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Defiant behaviors resulting from abuse, neglect, or substance abuse

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Defiant behaviors resulting from abuse, neglect, or substance abuse

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We can support students who feel anxious or unsafe by establishing a socially and emotionally safe learning environment. This might include incorporating SEL lessons, creating a class charter of expectations, or discussing school rules and classroom norms to abide by. It's important for us to notice signs in our scholars as there are many markers of trauma-related symptoms, including:

1. Excessive anger

2. Irritability

3. Difficulty concentrating

4. Physical or verbal aggression

5. Low self-confidence

6. Regular absence from class

This can build resentment and frustration in learners early in their academic development. We can address student trauma using a number of strategies, such as:

1. Constructing an inclusive and safe learning environment

2. Prioritize restorative justice strategies

3. Build background with up-to-date experts / research

4. Reflect on trauma responsiveness in your class

5. Model empathy for students in daily routines

6. Create a class charter to set clear expectations and norms

(Bryan Somaiah)

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When a student experiences a death in the their family, it can cause them to become socially and emotionally withdrawn, their performance level with school work and extracurriculars can decrease, and it can affect their learning. If this happens to one of your student's I think the best practice would be to show empathy to that student. Along with showing empathy, I think it would be best to create an emotionally safe classroom for that child. By allowing them to take space away from the group, or giving them an extra day or two to complete an assignment could be beneficial to that student. It could also be beneficial if the teacher was able to just check in with the student weekly or bi-weekly to see how they could better support the student. I think it would be best for the teacher to allow the student to come before or after school to review lessons individually, and provide extra support to that student. (Sederia Ford)

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A student who is diagnosed with an illness can take a toll on a student physical and mental well-being. This can cause a lot of issue when trying to focus on school.

Symptom: Student has a lot of absents or tardies due to treatment.

Strategy: A teacher helps find way to make sure student gets work and is able to catch up.

Strategy 2: Student has an IEP or 504 in place to help student not fall behind.

Symptom: Student not able to focus in class.

Strategy: Student has access to one on one support when needed.

Symptom: Student doesn't feel like they fit in with other students.

Strategy: Student does activities that can help build confidence and participate in SEL to help form friendships.

Strategy 2: Help student find one trusted friend that they can build a relationship with.

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In this video blog, one of Australia's favourite parenting authors - and mum of four boys - Maggie Dent talks about how to support our children when they are diagnosed with an illness they may have to live with for a lifetime. Maggie draws from her own experience of one of her sons being diagnosed with Type 1 diabetes when he was 17. Maggie talks about allowing yourself as a parent to grieve and then reassuring your children that you will be beside them throughout this challenging journey.

This entry was posted in Maggie Moments, Posts for Parents. Bookmark the permalink.

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Supporting Children Who've Been Diagnosed with Chronic Illness - Maggie Dent

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In this video blog, one of Australia's favourite parenting authors - and mum of four boys - Maggie Dent talks about how to support our children when they are diagnosed ...

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Early Childhood trauma affects children from ages 0-6 in an extremely different way than older children. When children are this young, they are not able to verbally tell someone what they are experiencing and are forced to internalize this unknown trauma. Students can show symptoms of poor verbal skills (or not talking at all). It is important to have these students assessed; including assessments from a Speech Language Pathologist. The teacher can promote speech with verbal cues, visuals, and allowing them to point to get their expressive needs met. Another symptom of early childhood trauma is a student acting out in social situations or not knowing how to use appropriate social skills with peers and adults. Within the classroom, the teacher can promote SEL (social/emotional learning) with all students to help cope with the unease of some social situations. This is a chance to use role play and model appropriate behavior. Children with early childhood trauma may also present low self-confidence with academics, developmental skills, and social skills. Teachers can use Whole-Brain Teaching to boost confidence and making learning fun while also promoting a safe, fun, and comforting environment within the classroom. It is important that the teacher is getting to know the students on a personal level, recognizing the symptoms of abnormal behavior, and reaching out for professional guidance with each specific situation. Early Intervention is crucial and collaborating with the child's team as they age will provide the best path for the child to know they are supported and cared for. (Taylor Gagliano)

Peterson, S. (2018, March 23). Effects. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/early-childhood-trauma/effects

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Childhood Trauma and the Brain | UK Trauma Council

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Students can experience discrimination in their lives, whether that is at school or in their communities. These experiences can leave traumatic stress behind and can negatively impact their lives and time at school. Students who have faced discrimination may show signs such as: avoiding school, fear of being alone, anxiety and anger issues, among other signs. Students dealing with this stress can also have their education severely impacted. Their grades may begin to drop, they may avoid extracurricular activities and lose relationships they have created at school. If this is happening to a student in your classroom it is best to report it to your school's admin team, as well as any related service providers such as social workers, psychologists and counselors. It is also important to create an inclusive environment that makes the student feel safe, and understand that the teacher cares about them. As a teacher, it is also important to check-in on the student to make sure they feel safe and comfortable and to share anything they may need to with you.

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How to Identify and Rectify Sexual Abuse by La'Risa Black

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How to Identify and Rectify Sexual Abuse by La'Risa Black

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Traumatic Stressor

Sexual Abuse

According to Preventing Child Sexual Abuse on Youtube, in order to address sexual abuse it is important than one understands how to identify it (NSPCC, 2017). One thing in particular to note is that sexual abuse does not always include direct contact, some children may actually be groomed online (NSPCC, 2017). Listed are some Symptoms and Strategies to identify and rectify if a student is experiencing sexual abuse

5 Symptoms

1. Risky Behaviors ( including sexually acting out or inappropriate websites )

2. Running Away

3. Defiance

4. Alienation from peers

5. Bullying and Harassments

5 Strategies

1. Check Privacy Settings on Devices

2. Make sure students are kept safe by monitoring locked and unsupervised areas

3. Professional development on how to identify sexual abuse

4. Ask important questions

5. Teach and Model active listening skills

Recognizing and treating child traumatic stress. SAMHSA. (n.d.). https://www.samhsa.gov/child-trauma/recognizing-and-treating-child-traumatic-stress#types

YouTube. (2017, February 20). NSPCC: Preventing child sexual abuse. YouTube. https://www.youtube.com/watch?v=UbtSJCw_lqw

Responding to trauma in your classroom. Learning for Justice. (n.d.). https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom