# data[].attributes.body
Mental and Emotion Health (Bullying)

Healthy Eating (Eating at School)

Physical Activity (Moving in the Classroom)

Safety Prevention (Playground Safety)

Personal Health (Diabetes in School)

Intentional Violence (Teaching about Strangers)

Grief (Child Grief)

Trauma (Traumatic Stress on Children)

# data[].attributes.body
In this Article, on bullying in Elementary School from Together Against Bullying, author explains what bullying is in Elementary school and what to do about it. In this article, its explained that students tend to not understand the difference between teasing and bullying. Students are given examples of what to do when bullying like walk away or find an adult. They also go over if you witness a kid being bullied what to do. It's called the PAT: Play with the victim. Find an Adult. Tell the bully about their behavior. Lastly, the article goes over what a parent should do if their child is getting bullied. For example, meet with the teacher.

I thought this article's way of sharing the difference between teasing and bullying is a great way for students to know the difference. Also, by sharing to the class what to do when you or someone you know is getting bullied.

Teachers can do a lesson about bullying at the beginning of the rules. Sharing what it is and how to prevent it. Also to tell the students what to do when they see someone or themselves being bullied. After that lesson, I believe there should be constant reminders of bullying including signs in the classroom. Teaching about bullying is essential for students to know what it is and that it's wrong. Also, so they know not to or that they're being treated wrong when being bullied. As the article explained, elementary school students have difficulty telling the difference between teasing and bullying. Teaching the students so they know the difference.

Elementary school ages. Elementary School Ages | Together Against Bullying. (n.d.). https://www.togetheragainstbullying.org/tab/targets/elementary-school-ages

# data[].attributes.attachment_link.readable_text
Elementary schools are an environment where children continue to develop their social-friendship skills, are able to regulate emotions and are able to solve problems. This can be a challenge when children experience bullying.

In elementary schools, the role of "bully" and "victim" is often blurred. The same child can be the victim of bullying one day and can display bullying behaviors the next day. A child may be socially excluded by one person/group but engage in name-calling with another person/group.

Young children can have difficulty telling the difference between teasing and bullying:

Teasing is playful, good-natured and goes back and forth. Bullying is one-sided.

Teasing makes up a small part of the relationship. Bullying defines the relationship.

Teasing stops when the child tells the other person they do not like it. Bullying continues even after the victim asks for it to stop.

Sibling bullying follows the same pattern. Sibling rivalry and teasing involves good-natured competition. Sibling teasing ends when the child being teased shows distress. Sibling bullying continues even after adult intervention.

What kids can do if they are being bullied

Walk away: It shows the bully that his/her behavior is not okay.

Find an adult to help solve the problem: "Let's go talk to a teacher and see if we can solve this problem."

Tell the bully that what he/she is doing is wrong and that you don't like it.

Find strength in numbers: Ask classmates for support...bullying behavior decreases when kids don't support the bully.

Use your voice: "I don't deserve to be hurt by you."

What kids can do if they witness bullying: PAT

Play, or sit at lunch, with the victim. The bully will feel less power.

Find an Adult.

Tell the bully that his/her behavior is hurtful.

What parents can do if your child is being bullied

Meet with the principal, teacher or counselor. Keep in contact.

Talk with your child about his/her day, friends, lunch time, what he/she did outside and who he/she played with.

Prompt your child to join activities (e.g. sports, music, theatre).

Stop bullying when you see it. Praise children who stand up against bullies.

Set a good example. Talk positively about others. Be inclusive.

Bullying is a serious problem among many children in elementary school.

# data[].attributes.attachment_link.description
Bullying is a serious problem among many children in elementary school. Learn what kids can do if they are being bullied or witness bullying.

# data[].attributes.body
This article about the traumatic stress on children from Substance Abuse and Mental Health Services Administration helps provide signs and impact of the stress of trauma on children. Elementary schools children tend to feel anxious, fearful or guilty. They also have a hard time sleeping and staying concentrated. With traumatic stress children can are more likely to have learning problems and developing health issues. With these issues created, theres many services to help children like behavioral therapy.

This information in the article helps teachers be more knowledgeable about the traumatic stresses. Giving teachers a better understanding to be able tot each students about the stresses.

It is so essential for teachers to know about this topic to be able to support their students. By knowing this, teachers know the signs and why the students are acting the way they are. Teachers will be giving their students more grace.

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

# data[].attributes.attachment_link.readable_text
Learn about the signs of traumatic stress, its impact on children, treatment options, and how families and caregivers can help.

Types of Traumatic Events

Childhood traumatic stress occurs when violent or dangerous events overwhelm a child's or adolescent's ability to cope.

Traumatic events may include:

Neglect and psychological, physical, or sexual abuse

Natural disasters, terrorism, and community and school violence

Witnessing or experiencing intimate partner violence

Commercial sexual exploitation

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

Refugee and war experiences

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

In one nationally representative sample of young people ages 12 to 17:

8% reported a lifetime prevalence of sexual assault

17% reported physical assault

39% reported witnessing violence

Also, many reported experiencing multiple and repeated traumatic events.

It is important to learn how traumatic events affect children. The more you know, the more you will understand the reasons for certain behaviors and emotions and be better prepared to help children and their families cope. Learn more about the types of trauma and violence and types of disasters.

Signs of Child Traumatic Stress

The signs of traumatic stress are different in each child. Young children react differently than older children.

Preschool Children

Fearing separation from parents or caregivers

Crying and/or screaming a lot

Eating poorly and losing weight

Having nightmares

Elementary School Children

Becoming anxious or fearful

Feeling guilt or shame

Having a hard time concentrating

Having difficulty sleeping

Middle and High School Children

Feeling depressed or alone

Developing eating disorders and self-harming behaviors

Beginning to abuse alcohol or drugs

Becoming sexually active

For some children, these reactions can interfere with daily life and their ability to function and interact with others.

Impact of Child Traumatic Stress

The impact of child traumatic stress can last well beyond childhood. In fact, research shows that child trauma survivors are more likely to have:

Learning problems, including lower grades and more suspensions and expulsions

Increased use of health services, including mental health services

Increased involvement with the child welfare and juvenile justice systems

Long term health problems, such as diabetes and heart disease

Trauma is a risk factor for nearly all behavioral health and substance use disorders.

What Families and Caregivers Can Do to Help

Not all children experience child traumatic stress after experiencing a traumatic event, but those who do can recover. With proper support, many children are able to adapt to and overcome such experiences.

As a family member or other caring adult, you can play an important role. Remember to:

Assure the child that he or she is safe. Talk about the measures you are taking to get the child help and keep him or her safe at home and school.

Explain to the child that he or she is not responsible for what happened. Children often blame themselves for events, even those events that are completely out of their control.

Be patient. There is no correct timetable for healing. Some children will recover quickly. Others recover more slowly. Try to be supportive and reassure the child that he or she does not need to feel guilty or bad about any feelings or thoughts.

Review NCTSI's learning materials for parents and caregivers, educators and school personnel, health professionals, and others.

Treatment for Child Traumatic Stress

Even with the support of family members and others, some children do not recover on their own. When needed, a mental health professional trained in evidence-based trauma treatment can help children and families cope with the impact of traumatic events and move toward recovery.

Effective treatments like trauma-focused cognitive behavioral therapies are available. There are a number of evidence-based and promising practices to address child traumatic stress.

Each child's treatment depends on the nature, timing, and amount of exposure to a trauma.

Review Effective Treatments for Youth Trauma - 2004 (PDF | 55 KB) at the National Child Traumatic Stress Network.

Families and caregivers should ask their pediatrician, family physician, school counselor, or clergy member for a referral to a mental health professional and discuss available treatment options.

More Ways to Find Help

Many U.S. agencies and other groups offer research and support related to child traumatic stress.

Government Websites

Other Organizations

# data[].attributes.attachment_link.title
Recognizing and Treating Child Traumatic Stress

# data[].attributes.attachment_link.description
Learn about the signs of traumatic stress, its impact on children, treatment options, and how families and caregivers can help.

# data[].attributes.body
This article on eating healthier at school from Centers for Disease Control and Prevention explains what teachers and schools can do to give their students proper meals. For schools and teachers, the article explains that you should give your students at least 10 minutes for breakfast and 20 minutes for lunch. Also, making healthy eating viewed as a good thing and adding it as part of the instruction. Adding is as part of the instruction can include learning about foods in different cultures or growing vegetables at school.

This article shares examples of how the school can make sure students are getting the meals they need. This will help teachers make sure, if the students lunch get cut short they can add that time in the classroom.

The article helped me learn ways that as a teacher I can do to make sure my students are eating properly. Before this article, I didn't event think of how incorporating healthy eating in the instruction could help the students.

Centers for Disease Control and Prevention. (2022, September 19). Eating healthier at school. Centers for Disease Control and Prevention. https://www.cdc.gov/healthyschools/features/eating_healthier.htm

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.description
It’s National School Lunch Week. Learn what schools can do to promote healthy eating. #CDCHealthySchools #NSLW22

# data[].attributes.body
In this article about the grief in a child from Good Grief, the article shares about grief in Children. Signs of grief vary by a child's level of understand and reactive behaviors. Can also vary by the relationship of the child and who's loss. During grieving, children need honesty, reassurance and proactive ways of expressing their feeling.

This article informs teaching what they can do to help a student and what to look out for. This always provides ways for teachers to use to help students express their feelings.

I believe this topic is essential for teachers to know about. There will be students in your classes that have lost a loved one and they are going to need as much support as they can get. Teachers spend so much time with their students during the school year and become a main support. Making it extremely important for teachers to know how to take care of their students.

Parrish, M. (2021, March 11). Child grief stages – they’re not the 5 you think. Good Grief. https://good-grief.org/child-grief-stages-theyre-not-the-5-you-think/

# data[].attributes.attachment_link.readable_text
When a child suffers the loss of a loved one, often their grieving goes unnoticed. Many people are only familiar with the "five stages of grief;" however, grief is not a linear experience, especially in children. Children display emotions differently than adults. Grief for kids is both emotional, intellectual, social, and physical. A child's level of understanding, reactive behaviors, and needs will all vary depending on their age.

The problem with child grief stages, like Elisabeth Kubler-Ross' 5 Stages (now debunked), is that they are about death and dying. David Kessler's 6 Stages also assume that a linear path can be followed. But grief is cyclical, organic, and depends on many variables. In other words, grief cannot be contained to some tidy stages.

To truly help a child suffering a loss, first understand what grief looks like in children.

Different Levels of Understanding

Some adults wrongfully assume that young children do not comprehend death. While some young children may not understand the permanence of death, their level of understanding grows as they age. For example, children five and younger may not clearly remember the person who has died, fully understand death, ideas about an afterlife, or temporary versus permanent absence. However, they will still experience grief, have needs, and express grief through their behaviors.

Children begin to understand that death is permanent between ages six and nine and can develop fear, guilt, and blame. At ages 10-12, practical questions may be asked about death and how it will affect their family. From ages 13-18, children have a complete understanding of death and can begin to worry about themselves. They can also question religion, philosophical beliefs, and even doctors.

Reactive Behaviors

As all children are affected by death, it can alter their behavior. Often, negative words and actions are misdirected, which is how child grief can go unnoticed. At any age, aggression can occur. However, as children get older, acting out becomes common while grieving, whether in school, at home, or with friends. It's crucial to identify out of character behavior, address why it is happening, and present alternative methods to cope. Grief behavior is not limited to "bad" or discouraged behavior. Grief behavior includes being the "golden child," too.

The Needs of a Grieving Child

As a child's caregiver, or supportive adult relationship, it's vital to encourage healthy coping methods. For children of any age, the following are always beneficial:

Honesty while answering questions about death

Proactive ways to express feelings (grief programs, art, writing, etc.)

Reassurance, validation, and listening of feelings

Continued emotional support and encouragement

Ways to Help a Grieving Child

While there are no stages of grief for a kid, there are still ways to help a grieving child. To ensure a child never feels alone while grieving, reach out to Good Grief. We offer a community-based peer support model that teaches coping strategies, communication skills, and assistance with mental and physical health.

To learn more about Good Grief, contact us online.

# data[].attributes.attachment_link.title
Child Grief Stages - They're Not the 5 You Think | Good Grief

# data[].attributes.attachment_link.description
To truly help a child suffering a loss, the first step is to debunk child grief stages and understand what grief looks like in children; it's different than in adults. Read more in our blog.

# data[].attributes.body
This article on incorporating movement into the classroom from Education Week provides the importance of making students move examples on how students can move while learning. In this article, the author shares how students spend about 8 hours in school and day and they shouldn't be sitting the whole time. As students are learning they can also be moving! Some examples that the author shares is, they can act out certain events or move to different tables to share their thoughts.

This article gives teachers great examples on adding movement into their classroom. It's healthy for students to be moving around and not sitting for a long time. Which this article helps to provide these ways.

I think this is essential for teachers to know so they know what to expect. As the article claimed, students can be sitting focused fr long period of times so adding movement helps to keep their concentration.

Ferlazzo, L. (2021, March 5). Eight ways to use movement in Teaching & Learning (opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-eight-ways-to-use-movement-in-teaching-learning/2020/07

# data[].attributes.attachment_link.readable_text
The new question-of-the-week:
How do you incorporate movement in your lessons, and what are its advantages and disadvantages?
Lots of research shows that sitting in a desk for a full class period can hinder student learning and engagement, and just sitting in front of a computer screen during the school closure crisis isn't great, either.

In this two-part series, we'll explore ways to promote student physical movement.

Many are adaptable to distance and hybrid learning, while you might have to wait until after a coronavirus vaccine to use others.

By the way, I'll be publishing many new posts during August and September specifically about helping us all cope with distance and hybrid learning...

Today, Jenny Vo, Valentina Gonzalez, Cindy Garcia, and Bryan Harris contribute their responses. You can listen to a 10-minute conversation I had with Jenny and Valentina on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.
Gestures and motions Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 23 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas:
Students spend seven or more hours in school a day. It is unreasonable to expect them to sit quietly throughout their lessons and classwork. Movement throughout the day helps students to re-energize their bodies and their brains, helping them to focus and concentrate better. Research has shown that movement during the school day benefits academic performance and improves behavior. In the same context, incorporating movement into your lessons keeps the students engaged and excited about learning. Movement in lessons will also help your students to retain the content more.

So what are some ways you can incorporate movement into your lessons? One of my favorite ways to incorporate movement in a lesson is to add a gesture or motion to vocabulary words or important concepts. For example, for the word "weathering," the motion would be one hand making a chopping motion, representing wind or water chipping away at a rock. For "erosion," the motion would be one hand moving like a wave, representing the movement of sediments from one place to another. Each time the students say the word, they do the gesture/motion. Having the connection between the word and the accompanying gesture helps students internalize the vocabulary.

Another way to add movement to a lesson is to have students respond to questions in different ways that require them to do something. For example, give a thumbs up or thumbs down to show agreement or disagreement. To show that you are ready to answer, put your hand on your chin, rub your hands together, or stand on one leg. When voting or answering a multiple-choice question, students can move to one of four corners. Not only does this allow the students to have movement, but teachers can easily gauge student participation and give quick assessments.

Who doesn't like to sing and dance to an upbeat song? Singing requires the movement of mouth and lips. Add a dance to the song and you have the whole body actively engaged, from the brain in your head to the toes on your feet! An ideal situation for learning to be cemented. If you can't find a song to fit your lesson, write your own!

