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Peterson (2018) describes natural disasters as weather or events from nature that cause damage to land, properties and homes. They can also cause injury or death. Natural disasters include earthquakes, hurricanes, wildfires, tsunamis, tornadoes, and floods. They can also include extreme weather such as heat waves, blizzards and wind storms.

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Children at different development stages may display symptoms of trauma from natural disasters differently. The Center for Disease Control (2023) break down the most common symptoms of trauma by outlining the age ranges that children typically express behavioral and emotional reactions.

Ages 1 to 5: Disobedience, fear of being separated from caregiver, and difficulty sleeping.

Ages 6 to 10: Disobedience, fear of returning to school, and difficulty concentrating on tasks.

Ages 11 to 18: Rebellious behavior, antisocial behavior, and depression.

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Adults can support a child's mental wellbeing both before and after experiencing a natural disaster (CDC, 2023). Families can have open discussions about what natural disasters are and what may happen if one occurs. Caregivers can involve children in planning and preparing for what to do if they experience one (CDC, 2023). For example, children can help gather items to put in an emergency evacuation kit, such as a comfort item, small toys or games and a change of clothes. The family can create an evacuation plan so the children know what to do in the moment.

After a natural disaster, the most important strategies to support children are to remain calm and keep as normal of a routine as possible, especially if the family is displaced from their home (U.S. Department of Health and Human Services, n.d.). These may include eating dinner together as a family, reading books before bed or playing sports together.

Children could be experiencing a variety of emotions and validating those feelings helps the child process the trauma they experienced (U.S. Department of Health and Human Services, n.d.). Caregivers should provide a safe space for children to express their feelings and cry if they need to. Drawing or writing may be an outlet for the child to communicate their emotions as well.
For children who are still experiencing symptoms of trauma after 3-4 weeks of the event, Trauma-Focused Cognitive-Behavioral Therapy can help the recovery process (Society of Clinical Child & Adolescent Psychology, 2017). Research has shown Trauma-Focused CBT to be most effective within 4 months of the disaster and with parental involvement in the therapy (Society of Clinical Child & Adolescent Psychology, 2017).

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1. Children will get help through the school's psychological counseling department, and teachers will also cooperate with students to obtain medical resources, and jointly guide students to get out of trauma.

2. From the perspective of the child, chat and communicate with the child more, let the student know that there are people who support him and help him.

3. Arrange some classroom activities, such as role-playing, storytelling, acting, drawing, and creating works, so that students can interact with other students and let the warmth of peers lead students to face trauma.

4. Take students to learn musical instruments or dance, so that children can express traumatic emotions, establish positive long-term relationships with students, and rebuild students' self-confidence.

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Fortunately, I have not found any cases of physical abuse in my current classroom. At my school, if a student is found to be injured, the teacher should immediately ask the student individually, make a note of the situation, and if it is determined that the student is suffering from physical abuse, report it to the grade level teacher and contact the teaching support team. The teacher in that team will follow up on the matter.

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Complex Trauma is a persistent traumatic experience, usually during childhood or adolescence, that involves prolonged or repetitive traumatic events, especially as a result of abuse, neglect, domestic violence, war, sexual assault, or encountering Trauma caused by natural disasters, etc.

Complex trauma differs from single-event acute trauma. It involves not just a single traumatic event, but often multiple traumatic events, occurring over a long-term time frame. This prolonged and repeated traumatic experience has a persistent and severe impact on an individual's physical and mental health.

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The National Child Traumatic Stress Network defines community violence as "exposure to intentional acts of interpersonal violence committed in public areas by individuals who are not intimately related to the victim (NCTSN). While some types of traumatic events can be anticipated, community violence can happen "suddenly and without warning" (NCTSN). Some of the most common community violence that affects youth (both individuals and groups) are:

- Bullying

- Fights among gangs and other groups
- Shootings in public areas (schools,    communities, etc.)

- Civil wars in foreign countries

- "War-like" conditions in US cities (NCTSN)

While a lot community violence is indeed accidental, intentional attempts to hurt people include homicides, sexual assaults, robberies, and attacks with weapons such as bats, knives, and guns (NCTSN).

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Symptoms of Community Violence and Response Strategies

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Symptoms of Community Violence and Response Strategies

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In a TED talk, Uchenna L. Umeh discusses symptoms and response strategies for community violence. May of these symptoms share space with childhood trauma, as the two are often interconnected. For instance, Uchenna speaks of a sexual assault she suffered from an otherwise trustworthy adult community member when she was a child. While childhood trauma is often understood to be a direct result of a child's relationship with their parents, it can be a result of extended community violence as well.

Symptoms:

- Asking questions, writing, and talking about death (contemplating suicide)

- Feelings of shame, hopelessness, and worthlessness

- Recklessness, loss of interest in activities they once loved, or giving away prized possessions

Responses:

- Treat victims with compassion and empathy, not judgement, criticism, or more medications

- Talk (T.A.L.K) to the child. Uchenna uses an acronym of T.A.L.K which stands for:

- Tune In
- Ask Questions
- Lean in and Listen
- Keep Communicating and Help

Effectively show that you're a reliable resource the child or student can turn to. Don't ignore the issue or act as if it's only relegated to the child's perspective or experience. Show the child that you understand that both their emotions and the trauma they suffered is valid. Contact police, other teachers, social welfare workers, and parents. If necessary, do what you can to help mediate coordination between two or more parties to fully support the child.

Uchenna stresses that it's important to analyze, one by one, the trauma of the child and what triggers them (or it). She says that trigger tend to be "within 200ft of where a child is standing". In the case of community violence, researching a child's home life, the relationship they share with their friends and family, the people who have the largest influence on them, and seeing how their neighbors and the community they're exposed to most frequently socially project themselves (Is there a large police presence in their neighborhood? Is there blatant disregard for laws and socially acceptable rules for harmonizing as a collective community?) are all vital to reaching the root of the trauma and navigating the situation to the people are organization that can provide the most effective support possible.

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Trauma in Children: What You Can Do to Help | Uchenna Umeh | TEDxAlief

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There are many different experiences related to illness, injury, or medical treatment that can be difficult, uncomfortable, or frightening. Medical trauma is defined as emotional and physical responses to pain, injury, serious illness, medical procedures, and frightful treatment experiences.

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Traumatic stress reactions can: Affect daily functioning, affect treatment compliance, and hinder optimum recovery.

There are three main types of traumatic stress reactions:

Excessive re-experiencing can be very distressing; a child may experience nightmares or "flashbacks" that make them feel as though they are going through the trauma all over again. When something—a sight, a sound, or a smell—reminds them of what transpired, they might become extremely upset or even experience physical symptoms

Avoidance symptoms can start by trying to avoid thinking or talking about the trauma, or anything connected to it. Sometimes children want to avoid people, places, or activities because these reminders upset them. Extreme avoidance or fears can become a real problem because they can interfere with daily life and prevent a child from enjoying things that she usually likes to do. Children may become more aware of safety, remembering to wear a seat belt, not running into the street after a ball, or staying away from dogs they do not know.

After a frightening event, such as being hurt, a child might have the feeling that something bad could happen again at any time or he might jump at any loud noise. Hyper-arousal also begins with a natural and typical response to danger, the "fight or flight response." After an injury or accident, this "fight or flight" response might not turn off, even when the child is safe.

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What is it and what consequences has on children

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What is it and what consequences has on children

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Early childhood traumas can have profound and long-lasting effects on a child's mental health and education. Trauma can come in many forms, such as physical abuse, emotional neglect, or witnessing violence, among others.

The brain of a young child is still developing, and traumatic experiences can have a significant impact on the way it develops. Children who experience trauma may have difficulties regulating their emotions and behavior, which can affect their ability to learn and form relationships with others. They may also struggle with memory, attention, and executive functioning skills, all of which are essential for academic success.

Trauma can also affect a child's physical health, leading to chronic health conditions such as obesity, diabetes, or heart disease later in life. Additionally, it can increase the risk of developing mental health disorders, such as depression, anxiety, and post-traumatic stress disorder (PTSD).

In the educational setting, early childhood trauma can result in poor academic performance, absenteeism, and difficulty forming positive relationships with peers and teachers. These challenges can persist into adulthood, making it more challenging for affected individuals to succeed in their personal and professional lives.

It is essential to recognize the signs of trauma in children and to provide them with appropriate support and interventions. Early intervention can mitigate the long-term effects of trauma and increase the likelihood of positive outcomes for children affected by it. This can involve therapies such as cognitive-behavioral therapy (CBT), play therapy, and other evidence-based interventions that can help children develop coping skills and improve their mental health and academic performance.

Early childhood traumas can have a profound impact on a child's mental health and education. By recognizing the signs of trauma and providing appropriate support and interventions, we can help children overcome the negative effects of trauma and reach their full potential.

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Complex trauma can have long-term effects on an individual's cognitive, emotional, and behavioral functioning. Common effects include persistent anxiety, depression, insomnia, fear, self-blame, self-esteem issues, relationship difficulties, difficulty regulating emotions, problems with attention and focus, and more. Complex trauma can also lead to physical problems, such as chronic pain, immune system problems, and other physical ailments.

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In conclusion, physical abuse is a form of child maltreatment that involves intentional harm or injury to a child or adolescent by a parent or caregiver. The legal definitions of physical abuse may vary from state to state, but the common thread is that it results in physical injury, such as bruises, cuts, welts, broken bones, and muscle sprains. Physical abuse can take many forms, including hitting with hands or objects, slapping, punching, kicking, shaking, throwing, poisoning, burning, scalding, biting, scratching, and drowning. It is a serious issue that can have long-lasting effects on a child's physical and emotional well-being and should be addressed promptly.

I personally believe that physical abuse is relatively easy to detect, as long as the teacher is able to communicate with the students and understand the normal state of each student, they will be able to detect any abnormalities in time and give help to the students.

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It has been estimated that roughly two-thirds of those harming a vulnerable adult are family members, most often the victim's adult child or spouse. Research has shown that in most instances the abuser is financially dependent on the vulnerable adult's resources and have problems related to alcohol and drugs.

Stay alert to the different types of abuse

The word abuse covers many different ways someone may harm a vulnerable adult.

Physical abuse is intentional bodily injury. Some examples include slapping, pinching, choking, kicking, shoving, or inappropriately using drugs or physical restraints. Signs of physical abuse.

Sexual abuse is nonconsensual sexual contact (any unwanted sexual contact). Examples include unwanted touching, rape, sodomy, coerced nudity, sexual explicit photographing. Signs of sexual abuse.

Mental mistreatment or emotional abuse is deliberately causing mental or emotional pain. Examples include intimidation, coercion, ridiculing, harassment, treating an adult like a child, isolating an adult from family, friends, or regular activity, use of silence to control behavior, and yelling or swearing which results in mental distress. Signs of emotional abuse.

Exploitation occurs when a vulnerable adult or his/her resources or income are illegally or improperly used for another person's profit or gain. Examples include illegally withdrawing money out of another person's account, forging checks, or stealing things out of the vulnerably adult's house. Signs of exploitation.

Neglect occurs when a person, either through his/her action or inaction, deprives a vulnerable adult of the care necessary to maintain the vulnerable adult's physical or mental health. Examples include not providing basic items such as food, water, clothing, a safe place to live, medicine, or health care. Signs of neglect.

Self-neglect occurs when a vulnerable adult fails to provide adequately for themselves and jeopardizes his/her well-being. Examples include a vulnerable adult living in hazardous, unsafe, or unsanitary living conditions or not having enough food or water. Signs of self-neglect.

Abandonment occurs when a vulnerable adult is left without the ability to obtain necessary food, clothing, shelter or health care. Examples include deserting a vulnerable adult in a public place or leaving a vulnerable adult at home without the means of getting basic life necessities. Signs of abandonment.

Signs of physical abuse

bruises, black eyes, welts, lacerations, and rope marks

broken bones

open wounds, cuts, punctures, untreated injuries in various stages of healing

broken eyeglasses/frames, or any physical signs of being punished or restrained

laboratory findings of either an overdose or under dose medications

individual's report being hit, slapped, kicked, or mistreated

vulnerable adult's sudden change in behavior

the caregiver's refusal to allow visitors to see a vulnerable adult alone

Signs of sexual abuse

bruises around the breasts or genital area

unexplained venereal disease or genital infections

unexplained vaginal or anal bleeding

torn, stained, or bloody underclothing

an individual's report of being sexually assaulted or raped

Signs of mental mistreatment/emotional abuse

being emotionally upset or agitated

being extremely withdrawn and non communicative or non responsive

unusual behavior usually attributed to dementia (e.g., sucking, biting, rocking)

nervousness around certain people

an individual's report of being verbally or mentally mistreated

Signs of neglect

dehydration, malnutrition, untreated bed sores and poor personal hygiene

unattended or untreated health problems

hazardous or unsafe living condition (e.g., improper wiring, no heat or running water)

unsanitary and unclean living conditions (e.g., dirt, fleas, lice on person, soiled bedding, fecal/urine smell, inadequate clothing)

an individual's report of being mistreated

Signs of self-neglect

dehydration, malnutrition, untreated or improperly attended medical conditions, and poor personal hygiene

hazardous or unsafe living conditions

unsanitary or unclean living quarters (e.g., animal/insect infestation, no functioning toilet, fecal or urine smell)

inappropriate and/or inadequate clothing, lack of the necessary medical aids

grossly inadequate housing or homelessness

inadequate medical care, not taking prescribed medications properly

Signs of exploitation

sudden changes in bank account or banking practice, including an unexplained withdrawal of large sums of money

adding additional names on bank signature cards

unauthorized withdrawal of funds using an ATM card

abrupt changes in a will or other financial documents

unexplained disappearance of funds or valuable possessions

bills unpaid despite the money being available to pay them

forging a signature on financial transactions or for the titles of possessions

sudden appearance of previously uninvolved relatives claiming rights to a vulnerable adult's possessions

unexplained sudden transfer of assets to a family member or someone outside the family

providing services that are not necessary

individual's report of exploitation

Signs of abandonment

deserting a vulnerable adult in a public place

deserting a vulnerable adult in his/her own home or living space

individual's report of being abandoned

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It has been estimated that roughly two-thirds of those harming a vulnerable adult are family members, most often the victim's adult child or spouse. Research has shown that in most instances the abuser is financially dependent on the vulnerable adult's resources and have problems related to alcohol and drugs.

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The Connection between Bullying and Traumatic Stress

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The Connection between Bullying and Traumatic Stress

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Bullying can cause traumatic stress because it involves repeated, intentional harm and can be ongoing over a long period of time. This can result in a sense of powerlessness, helplessness, and a feeling of being trapped in a threatening situation. The trauma can also be compounded by the fact that the victim may feel isolated and unsupported, as they may be afraid to seek help or may not have a safe person to turn to.

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Link Between Bullying & Childhood Trauma | Afternoon Express | 15 May 2019

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1. Encourage the person being bullied to report the incidents to someone they trust, whether it's a teacher, counselor, or parent. Let them know that it's not their fault and that they deserve to feel safe and respected.

2. Listen to the person being bullied and let them know that their feelings are valid. Show empathy and validate their experience, as this can help to reduce feelings of isolation and helplessness.

3. Offer emotional support and let the person know that they are not alone. Offer to accompany them to talk to a teacher or counselor, or help them find other support services in their community.

4. Schools and workplaces can create a safe and inclusive environment by implementing policies and programs to prevent bullying, such as awareness campaigns, training for staff, and peer support programs.

5. It is important to respond quickly to reports of bullying, as this can help to prevent further incidents and reduce the impact on the person being bullied. Take action to address the situation and provide support to all parties involved.

6. Encourage bystanders to speak up and report incidents of bullying. Provide them with strategies for intervening safely, such as distracting the bully or seeking help from a trusted adult.

7. Educate students, teachers, and parents about the effects of bullying and how to prevent it. This can include teaching empathy and positive communication skills, as well as providing resources for support and intervention.

8. Monitor the effectiveness of anti-bullying policies and programs and evaluate their impact. Use feedback from students, teachers, and parents to make improvements and ensure that the school or workplace is providing a safe and supportive environment for all.

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The symptoms of traumatic stress can vary, but may include flashbacks, nightmares, hypervigilance, avoidance behaviors, anxiety, depression, and difficulty concentrating. These symptoms can interfere with a person's ability to function in their daily life and may lead to long-term mental health problems.

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Bullying is a repeated pattern of aggressive behavior directed towards another person, usually with the intention of causing harm or distress. It can take many forms, including physical violence, verbal abuse, social exclusion, or cyberbullying. Bullying can occur in many settings, such as at school, in the workplace, or online.

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Bullying can have lasting impacts on everyone involved: the person being bullied; bystanders who witness the bullying; and the person who bullies others. In fact, bullying is considered an Adverse Childhood Experience (ACE). ACEs are potentially traumatic events that can have negative, lasting effects on a person's development, the way they interact with others, and how they perform in school. Research has shown that children reporting more ACEs may be more likely to exhibit bullying behavior.

Understanding Trauma

The Substance Abuse and Mental Health Services Administration (SAMHSA) defines trauma as a result of an event, series of events, or set of circumstances that an individual experiences as physically or emotionally harmful or life threatening. These experiences can have lasting adverse effects on a person's mental, physical, social, emotional, or spiritual wellbeing.

Childhood traumatic stress occurs when traumatic events overwhelm a child's or teenager's ability to cope, such as:

Neglect and psychological, physical, or sexual abuse

Domestic violence or intimate partner violence

Community and school violence (including bullying)

Natural disasters

Terrorism, war, and refugee experiences

Serious accidents, life-threatening illness, or sudden or violent loss of a loved one

Military family-related stressors, such as parental deployment, loss, or injury

While each child may react differently to trauma, parents, caretakers, and teachers may be able to recognize some signs of traumatic stress. For example, preschool children may have nightmares or fear of separation. Elementary school children may feel shame or anxiety, or have trouble concentrating. Kids in middle and high school may show signs of depression or engage in self-harm behaviors. Child trauma survivors are more likely to have academic problems and increased involvement with the child welfare and juvenile justice systems.

The Connection between Bullying and Traumatic Stress

Every individual is different and incidents that traumatize one person may not affect another. As stated by the National Child Traumatic Stress Network (NCTSN), children or teens who have been exposed to trauma and violence may be more likely to bully others and be bullied.

Some children who experience trauma and bullying may have strong feelings of distress, while other children may appear desensitized. As an example, a study on bullying and post-traumatic stress found that some children may repress their thoughts or feelings about what took place. This can lead to numbness or loss of interest in activities. This study also found that children may experience intrusive thoughts, such as sudden flashbacks of their bullying experience. It is important that caregivers understand how to respond to bullying and are sensitive to possible traumatic stress.

