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How to Build Social Emotional Skills for Executive Functioning

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How to Build Social Emotional Skills for Executive Functioning

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Disproportionate Identification of Students of Color in Special Education 

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Disproportionate Identification of Students of Color in Special Education 

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Disproportionate identification of students of color in special education – Learning Disabilities Association of America. (n.d.). https://ldaamerica.org/lda_today/disproportionate-identification-of-students-of-color-in-special-education/

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Breathing Exercise with Retention for Kids | Fish Breath | Yoga to Improve Lung Capacity| Yoga Guppy

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Includes but not limited to:

Financial stress

Experiences related to homelessness

Lack of social mobility and resources

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Includes but not limited to:

Migration stress

Involuntary displacement

Experiences with war & political violence

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"Historical trauma is multigenerational trauma experienced by a specific cultural, racial or ethnic group" (Trauma, n.d.)

Example of Groups impacted:

Native American and Alaska Native Communities

Communities of color

Holocaust Survivors

LGBTQ communities

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Includes but not limited to:

Experiencing discrimination

Racial harassment

Witnessing or experiencing hate crimes

Daily microaggressions

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Slides 9-17 identifies different types of trauma that can effect students

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Increased Trauma Experiences in Communities of Color and Low Socioeconomic Status 

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Increased Trauma Experiences in Communities of Color and Low Socioeconomic Status 

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Trauma Negatively Impacts Academic Performance and Executive Functioning

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Trauma Negatively Impacts Academic Performance and Executive Functioning

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White and Yellow Scrapbook Mind Map Brainstorm

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Exposure to Trauma Increases Likelihood of Truancy, Suspension and Expulsion

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Exposure to Trauma Increases Likelihood of Truancy, Suspension and Expulsion

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Krem Minimalist Modern Phase Business Graph

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Preexisting Disproportionate Number of Students of Color or Low Income Students with IEP plans

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Preexisting Disproportionate Number of Students of Color or Low Income Students with IEP plans

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Colorful Minimalist Linear Steps Circular Diagram

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Increased Risk Factors include:

Student of color

Student of low socioeconomic background

Student of Native American background

Immigrants or Refugees

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All members of a school community come together to foster trauma informed care for children

Home School Connection

Partnership with parents and families is an important part of providing trauma-informed care

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Melting Exercise - Learn To Destress | Guided Meditation For Kids | Breathing Exercises | GoNoodle

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How Trauma Affects Kids in School by Caroline Miller

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How Trauma Affects Kids in School by Caroline Miller

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Child Mind Institute . (n.d.). How trauma affects kids in school by caroline miller (C. Miller, Ed.). Child Mind Institute . Retrieved February 25, 2024, from https://childmind.org/article/how-trauma-affects-kids-school/

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Trauma-Informed Care in Schools: A Social Justice Imperative

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Trauma-Informed Care in Schools: A Social Justice Imperative

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Trauma-Informed care in schools: a social justice imperative. (2015). National Association of School Psychologists (NASP). https://www.nasponline.org/publications/periodicals/communique/issues/volume-44-issue-2/trauma-informed-care-in-schools-a-social-justice-imperative

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Trauma-Sensitive Schools Training Package | National Center on Safe Supportive Learning Environments

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Trauma-Sensitive Schools Training Package | National Center on Safe Supportive Learning Environments

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Trauma-Sensitive Schools Training Package | National Center on Safe Supportive Learning Environments (NCSSLE). (2018). https://safesupportivelearning.ed.gov/trauma-sensitive-schools-training-package

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Trauma-Informed Care in Schools: a Social Justice Imperative

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Trauma-Informed Care in Schools: a Social Justice Imperative

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Trauma-Informed care in schools: a social justice imperative. (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/publications/periodicals/communique/issues/volume-44-issue-2/trauma-informed-care-in-schools-a-social-justice-imperative

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Trauma. (n.d.). The Administration for Children and Families. https://www.acf.hhs.gov/trauma-toolkit/trauma-concept

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Trauma-informed classrooms take on the unfortunate and "not the norm" life experiences of at risk children.

We can create a safe learning environment that meets the physical and emotional needs of all children.

Some examples that a teacher can provide are: validating a student's emotions, being a positive role model, encouraging independence, allowing them to have a voice, be kind and mindful, have daily check-ins with students

When the at risk students feel they are in a safe learning environment they can let their guard down and be who they are without being judged.

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Always praise students. This nurtures confidence and helps the vulnerable students and teaches them how to think and talk positively about themselves.

Finding praise in simple tasks such as "You did so well bringing the books to the table for me". This allows the student to not feel like a failure before even starting a task since they are most likely never praised at home.

Simple Phrases for Praise

You have a positive attitude that I admire.

Your love for learning is impressive.

It's great to have you in my class.

You're a fantastic person and student.

This is a dedicated and determined student.

You're a delight to have in class.

You're a quick learner.

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No matter the age of a student, play (or whatever terminology is used for the age) is a privilege for students coming from a traumatic situation.

Play can be used to control a traumatic experience. For example, the student can reenact the experience while playing with toys.

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Stakeholders

·       Parents

·       Students

·       Educators

·       Community members (ex: PTA/PTO)

·       Policymakers (ex:  Board of Education)

Being a stakeholder involves empathy, patience and respect. These are qualities students need in a safe learning environment.

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Good Advocates

·       give frequent positive nonverbal cues (nod of the head showing the student did good work, thumbs up)

·       wait for a pause to ask important questions

·       be an active and effective listener

·       maintain eye contact (they know you are really listening)

·       treat everything the student is saying with respect

·       create a safe environment where the student cannot be judged