Some may say that adding movement to lessons takes more time and makes the lesson longer. It's true. However, you can decide how much movement you want to incorporate. Make sure it is authentic and adds to your lesson. I guarantee that little extra time you use will be returned back to you in the form of active student engagement and improved student success.

Using movement to teach vocabulary
Valentina Gonzalez has served 20+ years in education as a teacher, district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. She works with teachers of ELs to support language and literacy instruction. Her work can be found on Seidlitz Education and on MiddleWeb. You can reach her through her website or on Twitter @ValentinaESL:

I don't know about you, but for me, memories of elementary and secondary school consist mostly of teachers at the front of the room imparting their wisdom upon us as we sat passively taking it in. Unfortunately, we did not DO much of the moving or talking. When I became a teacher, I wanted to ensure that my students shared the classroom. That we learned from one another and that they were active participants in their learning journey. What I certainly did not want was disengaged students.

Over the years, I found that when I intentionally planned lessons that weaved in movement and talk, students were cognitively engaged with the learning, and I was able to provide them with ongoing, timely feedback as necessary. For instance, as they worked in groups or discussed with a partner, I listened in and was able to clear up misconceptions rather than waiting until a formal assessment to catch their mistakes. We filled gaps before they formed.

Incorporating movement into lessons can be a game changer. It can:

Engage students

Increase comprehension and processing

Provide formative assessment

Decrease unwanted behaviors

So why aren't more teachers incorporating movement in classrooms? Some common reasons for not implementing movement are:

Pressure from the demands of curriculum

Fear of chaos

Worry that students won't participate

Feeling a lack of control

1. Students number off 1, 2.

2. All 1s stand in a line, and 2s stand face the 1s.

3. Students use a sentence stem to discuss the question or topic posed. Explicitly assign who will share first (for example, all 1s talk first, then 2s).

Which is more important, being right or being kind? Explain .... I think being___is more important because ...

What was a leading cause of the American Revolution? One of the leading causes of the American Revolution was ...

Explain two ways to solve this problem. One way to solve this problem is ...

How did the character change from the beginning of the book to now? In the beginning of the book, the character was ... but now ... for example ...

1. When the music begins, all 2s move to the right until the music stops. (I encourage dance here! It makes it fun!!) Everyone has a new partner.

2. Repeat steps 1-4 as many times as you can.

Class examples:

The Conga Line has been successful as a warm-up activity to build background for students as well as a formative assessment toward the middle or end of a unit. It helps students express themselves in a safe, low-stress way while hearing their peers' ideas, too. Step 3 is probably the most important one of all. Providing students with the sentence stem allows them an entry point into the conversation. It helps some students if we read the stem as a class before we begin the Conga Line. I never require them to use the stem, but it's there as a scaffold. Sometimes, I give student 1 a different question from student 2. Or I give a mixture of stems, and after a few rounds, they trade with peers. Following a Conga Line, I typically have students do a quick write because they now have many ideas from speaking and listening to their classmates.

1. Students work in small groups to come up with movements that match each word from

2. a small set of vocabulary words specific to the unit of study.

3. The words and movements are practiced and reviewed repetitively.

4. Each group creates a story using the vocabulary words and movements.

5. Groups present their story to the class.

In the End...
Vocabulary can be challenging for all students. Giving students a list of words to define on Monday and a quiz on Friday just didn't work for me or the students. I found that they weren't transferring the knowledge. Even students who made a 100 on the vocabulary quiz couldn't effectively use the words a week later. To help students internalize meanings, we attached movement to the vocabulary words. This is an adaptation or variation of James Asher's Total Physical Response. (You can read more about TPR: Learning Through Action here.) It took time, but overall, this technique was worth it because students took ownership and really had to think about the words, process the meaning, and develop a movement that corresponded. Here's what we did:

Envision a classroom with a teacher at the front talking as students sit at their desks listening. Some will listen patiently and naturally absorb the words the teacher is saying. Others will strive to comprehend, while many will become bored and begin to find more interesting things to do. Perhaps they will play with their supplies, they might fidget with a toy, distract a neighbor, or even take out a cellphone.

But what if they didn't have the opportunity to get off task. What if they didn't get bored because we put them to work. We engaged them in activity. We put their mind and body into the learning. That's what movement can do in our lessons.

No matter the age or the content area, the benefits of students moving and doing definitely outweigh the disadvantages. Movement in the classroom is essential to the learning process. The Conga Line and attaching a movement to vocabulary are just two easy ways to get kids up and moving while learning. Bottom line is that when we invite students to be part of the learning process and engage them, they become connected and invested in what is happening in the classroom.
TPR Cindy Garcia has been a bilingual educator for 14 years and is currently the district instructional specialist for PK-6 bilingual/ESL mathematics in the Pasadena Independent school district (Texas). She is active onTwitter @CindyGarciaTX and on her blog:

Total Physical Response (TPR) is a great way to incorporate movement during lessons. Teachers and students use their bodies to act out or gesture the meaning of words or concepts.

For example, if the lesson is about the water cycle, then the class would be using their bodies to represent the sun, rain, and evaporation. This helps students associate a word or concept with something they are physically doing. They are putting it in their long-term memory because they will remember swirling their fingers around to form clouds. Another go-to strategy has been parallel lines. Students stand in two lines facing each other, and they share their response to a prompt or question. After they share, one line shifts to the left, and the student left without a partner moves to the head of the line. This is an effective way to get students talking and learning from multiple classmates. A third easy way to implement strategy is posting several tasks around the room and prompting students to rotate and complete each task. The students are up, moving, and energized. The students feel motivated to work as they are moving around the room rather than solving the same problems or completing the same tasks at their desk.

"Start small"
Another way to get students moving during lessons is by having them walk and talk. Students are given a prompt or question to discuss, and they have to walk around the room with a partner sharing their ideas. This is a fun activity for students because they get to spend time with a classmate, and it gives them time to think about what they want to share with the whole class. A disadvantage of these and other movement in the classroom strategies is that it could lead to classroom misbehavior because students are not concentrated in one area of the room and it can be more difficult to monitor behavior. Another disadvantage is that because the students are moving, it can be a challenge to listen in to all of the groups and check for understanding.

As a career-long educator, Bryan Harris has served in a variety of roles from classroom teacher to district-level leader. Now working full time as a trainer, his work focuses on topics ranging from student engagement to teacher resiliency. Find out more at www.bryan-harris.com:

First, the easy part of the question-what are the disadvantages? Cognitively, not many. The brain loves to move, and physical movement has a positive impact on mood, memory, motivation, and engagement. For a taste of some of the research that supports movement and learning, click here, here, or here. Still not convinced? Harvard, Oxford, and other big-time universities around the world are hosting conferences that focus solely on the link between movement and cognition. The evidence is clear: Movement supports learning, and a lack of movement can actually inhibit learnig.

The biggest challenge may be for a teacher who doesn't have effective procedures in place for managing the movement. Strategies that utilize movement may also be a challenge for educators who are not used to using them. Teachers who prefer silent, sedentary environments may find it difficult to embrace lots of student movement. But that's OK-if you are not sure how to begin to incorporate movement into your classroom, keep reading

Knowing that there are tremendous advantages (and tons of research) to getting kids out of their seats, where should we start? If you are not accustomed to classroom movement, start small. Start by having your students stand and stretch, lead a quick game of "Simon Says," or do a Gallery Walk. The idea here is that we are leading and guiding the movement. We are not just letting kids loose and allowing them to run crazy around the classroom. In fact, that image-kids running free and doing whatever they want-is one of the reasons that some teachers are hesitant to allow movement. Effective classroom movement is not chaotic nor is it necessarily unstructured.

So, start small and use effective strategies to directly lead kids in the movement. That's a great place to start, and you'll see positive outcomes for your students.

One more thing. As I train teachers, this question often comes up: "How often should I use movement strategies with my students?" As you can guess, an exact answer to that question is difficult because there are many factors to consider (age of the students, available space for movement, developmental concerns, etc). However, a good guideline is that students should move (or have the freedom to move) about every 30-40 minutes. The main idea here is that long periods of sitting still is not good for learning.

Thanks to Jenny, Valentina, Cindy, and Bryan for their contributions!
Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar.
Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

# data[].attributes.attachment_link.title
Eight Ways to Use Movement in Teaching & Learning (Opinion)

# data[].attributes.attachment_link.description
Four educators share ideas on how to use movement with students, including for learning vocabulary through the use of the Total Physical Response.

# data[].attributes.body
This article about playground safety from Kids Health gives general rules and guidelines on the Playground. The author shares that more than 200,000 kids end up in the ER from relation to playground injuries. The article stresses that adult supervision is key to preventing injuries. When kids are at the playground, adults need to be on guard, guiding the children when needed. Also, the author goes over what to say to children about playground rules. This will help teachers by knowing what to go over and what the expect from their students at the playground. For example, never push anyone or use wet equipment because it can be slippery.

In this article, it gives teachers some great examples on what to teach their students on playground rules. At the beginning of the year, teachers need to have discussions with their students on the importance of playground safety. Having the students also make rules they feel are important. Teachers can give constant reminders throughout the year of these rules and have signs in their classroom of these rules.

Durani, Y. (Ed.). (2023, April). Playground Safety (for parents) - nemours kidshealth. KidsHealth. https://kidshealth.org/en/parents/playground.html

# data[].attributes.attachment_link.readable_text
Why Is Playground Safety Important?

Playgrounds and outdoor play equipment offer kids fresh air, friends, fun, and exercise. But it's important to make sure that faulty equipment, improper surfaces, and unsafe behavior don't ruin the fun.

Each year, more than 200,000 kids are treated in hospital ERs for playground-related injuries. Many of these accidents can be prevented with careful supervision.

You can make the playground entertaining and safe for your kids by checking equipment for possible hazards and following some simple safety guidelines.

Teaching kids how to play safely is important: If they know the rules of the playground, they're less likely to get hurt.

Adult Supervision Is Key

Adults can help prevent injuries by making sure kids properly use playground equipment. If an injury does happen, an adult can help the child and give any needed first aid right away.

Kids should always have adult supervision on the playground. Keep your eyes on young kids (and sometimes older ones) because they can't always be sure of distance and may not expect dangerous situations. Older kids like to test their limits on the playground, so it's important for an adult to keep them in check.