What Helps After Trauma from Bullying

Parents, teachers, and other trusted adults can help children or teens who experience traumatic stress from bullying. According to NCTSN's Effective Treatments for Youth Trauma, some approaches that help children and teenagers who have experienced trauma, including bullying, are:

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

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

Teaching stress management and relaxation techniques, to help them cope

Some children and teenagers may also need professional help to treat stress related from bullying and/or other traumatic experiences. Healthcare providers can make referrals for treatment.

How Schools and Teachers Can Help

Schools can adopt a trauma-informed approach, by training teachers and staff skills to handle and recognize traumatic stress or other signs of trauma. These skills allow teachers to help or find other supports and services for students in need.

Resources like the Trauma-Sensitive Schools Training Package from The National Center on Safe Supportive Learning Environments (NCSSLE) may help schools adopt trauma-informed approaches to create safe and supportive learning environments. These include:

Educating school staff about trauma and its effects

Promoting physical and emotional safety in relationships and the environment

Reducing trauma-related triggers in the school environment

Considering trauma in all assessment and protocol behavior plans

Ensuring students and families have voice, choice, and empowerment

By adopting trauma-informed approaches, schools can help prevent bullying and trauma at school, and provide a positive school culture for both students and staff.

Parents, caregivers, teachers, and schools all play an important role in preventing and addressing bullying and its harmful effects.

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Childhood traumatic stress occurs when traumatic events, including bullying, overwhelm a child's or teenager's ability to cope.

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(from Grief In The Classroom: “Saying Nothing Says A Lot)

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Traumatic grief refers to the "response to a sudden, unexpected loss." Michael Roeske, PsyD, states that it can "trigger intrusive, preoccupying thoughts or bodily responses that are essentially distorted survival mechanisms" that come during the mourning process of the unexpected loss (Coelho, 2022). Depression can further pronounce the effects of this type of loss.

Although this terminology is used interchangeably with prolonged grief disorder, it is rather the first type of grief experienced that may result in having a prolonged "deep longing for the lost loved one and constant thoughts .. which can interfere with everyday life" (Coelho, 2022).

Symptoms can look different from other types of regular grieving by being "more intense, pervasive, and persistent" and include the following :

nightmares

difficulty sleeping

attempts to avoid all thoughts and activities associated with the trauma

flashbacks

emotional numbness

fear (for themselves of others)

anxiety

anger

the feeling of the loss being unfair

the feeling of there being unfinished business

(Coelho, 2022)

There may also be physical symptoms including:

shakiness or trembling

nausea

loss of appetite

dry mouth

problems sleeping

trouble breathing

muscle weakness

(Coelho, 2022)

Specific to the classroom, traumatic grief "may exhibit hyperarousal, emotional and behavioral deregulation, maladaptive cognitions, and learning problems, as well as "impairments in academic and social functioning" (Cohen & Mannarino, 2011).

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How teachers can help in a school environment (The 7 R's):

1. Recognize

Recognize that the child or young person will be dealing with both the impact of trauma as well as traumatic grief. Alter classroom expectations to allow a child to deal with their grief.

2. Respect

Grieving is an individual process and respect needs to be given to the unique experiences and the different ways a child and young person may express their grief. The school may have more than one child from each family, and so there may need consideration given to this.

3. Relationships

Caring and connected relationships are important in supporting the child or young person to grieve. It’s critical to recognize the age and stage of the child while remembering that traumatized children/young people may be operating at a younger developmental age which may impact on their understanding of death and reactions to grief.  Ensure that relationships within the school that are safe, supportive and important to the child are maintained and prioritized… making them as available as possible…

4. Reassure

Children and young people may have difficulty understanding and articulating their feelings and understanding the feelings of others. Hence, they attempt to understand their experience of loss from their own frame of reference. It is important to actively listen to the child, reassure them that they are loved, care for them and keep them safe. Make time in the school day to reassure, listen and care for these students.

5. Routines

As much as possible children and young people should be able to continue with their regular routines.   At school, focus on providing consistency, predictability and safety.

6. Remembering

Allow the child or young person to choose special ways to remember the person who has died. Perhaps they would like to write a poem or draw a picture or make a memory box.

7. Refer

Seek to refer the child or young person and their family if additional support is needed. Traumatic grief treatment integrates trauma and grief-focused interventions to help manage trauma symptoms and typical grief processes.

(Grace, 2019)

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Children who are abused suffer not only physical but also emotional damage, a negative effect that can last a lifetime. Therefore, in order to avoid similar tragedies, schools should enhance safety education and organise different types of educational activities on child development and health for teachers, students and parents respectively, so that parents and teachers can understand how to help their children properly and children can understand how to resist and treat their classmates properly.

In my school, new teachers are required to attend courses related to child development and health to help equip teachers to handle relevant situations.

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The National Child Traumatic Stress Network

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The impact of physical abuse on a child's life can be far-reaching. It is especially devastating when a parent, the person a child depends on for protection and safety, becomes a danger. Some children develop traumatic stress reactions.

Children who've been physically abused 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. Reactions vary depending on the age of the child, the kind of abuse, and how long it continues.

Many physically abused children become aggressive themselves or have other behavioral problems. Aggression and "acting out" are very common, but there are a wide range of reactions. Some children show few, if any, reactions. They don't seem to care anymore if they are hit; they've lost the normal fight or flight reactions built-in to protect us from danger. These children may also fail to react to other dangers. They may stop trying to make friends or succeed at school or plan for the future.

Some abused children become anxious and fearful rather than numb and withdrawn. This happens frequently when the abuse has no predictable pattern. A child who never knows when a caregiver will become physically violent, and never knows how far the caregiver will go, has no control. That child may become more anxious.

Punishment does not have to lead to physical injury to cause psychological problems. A number of studies have shown that children who are exposed to physical threats and aggressive acts by a caretaker may develop post-traumatic stress reactions and other psychological problems, such as aggressive behavior, depression, and anxiety.

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The impact of physical abuse on a child's life can be far-reaching. It is especially devastating when a parent, the person a child depends on for protection and safety, becomes a danger. Some children develop traumatic stress reactions.

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There is really a wide variety of factors and each child refugee case is different. According to The National Child Traumatic Stress Network the list of possible problems and hardships a child could have encountered in their country of origin is as follows:"

Violence (as witnesses, victims, and/or perpetrators)

War

Lack of food, water, and shelter

Physical injuries, infections, and diseases

Torture

Forced labor

Sexual assault

Lack of medical care

Loss of loved ones

Disruption in or lack of access to schooling"

However, in many cases, the hardships don't end in their home country.
In many cases, there is a displacement period when children refugees leave their home countries but end up facing similar hardships as before, such as:
"

Living in refugee camps

Separation from family

Loss of community

Uncertainty about the future

Harassment by local authorities

Traveling long distances by foot

Detention "

https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma/about-refugees#:~:text=While%20in%20their%20country%20of,Physical%20injuries%2C%20infections%2C%20and%20diseases

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The National Child Traumatic Stress Network

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Definitions

Refugee. A refugee is someone who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of particular social group or political opinion, is outside the country of his nationality, and is unable to or, owing to such fear, is unwilling to avail himself of the protection of that country. (Article 1 of the 1951 Convention Relating to the Status of Refugees)

Asylum-Seeker. An individual who does not meet the legal definition of refugee, but who applies for asylum (or refugee) status after he/she is already present in the US or at a port of entry. Asylum applicants can have any (or no) immigration status when they apply. Asylum status can be granted by either a USCIS asylum officer or by an Immigration Judge within the US Department of Justice's Executive Office of Immigration Review. (Section 208 of the Immigration and Nationality Act)

What Have Refugee Families Experienced?

Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the resettlement process here in the US.

While in their country of origin, refugee children may have experienced traumatic events or hardships including:

Violence (as witnesses, victims, and/or perpetrators)

War

Lack of food, water, and shelter

Physical injuries, infections, and diseases

Torture

Forced labor

Sexual assault

Lack of medical care

Loss of loved ones

Disruption in or lack of access to schooling

During displacement, refugee children often face many of the same types of traumatic events or hardships that they faced in their country of origin, as well as new experiences such as:

Living in refugee camps

Separation from family

Loss of community

Uncertainty about the future

Harassment by local authorities

Traveling long distances by foot

Detention

Refugee Core Stressors

Refugee children may feel relieved when they are resettled in the US. However, the difficulties they face do not end upon their arrival. Once resettled in the US, refugees may face stressors in four major categories: Traumatic Stress, Acculturation Stress, Resettlement Stress, and Isolation.

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Refugee. A refugee is someone who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of particular social group or political opinion, is outside the country of his nationality, and is unable to or, owing to such fear, is unwilling to avail himself of the protection of that country.

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Traumatic Bereavement: Helping Children and Young People Who Are Struggling in Schools and Colleges

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Traumatic Bereavement: Helping Children and Young People Who Are Struggling in Schools and Colleges

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Traumatic Bereavement: Helping children and young people who are struggling in schools & colleges

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Symptoms and Strategies for Medical Trauma PTSD

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Symptoms and Strategies for Medical Trauma PTSD

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Symptoms and Strategies for PTSD in Children and Teens

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The videos on this page feature Paddi Vint, an NSPCC Development and Quality Manager who is overseeing a three-year domestic abuse project at the NSPCC which is supported by the Covid-19 Support Fund.

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Why is domestic abuse a safeguarding and child protection issue?

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https://youtu.be/qrFLuCJm7U0

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Anna Freud NCCF. (2022, March 31). Traumatic Bereavement: Helping children and young people who are struggling in schools & colleges [Video]. YouTube. https://www.youtube.com/watch?v=EutvrbCHi_k

Coelho, S. (2022, January 25). What Is Traumatic Grief? Psych Central. https://psychcentral.com/health/traumatic-grief

Cohen, J. G., & Mannarino, A. P. (2011). Supporting children with traumatic grief: What educators need to know. School Psychology International, 32(2), 117–131. https://doi.org/10.1177/0143034311400827

Grace, Carolyn (2019, January 11). Seven Ways to Support Children with Traumatic Grief at School. Australian Childhood Foundation.
https://professionals.childhood.org.au/prosody/2019/01/seven-ways-to-support-children-with-traumatic-grief-at-school/)

Nadworny, E. (2015, January 13). Grief In The Classroom: “Saying Nothing Says A Lot.” NPR. https://www.npr.org/sections/ed/2015/01/13/376720559/grieving-in-the-classroom

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Helping your child cope with a disaster. Centers for Disease Control and Prevention. (2023, June 1). https://www.cdc.gov/childrenindisasters/children-disaster-help.html

Peterson, S. (2018, May 25). Disasters. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/disasters

Society of Clinical Child & Adolescent Psychology. (2017, August 5). Natural disasters & terrorism. Effective Child Therapy. https://effectivechildtherapy.org/concerns-symptoms-disorders/concerns/natural-disasters-terrorism/

U.S. Department of Health and Human Services. (n.d.). Helping children and adolescents cope with traumatic events. National Institute of Mental Health. https://www.nimh.nih.gov/health/publications/helping-children-and-adolescents-cope-with-disasters-and-other-traumatic-events

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Intimate partner violence (IPV) is a pattern of behavior that is used by one partner to gain and maintain power and control over the other partner in an intimate relationship.

Symptoms:

1. Physical injuries, such as bruises, broken bones, or other unexplained injuries.

2. Anxiety, depression, or other mental health concerns.

3. Low self-esteem or feelings of worthlessness.

4. Isolation from family and friends.

5. Difficulty trusting others or forming new relationships.

6. Changes in behavior, such as becoming more withdrawn or aggressive.

7. Difficulty sleeping or eating.

8. Substance abuse.

9. Fear of the abuser or of leaving the relationship.

10. Suicidal thoughts or attempts.

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In the event that a student may be withdrawn due to trauma and doesn't necessarily want participate or have a deep conversation, it's still important to make the classroom feel safe and calm to foster trust and positivity. There a number of activities, both passive and active, that can help students with trauma recognize the classroom as a safe and inclusive place:

- Ask all students how they are doing at the beginning of class. This is generally done to build rapport, but is also a small act that show that you care and are willing to listen to them

- At the beginning of the year, have students write their needs on an index card and collect them. Keep them for the rest of the year so you may reference them

- Have relaxing activities for students to do when they're finished with work. These include fidget toys, silly putty, and coloring

- Ask students how they're doing, but have them answer by giving a thumbs up or a thumbs down. This is particularly helpful for students who don't feel comfortable vocalizing their issues

Other ideas for trauma - sensitive classrooms include:

- Have calming music playing in the background

- Maintain consistency, telling students what is going to be done in the classroom and what's expected for the day. Give them predictability

