due to this exaggerated fight or flight response, it is best if the teacher tries to connect with how they are feeling and help them name their feelings. Disciplining the student without really understanding the root cause of the behavior does nothing to change the situation.

Tips for Managing Traumatized Kids in the Classroom

When it comes to managing traumatized kids in the classroom, educators must be willing to take a step back and consider for a moment what might be at the root of bad behavior rather than just immediately moving into discipline mode. Here are some ways in which teachers can manage students who have experienced trauma or have PTSD.

Change Your Perspective

When a student acts up in your classroom, stop and think for a moment about what might be causing the behavior.

When you understand that something deeper is causing the bad behavior, you are much more empowered to address the situation in an empathetic way. As a result, it is very important to remind yourself that traumatized kids are not trying to push your buttons.

Find Alternatives to Traditional Discipline

One of the challenges traumatized kids face in school is the fact that when they misbehave, most schools immediately enact some sort of discipline that ultimately withdraws attention such as suspension. Instead of suspending kids, schools should focus on helping them change their behaviors.

This begins with teachers recognizing that there are some powerful feelings such as fear and anxiety that are leading kids to act out. When teachers instead acknowledge the emotions a student is feeling and tries to identify it (even if they are wrong), this is more effective than simply withdrawing privileges or writing them up.

Focus on Positive Attention

Finally, in addition to connecting with kids that have been traumatized, it is important to give them as much positive attention as possible. Keep in mind that kids who have been traumatized tend to get attention by acting out because it is fast and efficient.

But, if positive attention is just as fast and efficient, it may be useful in changing behavior and helping the student cope more effectively. One example of positive attention includes expressing warmth and kindness that is not necessarily earned. Remember, kids who have been traumatized need to know that they are good at something and that they can influence the world. Remind them of these facts on a regular basis.

Be Predictable

Keep in mind, kids who have through some sort of trauma often worry about what is going to happen next. As a result, a daily routine in the classroom can provide the kind of structure and predictability that a traumatized child needs. Some teachers have found that visual cues in the classroom are especially helpful because a student can see the order for the day for the classroom activities.

Ask How You Can Help

It is OK to ask your student what you can do to help. Acknowledge that you see them struggling and that you want to help them succeed. Also, keep in mind that you do not need to know what has traumatized them in order to be helpful and supportive. As a result, focus on what you can do to help them rather than trying to get details about what they have experienced and how it has impacted them. You can still respond with flexibility and empathy without knowing the details about what the student has been through.

Remain Neutral and Not Judgmental

If your student does share what he has experienced, try not to be judgmental. It is especially harmful to develop a belief that what he experienced is not that bad. Remember, it is not what you think about the situation that matters, but instead how the child feels that matters. Likely, the situation he experienced made him feel vulnerable, scared and out of control. Remind yourself that it's the child's perception that really matters. What's more, many kids will minimize what they went through due to embarrassment and fear of what will happen if someone knows the truth.

Take Care of Yourself

It should go without saying that you should take care of yourself. But when you have a student with a challenging situation in your classroom, it can get draining and overwhelming. Be sure that you are taking time to care for yourself. This might include something as simple as a bubble at the end of the week or massage over the weekend. Whatever you need to feel rejuvenated and inspired enough to face another day of working with your traumatized student is what you need to do. The last thing your student needs is for you to be burnt out and irritable just when he was beginning to rely on you.

A Word from Verywell

Remember that just because a child has been traumatized or suffers from PTSD, this does not seal his or her fate in being a problem child. In fact, there are a number of things that teachers and other caring adults can do to not all help them overcome the effects of trauma, but also flourish rather than struggle. All it takes is a little patience and understanding and the rest will fall into place.

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How PTSD and Trauma Impacts Kids in School

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When it comes to children in the classroom who have been traumatized or who have PTSD, something as simple as a teacher raising their voice to get everyone's attention can trigger a negative response from the student. The child may begin acting out or be disruptive.

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Quote: What constitutes a traumatic event

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Quote: What constitutes a traumatic event

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“Traumatic events are typically situations that are out of our control, beyond our usual experience, and cause us to feel as though our lives or the lives of others may be in danger,” says Adam D. Brown, PsyD, clinical assistant professor in the Department of Child and Adolescent Psychiatry at NYU Langone and member of its Child Study Center."

https://nyulangone.org/news/trauma-children-during-covid-19-pandem

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Quote: Could COVID be considered a traumatic event?

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Quote: Could COVID be considered a traumatic event?

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“The COVID-19 pandemic certainly is an unusual, unexpected event that is causing many to worry and even panic."

-Dr. Brown

Children's reactions may be strongly influenced by the reactions of those around them as well as their exposure to media.

Reactions also vary depending on the child's "age, developmental level, degree of social support, and coping skills, among other factors."

-Dr. Brown

https://nyulangone.org/news/trauma-children-during-covid-19-pandem

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The following list includes potential stressors/trauma on children during COVID.

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COVID events with potential to cause trauma

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COVID events with potential to cause trauma

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-Anxiety and fear of contracting the virus or family member contracting the virus

-Public health instructions

-Measures for confinement

-Social and physical distancing

-Food insecurity

-Loss of jobs/financial stability

*children are at an increased risk of experiencing multiple traumatic experiences and complex trauma

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7534660/

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For some, at-home risks might be just as dangerous as the virus itself 

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For some, at-home risks might be just as dangerous as the virus itself 

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Many children are at greater risk of experiencing multiple traumas during lock-down.

Risks include:
-physical, sexual, and psychological violence
-physical and emotional neglect
-exposure to inter-parental violence
-social isolation
-household stressors and difficulties (e.g., alcoholism, drug addiction, and mental illness of a parent)
-increased social and financial precarity

I understood that quarantine would be trying for families due to the stress of social distancing, medical concerns, and job security, but I hadn't considered the potential threats children face being at home.

As teachers, we spend all day with children in an environment made for them. Our sole purpose is to care for them. We have no idea what home-life actually looks like for them. Particularly during this time, parents are focused on or struggling with so many other things. We can't be certain that children are at the top of their priority list. As best we can, we need to be observant of their needs as well as speak on their behalf if we suspect neglect.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7534660/

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Dear editor,

The National Child Traumatic Stress Network and different studies defined complex trauma as exposure to multiple interpersonal traumatic events, over a prolonged period of time, and with the potential for major long-term developmental impacts on victims, both physical and mental (Briere and Scott, 2015; Felitti et al., 1998; The National Child Traumatic Stress Network, 2020). These multiple traumas include neglect child sexual, physical and psychological abuse, experiences of war, and torture (Courtois, 2004). This article explores the risk of complex trauma victimization among children and adolescents during the COVID-19 pandemic and proposes actions to reduce the threats, identify victims and provide care.

Concerns about the COVID-19 pandemic, anxiety and fear of contracting the virus, public health instructions, and measures for confinement and social and physical distancing may be traumatic events (Pappa et al., 2020). More importantly, they are also likely to increase the risk of multiple traumatic experiences and complex trauma among children and adolescents (Collin-Vézina et al., 2020; Guessoum et al., 2020). In April 2020, schools were closed in 188 countries. As of June 5, 2020, school closures still affect 134 countries and more than 1.7 billion students around the world (UNESCO, 2020). Although staying home can be beneficial for a group of children, many of them are at greater risk of experiencing multiple traumas such as physical, sexual and psychological violence, physical and emotional neglect, exposure to inter-parental violence, social isolation, household stressors and difficulties (e.g., alcoholism, drug addiction, and mental illness of a parent), as well as increased social and financial precarity (Cénat et al., 2020). Two recent surveys have shown that more than 20% of all-aged children and more than 40% of children under 12 in the United States experienced food insecurity since the beginning of the COVID-19 pandemic (Bauer, 2020). With weak social security and the loss of hundreds of millions of jobs around the world, the pandemic has exacerbated the precariousness of already vulnerable populations and puts millions of families, children, and adolescents at greater risk of experiencing various forms of interpersonal trauma.

Research has shown that complex trauma impacts both physical and mental health of victims (Briere and Scott, 2015). From a mental health perspective, fears that family members or oneself may be infected, social isolation, significant changes caused by the COVID-19 pandemic, the death of grand-parents and other family members, parental job loss and multiple interpersonal traumas to which millions of youth are exposed are likely to have both immediate and long-term impacts. In the short to medium term, these children may experience symptoms of anxiety, depression, PTSD, dissociation, depersonalization, emotional dysregulation, etc. In the long term, these traumas can cause physical, social and intellectual development problems, violent and risky behaviours (self-harm, unsafe sexual practices, etc.), alcohol and drug use, and altered relationships with others that may put youth at greater risk of experiencing violence in romantic relationships. In terms of physical health, complex trauma is associated with somatization symptoms among youth, with complaints of chronic stomachaches and headaches. In long-term, complex trauma is associated with impacts on the brain and nervous system, a weakened immune system, risks of high blood pressure, diabetes, cardiovascular problems, cancer, and premature death (The National Child Traumatic Stress Network, 2020).