Before you visit a playground, check to make sure that play areas are designed to allow an adult to clearly see kids while they're playing on all the equipment.

Teaching Kids About Playground Safety

Another key part of playground safety: Kids must know how to be safe and act responsibly at the playground.

Kids should know to:

Never push or roughhouse while on jungle gyms, slides, seesaws, swings, and other equipment.

Use equipment properly - slide feet-first, don't climb outside guardrails, no standing on swings, etc.

Always check to make sure no other kids are in the way if they're going to jump off equipment or slide, and land on both feet with their knees slightly bent.

Leave bikes, backpacks, and bags away from the equipment and the play area so that no one trips over them.

Always wear a helmet while bike riding, but take it off while on playground equipment.

Never use playground equipment that's wet because moisture makes the surfaces slippery.

Check playground equipment in the summertime. It can become uncomfortably or even dangerously hot, especially metal slides, handrails, and steps. So use good judgment - if the equipment feels hot to the touch, it's probably not safe or fun to play on. Contact burns can happen within seconds.

Wear clothes without drawstrings or cords. Drawstrings, purses, and necklaces could get caught on equipment and accidentally strangle a child.

Wear sunscreen when playing outside even on cloudy days to protect against sunburn.

Safe Equipment Guidelines

Swings, slides, and climbing equipment have different safety concerns. And some kinds of equipment are not safe for playgrounds, no matter how careful kids are.

Swing Safety

Swings are the most common source of childhood injuries from moving equipment on a playground. But a few simple precautions can help keep kids safely swinging:

Swings should be made of soft material such as rubber or plastic, not wood or metal.

Kids should always sit in the swing, not stand or kneel. They should hold on tightly with both hands while swinging, and when finished swinging, stop the swing completely before getting off.

Children should stay a safe distance from other kids on swings, being careful not to run or walk in front of or behind moving swings.

Kids should never ride with more than one child to a swing. Swings are designed to safely hold only one person.

Seesaw Safety

Using a seesaw requires cooperation between kids. They're generally not recommended for preschoolers unless the seesaw has a spring-centering device to prevent sudden contact with the ground. Regardless of design, both seesaws and merry-go-rounds should be approached with caution.

Other safety tips to keep in mind:

Seesaw seats are like swings: one child per seat. A child who is too light to seesaw with a partner should find a different partner - not add another child to his or her side of the seesaw.

Kids should always sit facing one another, not turned around.

Teach kids to hold on tightly with both hands while on a seesaw, not to touch the ground or push off with their hands, and to keep feet to the sides, out from underneath the seesaw.

Kids should stand back from a seesaw when it's in use. They should never stand beneath a raised seesaw, stand and rock in the middle, or try to climb onto it while it's in motion.

Slide Safety

Slides are safe if kids are careful when using them. Guidelines to keep in mind:

Children should take one step at a time and hold onto the handrail when climbing the ladder to the top of the slide. They should not climb up the sliding board itself to get to the top.

Kids should always slide down feet-first and sitting up, never headfirst or on their back or stomach.

Only one child should be on the slide platform at a time, and kids shouldn't slide down in groups.

Kids should always check that the bottom of the slide is clear before sliding down. When they reach the bottom, they should get off and move away from the end of the slide so it's clear for other kids to slide down.

Climbing Equipment Safety

Climbing equipment comes in many shapes and sizes - including rock climbing walls, arches, and vertical and horizontal ladders. It's usually more challenging for kids than other kinds of playground equipment.

Be sure your kids are aware of a safe way down in case they can't complete the climb. The highest rate of injuries on public playgrounds are seen with climbing equipment. This is dangerous when not designed or used properly. Adult supervision is especially important for younger kids.

Climbing equipment can be used safely if kids are taught to use both hands and to stay well behind the person in front of them and beware of swinging feet. When they drop from the bars, kids should be able to jump down without hitting the equipment on the way down. Remind kids to have their knees bent and land on both feet.

# data[].attributes.attachment_link.description
Following these safety guidelines can make neighborhood playgrounds entertaining and safe for your kids.

# data[].attributes.body
This article on managing diabetes at school from Center of Disease Control and Prevention gives guidelines to parents on how best to support your child with diabetes. In this article, it emphasizes the corporation with parents. Parents need to make a plan about the types of foods, insulin and anything else the child would need at school. To make sure this plan is executed well, a checklist is a good idea to make sure everything needed is included. The parents also need to meet with all the teachers, knowing the classroom rules and what their child needs to do when they need assistance. Remember every teacher and child with diabetes is different!

Having this information helps the knowledge of the teacher and can help the students know what to look out for. Not all students know what diabetes is and need to know that it makes no difference to the child. If the teachers has a good understanding of the student then can easily address what diabetes is to the class.

This is such an essential topic for teachers to know. This article gives teachers a heads up on what to expect from the child and the parent. Also, with the teacher knowing good ways with having diabetes in the classroom. The teacher can help future parents that may not be properly prepared with their child with diabetes.