- Highlight good qualities and remain positive at all times

- Have positive posters on the wall

- Tell students to come to you if they need anything in the classroom

- Have a place where students can "cool off" in the classroom, such as a table in the back. Keep relaxing things in the area, like a water fountain, a Himalayan salt lamp, pillows, and other items they can feel and touch

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Just like reasons for trauma, there is a wide array of symptoms and each case is different, depending on the trauma experienced and depending on age and stage of development.
Some of the symptoms are physical and some are related to the mental state of the child.
Some physical examples include:
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Stomach aches, headaches

Crying a lot

Pains in the body that don't seem to have a physical cause

Trouble falling asleep, or sleeping too much

In younger children

Bed wetting

Thumb sucking

Some of the psychological mental and behavioral symptoms are:

Fear or anxiety

Sadness or irritability

Thoughts about the traumatic event that won't go away

Avoiding thinking or talking about anything that reminds him or her of the traumatic event

Acting as if the event is happening right now (when it is something that occurred in the past)

Hopelessness

Nightmares

Trouble paying attention

Trouble falling asleep, or sleeping too much

Getting upset when things happen that remind him or her of the traumatic event

Lack of desire to play with others or take part in activities that her or she used to enjoy

Trouble managing behavior or emotions

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

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The National Child Traumatic Stress Network

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Events that refugees have experienced related to war or persecution can all be called "traumatic events." It is important to note that children are very resilient and can often cope with difficult experiences and events in healthy and productive ways. Such children may not display any symptoms and may not need service providers to intervene. However, for some children, exposure to traumatic events has a profound and lasting effect on their daily functioning. Exposure to traumatic events can cause the following general symptoms in children of all ages:

Stomach aches, headaches

Crying a lot

Fear or anxiety

Sadness or irritability

Thoughts about the traumatic event that won't go away

Avoiding thinking or talking about anything that reminds him or her of the traumatic event

Acting as if the event is happening right now (when it is something that occurred in the past)

Trouble managing behavior or emotions

Pains in the body that don't seem to have a physical cause

Hopelessness

Nightmares

Trouble paying attention

Trouble falling asleep, or sleeping too much

Getting upset when things happen that remind him or her of the traumatic event

Lack of desire to play with others or take part in activities that her or she used to enjoy

Age-Specific Effects

The impact of exposure to traumatic events on children may be different depending on the child's age and stage of development. There are some signs of distress as a result of exposure to traumatic events that are specific to a child's developmental stage. For example:

Preschool children

Elementary school children

Middle and high school-aged youth

Bed wetting

Thumb sucking

Acting younger than their age

Trouble separating from their parents

Temper tantrums

Aggressive behavior like hitting, kicking, throwing things, or biting

Not playing with other kids their age

Repetitive playing out of events related to trauma exposure

Changes in their behavior such as aggression, anger, irritability, withdrawal from others, and sadness

Trouble at school

Trouble with peers

Fear of separation from parents

Fear of something bad happening

A sense of responsibility or guilt for the bad things that have happened

Feelings of shame or embarrassment

Feelings of helplessness

Changes in how they think about the world

Loss of faith

Problems in relationships including peers, family, and teachers

Conduct problems

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Events that refugees have experienced related to war or persecution can all be called "traumatic events."

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The NSPCC，https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/physical-abuse/#what

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If you're worried about physical abuse, we have information and advice to help you feel confident in taking the next steps to keep children and young people safe.

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Physical injuries: Teachers should document any signs of physical abuse and report it to the proper authorities, such as school administrators or child protection services.

Anxiety, depression, or other mental health concerns: teachers can provide students with access to counseling services and resources. Teachers can also create a supportive and non-judgmental environment in the classroom and work with the student to create a safety plan.

Low self-esteem or feelings of worthlessness: Educators can work with the student to identify their strengths and build their self-esteem through positive reinforcement and encouragement.

Isolation from family and friends: Teachers can provide the student with resources to connect them with support services and help them build healthy relationships.

Fear of the abuser or of leaving the relationship: Teachers can provide the student with resources on safety planning, including information on how to safely leave an abusive relationship. Teachers can also work with the student to identify trusted adults who can provide support and help keep them safe.

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https://lookthroughtheireyes.org/what-is-childhood-trauma/

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

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Canada, Anxiety. “Symptoms and Strategies for PTSD in Children and Teens.” YouTube, 14 Sept. 2017, www.youtube.com/watch?v=7HzYOxHNhNU.

ISTSS - Public Resources. (n.d.). https://istss.org/public-resources/friday-fast-facts/fast-facts-medical-trauma#:~:text=Medical%20trauma%20is%20emotional%20and,be%20difficult%2C%20uncomfortable%20or%20frightening.

Peterson, S. (2018, March 19). Effects. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma/effects

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Peterson, Sarah. “Community Violence.” The National Child Traumatic Stress Network, 25 May 2018, www.nctsn.org/what-is-child-trauma/trauma-types/community-violence.

“Trauma in Children: What You Can Do to Help | Uchenna Umeh | TEDxAlief.” YouTube, 17 Dec. 2020, www.youtube.com/watch?v=0NfxItBPd1I.

Mattaldt, and Murraypk. “Creating a ‘Safe Space’ for Students Experiencing Trauma.” Science Teaching, 23 Apr. 2019, sites.miamioh.edu/exemplary-science-teaching/2019/04/creating-a-safe-space-for-students-experiencing-trauma/.

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1. UK Trauma Council
https://uktraumacouncil.org/trauma/complex-trauma?cn-reloaded=1

2.  National Child Traumatic Stress Network (NCTSN)
https://www.nctsn.org/about-us/about-this-website

3. Wikipedia:
Complex post-traumatic stress disorder
https://en.wikipedia.org/wiki/Complex_post-traumatic_stress_disorder

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The UK Trauma Council defines complex trauma as traumatic experiences involving multiple events with interpersonal threats during childhood or adolescence.

Such events may include abuse, neglect, interpersonal violence, community violence, racism, discrimination, and war.

These experiences have several key features. First, they typically arise within the context of a child's relationships. Second, they occur during child development, with important implications for their potential impact. Finally, they are chronic or repeated.

The impact of complex trauma

Exposure to complex trauma can impact a child's emotional, psychological, social, and physical development. But, not all children are affected in the same way. Reactions can range from immediate and severe to limited or no adverse reaction. And for some, the impact is delayed. Genetic, biological, psychological, and social factors as well as the nature of trauma itself can influence the reaction. It is helpful to remember that the child's experience of an event is different from their response to the event.

