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We recognize that outside of school kids have been "torn down" but what can we do to build them up?

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Where/how do we reach kids academically when trauma impacts them/their days?

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Kindergarten kids often need suggestions or guidance to help problem solve. Wait time doesn't help with solutions- sometimes just stare at you. Suggestions?

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How can this "thinking" be implemented and successful for students with autism?

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I keep thinking of my students with Autism. They almost present like a trauma student. What's the research? Any connection? Do the same strategies work?

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What can primary or elementary teachers do to teach skills to students before they reach older grades?

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What are some resources for elementary teachers for students with a trauma background?

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As someone coming in to assist, how do I respect and create the time and space for their teacher to have "kid whispering" interactions & not just me?

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How can teachers find time to let students feel heard? It may be hard for a student to come out of costume in a class with other kids.

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How do I find the time to work and talk with a student as much as Jordan was worked with in the book?

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How can you effectively build relationships & address issues in class w/ very limited class time?

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What do you do when time is limited for you to figure out what is going on?

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How do you manage time- still trying to teach all other kids in the class while having the time to build the relationship with kids w/ trauma?

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How can we get to a child's "costume" off in the time we have, with lots of other students?

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Where do teachers and office staff find the time during the day to spend this much time with each student who needs our help?

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I would love to reach every child, but when do you find time with 28 students in a class?

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As a classroom teacher, with 23 kids, when can we find meaningful time to listen and interact with kids with trauma backgrounds?

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How can we really take the time and attention to help a student in crisis when there are 25+ other students in class?

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How much counseling needs to take place in order for a child to heal from trauma?

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At what point do we ask parents to seek outside counseling? Difficulty in time management w/ student crisis.

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How do we help those students with a low IQ or low cognitive ability (that don't qualify for SPED services)?

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How can I best meet my student's trauma needs when they are off of their daily medication?

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What do you do when a kid is asking for help, but when you offer it, they shut down (no matter how much time)?

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How do I respond to students who are seeing other students in crisis? They are repeating some of the behaviors.

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What can primary teachers do to help prevent aggressive behaviors from continuing to the older grades?

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In a 50 minute class, how do you help assist a student de-escalate with more students coming in (transitions)?

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How do we know when the reachable moment is to be acted on?

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How do you respond to a student who is clearly unveiling their costume but won't talk to you about it?

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What do you do when the inside kid seems unreachable?

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I know more students have a costume. How can I get more information on our kids and family backgrounds?

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Is there a point when a child needs to be held accountable for their actions?

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How do we hold students with trauma background accountable for their actions?