Multiple actions can be taken to (1) reduce the risk of youth experiencing complex trauma during the pandemic, (2) ensure that those who have been victims are identified, and (3) provide care. Social services must first become aware of the potential threats and vulnerabilities that youth are facing. This awareness is the first step towards acting and directing their efforts toward solutions. Next, clear plans of action to reduce experiences of interpersonal trauma must be developed and implemented by social services. These plans must include both prevention (including family awareness campaigns) and intervention components. Social services should also improve reporting measures used by children and non-abusive parents. Text, chat, and even messaging services on social media (WhatsApp, Facebook, Twitter, Instagram, etc.) should be developed and encouraged, because during confinement, it will not always be easy for a youth to make a call. Social services must also take action to visit children and adolescents already at risk, including those who have experienced maltreatment and/or neglect, are living with parents who have already had problems with alcohol and drug use, etc. Also, prompt action must be taken to relocate youth who have experienced proven violence or any form of sexual abuse (privileging family placements), unless a way can be found to relocate the abusive and/or complicit parents. At the end of the pandemic, governments should also consider setting up psychological first aid programs in schools by training all teachers to be attentive, caring, able to identify those requiring further assessment, and active listeners to the needs of children and adolescents on their subjective experiences of the confinement and social isolation measures related to the COVID-19 pandemic. Training given to teachers could also include elements of psychoeducation and emotional regulation to help them reassure students and prevent some of the potential impacts of complex traumas. In low- and middle-income countries where children and adolescents are particularly at risk of being victims of multiple traumas (Cénat, 2020; Cénat et al., 2018), civil society, NGOs and UNICEF should pay a special attention to their situation and force governments to act.

At the end of the pandemic, it will be important to document challenges and multiple traumas experienced by youth, their associated risk and protective factors, and consequences. While we were not prepared for the COVID-19 pandemic, these studies should allow us to be ready for the next time. As COVID-19 is already associated with a range of multiple traumas, acting to reduce the risk of complex trauma among children and adolescents is an important public health issue that needs to be addressed. The proposed measures should help prevent millions of children and adolescents from facing physical and mental health problems not related to the pandemic itself, but because they have experienced the spectrum of complex trauma.

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The Complex Trauma Spectrum During the COVID-19 Pandemic: A Threat for Children and Adolescents' Physical and Mental Health

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Dear editor, The National Child Traumatic Stress Network and different studies defined complex trauma as exposure to multiple interpersonal traumatic events, over a prolonged period of time, and with the potential for major long-term developmental impacts on victims, both physical and mental (Briere and Scott, 2015 ; Felitti et al., 1998 ; The National Child Traumatic Stress Network, 2020 ).

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Stress brought on by trauma can be so severe that it interferes with a child’s daily life/ability to interact with others. It can also affect their cognitive development, physical and emotional wellbeing, and behavior.

As Montessorians, we look at the child's development holistically. By understanding the impacts of trauma, we can better assess a child's particular needs.

https://nyulangone.org/conditions/traumatic-stress-in-children

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Many children experience trauma during childhood, such as the death of a loved one, abuse, a serious accident, or a natural disaster. Sometimes the stress brought on by a trauma is so severe that it interferes with a child's daily life and ability to interact with others. It can also affect his or her cognitive development, physical and emotional wellbeing, and behavior.

Specialists at the Child Study Center part of Hassenfeld Children's Hospital at NYU Langone, provide expert evaluation for childhood traumatic stress. They excel at assessing and managing emotional and behavioral difficulties related to a wide range of traumatic experiences.

A Child Study Center expert pioneered Trauma Systems Therapy, a multiphase treatment program for children and adolescents who have experienced traumatic events or live with traumatic stress, or some combination of the two. Our specialists provide consultation and training to social service agencies and social welfare systems across the country.

NYU Langone doctors diagnose and manage post-traumatic stress disorder in adults.

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Many children experience trauma during childhood, such as the death of a loved one, abuse, a serious accident, or a natural disaster. Sometimes the stress brought on by a trauma is so severe that it interferes with a child's daily life and ability to interact with others.

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Typical Development vs. Developmental Trauma

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Typical Development vs. Developmental Trauma

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Children experiencing Typical Development are at ease--their process of development allows them to focus on cognition then later moves to relationships, regulation, and finally how to survive.

Children experiencing Developmental Trauma are under stress, therefore, their development focuses on survival. Because their emotional brain remains in a constant state of survival mode, their thinking brain is on airplane mode. This subconscious focus on survival leads to atypical development in other areas resulting in maladjustment, poor self-regulation, and difficulty making bonds. Cognition is the least of their concerns.

https://youtu.be/Rg-XwY3V91c

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The following list highlights ways we can help ease the burden children may be directly or indirectly experiencing during COVID or any other stress-inducing situation.

-Provide developmentally appropriate information
-Ask the child what they’ve heard or had questions about
-Be honest but brief in responses to questions
-Provide child-friendly language and concrete explanations
-Limit media
-Create opportunities to check-in regularly--can be informal
-Provide concrete reassurance about what you are doing currently and in the immediate future to keep them safe
-Label their feelings and provide validation
-Identify activities to help them soothe themselves
-Provide consistency as much as possible or tell the child about what changes they can expect
-Model healthy expression of emotion

https://nyulangone.org/news/trauma-children-during-covid-19-pandem

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The image above includes a brief list of ways teachers can help students experiencing PTSD.

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https://www.verywellfamily.com/ptsd-trauma-4685816#:~:text=Tips%20for%20Managing%20Traumatized%20Kids%20in%20the%20Classroom,Yourself.%20...%208%20A%20Word%20from%20Verywell.%20