The experience of complex trauma can impact multiple aspects of child development at the biological level and in psychological and emotional functioning [3]. Changes may occur in:

brain structure and function

levels of cortisol and levels of inflammation

how a child identifies, responds to and regulates their emotions

how a child develops their sense of self, their self-worth, and their sense of others - particularly in relation to trust.

However, not all children and young people who experience complex trauma go on to develop mental health (or indeed social) problems. Protective influences play an important role in determining outcome.

Mental health outcomes

Complex trauma typically has a more significant impact on children and young people's mental health outcomes than non-complex forms of trauma. However, the outcomes following experiences of complex trauma vary significantly.

Mental health disorders commonly associated with complex trauma include [4]:

anxiety

depression

post-traumatic stress disorder (PTSD)

complex post-traumatic stress disorder (Complex PTSD)

conduct disorder.

Children can also present with many different responses at the behavioural level, such as increased risk of self-harm, suicide, and poorer educational attainment. There is also evidence of an impact on physical health [3].

Different approaches in how complex trauma is measured have been shown to capture different groups of individuals characterised by different patterns of mental and physical health outcomes.

Considering these effects, it is unsurprising that there can be a significant impact on a child's social functioning. Increased difficulties are often observed in their relationships with peers and adults. But again, not all children will show all or any of these effects. However, it is very likely that exposure to complex trauma will impact at least one or more of these aspects of development for most children to some degree.

How common is complex trauma?

There is good evidence that complex trauma affects a significant minority of children in the UK. A community study by the National Society for the Prevention of Cruelty to Children (NSPCC) found that nearly 1 in 5 children (18.6%) experience some form of abuse or neglect [1]. Abuse and neglect are commonly described as complex traumas although not all cases will reach a definitional threshold.

However, the prevalence of children and young people with complex trauma experiences varies depending on how it is measured and defined.

There are many different approaches to measuring complex trauma experiences - asking children directly, asking parents, and relying on statutory records (e.g. from social services or police). There are also many different definitions of what constitutes complex trauma. Different methods - as well as the different ways that complex trauma can be defined - will significantly influence the prevalence estimate [2].

Complex trauma and Complex PTSD

Complex Post Traumatic Stress Disorder, or Complex PTSD, is a formal diagnosis of a mental health disorder. Complex trauma is a series of events and processes, not a diagnosis. Experiencing complex trauma does not mean that an individual will develop Complex PTSD.

Complex PTSD is a relatively new diagnosis and was developed to reflect the fact that some individuals present with additional symptoms following trauma not captured with a traditional PTSD diagnosis. These can include:

difficulties regulating emotions

feelings of shame or guilt

experiencing intense feeling of loneliness

risky or destructive behaviour

significant difficulties in building and maintaining relationships with others [7].

Complex PTSD may be diagnosed in adults or children who have experienced traumatic events, such as violence, neglect, or abuse. However, many individuals who experience complex trauma do not develop Complex PTSD. Complex trauma can also cause other disorders, such as anxiety and depression. There is an ongoing debate about the most suitable interventions for Complex PTSD in children [8], [10].

What helps with complex trauma?

The UK Trauma Council has developed nine principles informed by an understanding of complex trauma, its effect on child development, and evidence-based responses that care givers, professionals and services can engage in to address the impacts of complex trauma.

Principles:

1. Establishing a common definition of complex trauma

2. Promoting and stabilising trusted relationships

3. Cultivating supportive interactions

4. Actively enabling young people's agency

5. Recognising adaptations and building social connections

6. Holistically responding to multiple needs

7. Providing evidence-based interventions

8. Tackling contextuality and systemic factors

9. Supporting the workforce

For more information on these evidence-based principles, please read Complex trauma: evidence-based principles for the reform of children's social care.

Professional responses to complex trauma

How professionals seek to help children following complex trauma can be understood as falling into two categories: prevention and mitigation [3].

The first response seeks to prevent the recurrence of exposure. For example, statutory agencies may provide an intervention to improve family functioning. Or, they may decide on the basis of a risk assessment to remove a child from their home and place them in an alternative safe environment.

The second response is to seek to mitigate the potential impact of complex trauma. This encompasses a broad range of responses, given the range of potential difficulties. For example, Trauma-Focused Cognitive Behavioural Therapy, if a child presents with PTSD. By contrast, a child presenting with depression symptoms may receive CBT, psychodynamic psychotherapy or family therapy. A child presenting with behavioural difficulties at school but no mental health problems, may benefit from a systemic intervention involving the child, carers, and teachers. In other words, any response should be formulated on the basis of a child's individual presentation.

Evidence-base

There remain many gaps in evidence as to what constitutes the most effective form of help for children who have experienced complex trauma. Moreover, we lack an evidence-based model of preventative help that reduces the risk of mental health problems emerging across development following trauma exposure [9].

References:

1. Danese, A., & McCrory, E. (2015). Child maltreatment. Rutter's Child and Adolescent Psychiatry, 364-375. https://doi.org/10.1002/9781118381953.ch29

2. Lewis, S.J., Arseneault, L., Caspi, A., Fisher, H.L., Matthews, T., Moffitt, T.E., Odgers, C.L., Stahl, D., Jia Ying Teng, & Danese, A. (2019). The epidemiology of trauma and post-traumatic stress disorder in a representative cohort of young people in England and Wales. The Lancet Psychiatry, 6(3), 247-256. https://doi.org/10.1016/s2215-0366(19)30031-8.

3. Danese, A., & Widom, C. S. (2020). Objective and subjective experiences of child maltreatment and their relationships with psychopathology. Nature Human Behaviour, 4(8), 811-818. https://doi.org/10.1038/s41562-020-0880-3

4. McCrory, E., Gerin, M., & Viding, E. (2017). Annual Research Review: Childhood maltreatment, latent vulnerability and the shift to preventative psychiatry - the contribution of functional brain imaging. Journal of Child Psychology and Psychiatry, 338-357. https://doi.org/10.1111/jcpp.12713

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The UK Trauma Council defines complex trauma as traumatic experiences involving multiple events with interpersonal threats during childhood or adolescence. Such events may include abuse, neglect, interpersonal violence, community violence, racism, discrimination, and war. These experiences have several key features. First, they typically arise within the context of a child's relationships.