Centers for Disease Control and Prevention. (2022a, June 20). Managing diabetes at school. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/library/features/managing-diabetes-at-school.html

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Goodbye, summer. Hello, homework. And guess what-the first assignment isn't for kids. Parents, make a game plan to ensure all the bases are covered for your child's diabetes care at school.
Getting back into the routine of school takes a little more preparation for kids with diabetes, but it pays off over and over as the weeks and months go by. And since kids spend nearly half their waking hours in school, reliable diabetes care during the school day really matters.

Some older students will be comfortable testing their blood sugar, injecting insulin, and adjusting levels if they use an insulin pump. Younger students and those who just found out they have diabetes will need help with everyday diabetes care.

In a perfect world, all teachers and other school staff would understand how to manage diabetes so they could support your child as needed. But here in the real world, you'll want to provide information to the school and work with staff to keep your son or daughter safe and healthy, no matter what the school day brings.

Make a Diabetes Management Plan

No two kids handle their diabetes exactly the same way. Before the year begins, meet with your child's health care team to develop a personalized Diabetes Medical Management Plan (DMMP). Then visit the school and review the DMMP with the principal, office secretary, school nurse, nutrition service manager, teachers, and other staff who may have responsibility for your son or daughter during the day and after school.

The DMMP explains everything about diabetes management and treatment, including:

Target blood sugar range and whether your child needs help checking his or her blood sugar

Your child's specific low blood sugar (hypoglycemia) symptoms (see the list on this page) and how to treat low blood sugar

Insulin or other medication used

Meal and snack plans, including for special events

How to manage physical activity/sports

The DMMP works with your child's daily needs and routine. Make sure to update it every year or more often if treatment changes.

You may want to work with the school to set up a 504 plan [PDF - 325 KB] that explains what the school will do to make sure your son or daughter is safe and has the same education opportunities as other students. The 504 plan makes the school's responsibilities clear and helps avoid misunderstandings. A new plan should be set up each school year.

Team Up With School Staff

Work with teachers and other staff to make sure all the bases are covered for a safe and successful year.

The school nurse is usually the main staff member in charge of your student's diabetes care, but may not always be available when needed. One or more backup school employees should be trained in diabetes care tasks and should be on site at all times during the day, including after-school activities. The 504 plan [PDF - 325 KB] explains how this works.

Make sure to visit the classroom(s). Some teachers may have had kids with diabetes in class before, but there's still a learning curve because every student is unique-and so is every teacher.

This is a great time to talk about class rules. Are students allowed to leave the room without asking? Should they raise their hand? The more your child and teacher understand each other's needs, the less disruptive and awkward self-care activities will be. You may want to ask if the teacher could talk to the class about diabetes-what it is and isn't, what happens, and what needs to be done every day-without pointing out that your child has diabetes.

Also let the teacher know specific signs to look for if your son or daughter's blood sugar is too low. Does he or she get irritable or nervous? Hungry or dizzy? The teacher may notice the signs before your child does and can alert him or her to eat an appropriate snack or get help.

Check in with nutrition services (school cafeteria) to get menus and nutritional information to help your child plan insulin use. Some students bring lunch from home because it's easier to stick to their meal plan.

Kids with diabetes need to be physically active just like other kids. In fact, physical activity can help them use less insulin because it lowers blood sugar. Talk with the physical education instructor about what your kid needs to participate fully and safely.

And as the school year gets into full swing, get familiar with the daily school schedule, including any after-school activities. You'll want to know where and when you can find your child if needed. Some parents use a free smartphone app to help them stay informed and in touch with their child.

Make a Diabetes Checklist

Create a backpack checklist you and/or your child can use every day to be sure all necessary supplies are packed:

Blood sugar meter and extra batteries, testing strips, lancets

Ketone testing supplies

Insulin and syringes/pens (include for backup even if an insulin pump is used)

Antiseptic wipes

Water

Glucose tablets or other fast-acting carbs like fruit juice or hard candy (about 10 to 15 grams) that will raise blood sugar levels quickly

Put together a "hypo" box (see sidebar) with your child's name on it for the school office in case of low blood sugar

Also make sure your child:

Wears a medical ID necklace or bracelet every day. Many options are available.

Tests blood sugar according to schedule; older students can set phone reminders.

Knows where and when to go for blood sugar testing if help is needed.

Knows who to go to for help with low blood sugar.

Field trips, sports, special events. Kids with diabetes can do it all.

In case of low blood sugar, keep a go-to box of supplies in the school office or nurse's office (and another in the classroom if possible). Label it with your child's name and remember to keep it stocked!

Glucagon

Test strips

Lancets

Blood sugar monitor

Glucose tablets

Juice boxes

Crackers

Important: Treating Low Blood Sugar

Low blood sugar can happen quickly and needs to be treated immediately. It's most often caused by too much insulin, waiting too long for a meal or snack, not eating enough, or getting extra physical activity. Low blood sugar symptoms vary, so school staff should be familiar with your child's specific symptoms (see the DMMP), which could include:

Shakiness

Nervousness or anxiety

Sweating, chills, or clamminess

Irritability or impatience

Dizziness and difficulty concentrating

Hunger or nausea

Blurred vision

Weakness or fatigue

Anger, stubbornness, or sadness

If your child has low blood sugar several times a week, visit his or her health care provider to see if the treatment plan needs to be adjusted.

Stay Well All Year

Make sure your child has had all recommended shots, including the flu shot. Kids with diabetes can get sicker from the flu and stay sick longer. Being sick can make blood sugar monitoring harder.

Regular hand washing, especially before eating and after using the bathroom, is one of the best ways to avoid getting sick and spreading germs to others.

# data[].attributes.attachment_link.description
Don't kick it old school when it comes to diabetes care-here's why you should update your child's medical management plan every year.

# data[].attributes.body
This article about teaching kids about strangers from National Crime Prevention explains what to teach kids what strangers are and what safe strangers are. Strangers are anyone you don't know. They don't always look like a villain, they can be pretty strangers too. Safe strangers are people you don't know but if you need help, they are safe to ask. For example, police officers and firefighters are safe! Kids tend to ask help from strangers but they need to have an idea of what strangers to ask help from. Parents can help this issue by pointing out safe places and knowing where their child is at all times.

The information in the article needs to be addressed in the classroom. Not all parents do an appropriate job making sure their children are safe. So the teachers need to teach the students about safe strangers.

Teachers can teach the class the difference between strangers and safe strangers. The teacher can give constant reminders and have signs in the classroom.

What to teach kids about strangers. What to Teach Kids About Strangers - National Crime Prevention Council. (n.d.). http://archive.ncpc.org/topics/violent-crime-and-personal-safety/strangers.html

# data[].attributes.attachment_link.readable_text
Information about the differences between strangers kids should look out for and strangers kids can trust

Kids see strangers every day in stores, in the park, and in their neighborhoods. Most of these strangers are nice, normal people, but a few may not be. Parents can protect their children from dangerous strangers by teaching them about strangers and suspicious behavior, and by taking a few precautions of their own.

Who is a stranger?

A stranger is anyone that your family doesn't know well. It's common for children to think that "bad strangers" look scary, like the villains in cartoons. This is not only not true, but it's dangerous for children to think this way. Pretty strangers can be just as dangerous as the not-so-pretty ones. When you talk to your children about strangers, explain that no one can tell if strangers are nice or not nice just by looking at them and that they should be careful around all strangers.

But don't make it seem like all strangers are bad. If children need help--whether they're lost, being threatened by a bully, or being followed by a stranger--the safest thing for them to do in many cases is to ask a stranger for help. You can make this easier for them by showing them which strangers are okay to trust.

Who are safe strangers?

Safe strangers are people children can ask for help when they need it. Police officers and firefighters are two examples of very recognizable safe strangers. Teachers, principals, and librarians are adults children can trust too, and they are easy to recognize when they're at work. But make sure that you emphasize that whenever possible, children should go to a public place to ask for help.

You can help your children recognize safe strangers by pointing them out when you're out in your town. Also show your children places they can go if they need help, such as local stores and restaurants and the homes of family friends in your neighborhood.

Recognizing and Handling Dangerous Situations

Perhaps the most important way parents can protect their children is to teach them to be wary of potentially dangerous situations - this will help them when dealing with strangers as well as with known adults who may not have good intentions. Help children recognize the warning signs of suspicious behavior, such as when an adult asks them to disobey their parents or do something without permission, asks them to keep a secret, asks children for help, or makes them feel uncomfortable in any way. Also tell your children that an adult should never ask a child for help, and if one does ask for their help, teach them to find a trusted adult right away to tell what happened.

You should also talk to your children about how they should handle dangerous situations. One ways is to teach them "No, Go, Yell, Tell." If in a dangerous situations, kids should say no, run away, yell as loud as they can, and tell a trusted adult what happened right away. Make sure that your children know that it is okay to say no to an adult in a dangerous situation and to yell to keep themselves safe, even if they are indoors. It's good to practice this in different situations so that your children will feel confident in knowing know what to do. Here are a few possible scenarios:

A nice-looking stranger approaches your child in the park and asks for help finding the stranger's lost dog.

A woman who lives in your neighborhood but that the child has never spoken to invites your child into her house for a snack.

A stranger asks if your child wants a ride home from school.

Your child thinks he or she is being followed.

An adult your child knows says or does something that makes him or her feel bad or uncomfortable.

While your child is walking home from a friend's house, a car pulls over and a stranger asks for directions.

What Else Parents Can Do

In addition to teaching children how to recognize and handle dangerous situations and strangers, there are a few more things parents can do to help their children stay safe and avoid dangerous situations.

Know where your children are at all times. Make it a rule that your children must ask permission or check in with you before going anywhere. Give your children your work and cell phone numbers so they can reach you at all times.

Point out safe places. Show your children safe places to play, safe roads and paths to take, and safe places to go if there's trouble.

Teach children to trust their instincts. Explain that if they ever feel scared or uncomfortable, they should get away as fast as they can and tell an adult. Tell them that sometimes adults they know may make them feel uncomfortable, and they should still get away as fast as possible and tell another adult what happened. Reassure children that you will help them when they need it.

Teach your children to be assertive. Make sure they know that it's okay to say no to an adult and to run away from adults in dangerous situations.

Encourage your children to play with others. There's safety in numbers!

Read tips written for kids on how to handle strangers and dangerous situations.

# data[].attributes.attachment_link.title
What to Teach Kids About Strangers — National Crime Prevention Council

# data[].attributes.attachment_link.description
Information about the differences between strangers kids should look out for and strangers kids can trust