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One of the main response strategies that come up on websites and guidelines of different educational and refugee-related organizations is:

Having staff who are well-equipped in dealing with child refugees. An informed and trained team and not just teachers but also counsellors and school leaders have to be competent in dealing with child refugees.
Schools have to be educated about cultural sensitivities, hardships and types of trauma that children and their families could have been through.

Be sensitive and empathetic. "As teachers, we shouldn’t be trauma detectives, but we can be proactive by becoming informed about types of trauma. This background can be helpful when encountering sensitive cases." https://www.edutopia.org/article/5-trauma-informed-strategies-supporting-refugee-students/

Make them feel safe - try to eliminate triggers that may interfere with their learning.
Provide them with a safe learning environment, free from bullying, teasing and discrimination based on race, appearance, religion or language.

Be predictable- since children with experiences of trauma are often on high-alert, being as consistent and predictable as possible allows them to feel some comfort and stability.
These children benefit from fairness, class norms, predictable schedules and learning goals.
Let these children know what is expected of them and provide support if they are unable to keep up.  Let them know that it is OK to struggle at school and that it is always difficult to move schools and different environments.

https://www.nctsn.org/resources/child-trauma-toolkit-educators
https://www.nctsn.org/sites/default/files/resources/fact-sheet/understanding_refugee_trauma_for_school_personnel.pdf
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/mental-health-resources/war-and-terrorism/supporting-refugee-students

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Trauma-Informed Practices

Educators can take the initiative to provide safe and welcoming spaces in their classrooms and school community.

Since 1980, the U.S. has resettled approximately 3 million refugees, and our recent withdrawal from Afghanistan will add many more to classrooms in most states. With the current influx of refugee students, teachers will have the task of supporting their integration into American society while bearing in mind the trauma(s) they may have endured.

While being aware of the factors contributing to students' leaving their country as refugees (war, persecution, or natural disaster) can provide some context for students' backgrounds, it's most important for educators to understand and provide the compassionate empathy required to support the students entering our classrooms in the coping and healing process.

Bringing trauma-informed strategies into the classroom is a universal approach for providing all students with emotional and/or psychological support. These strategies can also be adapted to help refugee students with their resiliency skills and prepare them for social and emotional learning (SEL).

We can consider the following strategies as we strive to offer support by making students feel safe and cared for.

Research Countries of Origin and Culture

Historically, refugees resettling in the United States have come from all over the world. There are also thousands of Haitian migrants who have been seeking asylum in the United States since 2010. Culture from their country of origin can comprise language, religion, beliefs, norms, familial and social habits and behavior, symbols (gestures), cuisine, artifacts, music, and art. Educators can commit to understanding the cultural nuances and customs that may hinder them from forming relationships and learning partnerships with their refugee students.

Often, refugees' cultural identities and values are positioned as inferior within the new societies they enter and may leave them feeling and experiencing critical moments of their lives (school/work) as outsiders. This leads to cultural marginalization, as they live within two cultures but aren't fully integrated into either of them. This is an unfortunate situation to be in through no fault of their own. It hinders their progress and allows others to avoid helping when they could.

In schools, acknowledging refugee students' cultures and backgrounds creates cultural awareness between them and their peers and also welcomes them to school and the community by positioning their cultures as strengths and positive additions to the learning community.

Use Trauma-Informed SEL Strategies

An important goal in trauma-informed classrooms is awareness of the signs of trauma; have a tool kit of strategies to help students and not re-traumatize them. Educators can help refugee students in the healing process by working with them to establish healthy relationships and safe spaces in schools where positive interactions, acceptance, unconditional regard, and kind words are the norm. SEL is an effective vehicle for carrying out and normalizing trauma-informed pedagogy in classrooms.

Although we may not initially see how SEL and trauma-informed teaching connect, SEL lessons can be tailored to meet the needs of children who've experienced trauma by providing them the emotional intelligence acuity to recognize their emotional trauma. Labeling emotions is the first step in identifying triggers and self-management strategies, including healing. Plutchik's wheel of emotions and an emotions planner are initial tools that can be used for this purpose.

Here's a short list of some of the most widely used trauma-informed teaching practices to help refine trauma-informed SEL plans.

1. Develop a trauma-informed team: Supporting refugee students successfully requires all hands on deck in schools. This means that it's important for school leaders, counselors, teachers, and organizations that provide wraparound services to be trauma-informed and support each other.

Bring our best self to class.

Be mindful of the boundaries of others.

Respect the privacy of others.

Be mindful of airtime when speaking.

Speak from the heart and be open to feedback.

Listen from the heart and respect others when they speak.

Take this space to heal and grow.

2. Empathize with students: Empathy for perspective-taking is a critical step to becoming trauma-informed, especially if we don't have firsthand experience with certain traumas. As teachers, we shouldn't be trauma detectives, but we can be proactive by becoming informed about types of trauma. This background can be helpful when encountering sensitive cases.

3. Make them feel safe:Trauma can alter how the brain and the central nervous system function for many young people and can cause them to feel unsafe. In extreme cases, sufferers may experience danger, terror, or constant threat. Unfortunately, these deep feelings of insecurity and fear may show up in other areas of their life, including play, relationships, and school. Educators can help make their classrooms physically, intellectually, and emotionally safer by establishing good norms and community agreements.

4. Remain consistent and predictable: Children of all ages with traumatic experiences can be on high alert. Providing consistency and predictability through your demeanor, fairness (being equitable), class norms and expectations, shared agreements, use of protocols, thinking routines, pacing, accountability, and scheduling can help put them at ease.

For example, I like to format instructional time similarly on most days (10 minutes for a mini-lesson, 35 minutes for work time, and 10 minutes for reflection and debrief). Samantha Bennett's adaptation of the Workshop Model is a helpful example of this.

If we need to meet with a student(s), avoid vagueness about intentions or creating uncertainty by saying things like "We need to talk" or "I need to tell you something." Instead, be kind and specific: "I would love to talk about your essay. I know we can make it better with some tweaking."

5. Know our limitations: When psychological trauma becomes overwhelming for refugee students, it might be necessary to assist families in seeking access to professional therapy for their child. Remember, our trauma-informed SEL plan is for helping refugee students cope and begin healing, but it isn't meant to replace professional trauma-informed treatment.

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5 Trauma-Informed Strategies for Supporting Refugee Students

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Educators can take the initiative to provide safe and welcoming spaces in their classrooms and school community.