# data[].attributes.attachment_link.title
Welcome to the Ackerman Clinic - Ackerman Institute for the Family

# data[].attributes.attachment_link.description
Everything you need to know about couple and family therapy treatment at Ackerman. Read this page before making an appointment.

# data[].attributes.attachment_link.provider_name
National Center for Missing & Exploited Children

# data[].attributes.attachment_link.title
National Center for Missing & Exploited Children

# data[].attributes.attachment_link.description
As the nation's nonprofit clearinghouse and comprehensive reporting center for all issues related to the prevention of and recovery from child victimization, NCMEC leads the fight against abduction, abuse, and exploitation - because every child deserves a safe childhood. Hope is why we're here.

# data[].attributes.attachment_link.readable_text
Welcome to the Inclusive Teaching module. We are delighted to have you join us as we work together to become more inclusive and culturally responsive practitioners.

There are three sections in this module that will help you learn about the importance of culturally responsive teaching and reflect on your own background and teaching practice. As we go through the module, we'll develop action plans for increasing inclusion in our classes.

In this first section, we'll focus on self-reflection, the demographics of our students, and work together to develop diversity and inclusion statements.

The objectives of the first section are:

participants will describe the importance of culturally responsive teaching and its impact on student learning outcomes

participants will construct a self-identity map and investigate how your identity intersects with students' identities and impacts learning outcomes

participants will critique several diversity and inclusion statements and determine which aspects resonate with them and their students

As we begin our exploration of culturally responsive teaching, let's take a look at the impact these practices have on students and their communities. Watch the video below to learn how students feel about these practices in their own words. Though the video describes the impact of these practices in a K-12 context, it is still applicable for higher education.

Culturally Responsive Teaching has its roots in culturally relevant pedagogy, a concept developed by Gloria Ladson-Billings "to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings" (Muniz, 2019). Geneva Gay developed this concept to focus on strategies for teaching and developed the term culturally responsive teaching. Culturally responsive teaching focuses on "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them" (Gay, 2010). With Culturally sustaining pedagogy, a conceptdeveloped by Django Paris, "educators help students develop a positive cultural identity", wherein "educators not only draw on but also sustain students' culture" (Muniz, 2019).

Zaretta Hammond, educator and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, offers a framework for culturally responsive teaching that centers around four key aspects: awareness, learning partnerships, information processing, and the community of learners and learning environment (Hammond, 2013).

Review the graph below to learn more about each of the four aspects of culturally responsive teaching.

There are eight competencies for culturally responsive teaching.

Click the plus signs in the graphic below to learn more about each competency.
Image and text from Eight Competencies for Culturally Responsive Teaching [Graphic]. (2020) New America. https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/teacher-competencies-that-promote-culturally-responsive-teaching/
One major aspect of culturally responsive teaching is establishing an environment in which students feel included.

This course is intended to help you build and strengthen your existing practice in their area. Respond to the prompt below to share how you are already engaging in this work. Click the checkmark in the lower corner to submit your answer.

It's now time to engage in the first main activity of this module: self-identity mapping. In this activity, we'll each create a visual map of our identity.

Here is an example of an identity map.

Now that you've seen an example, take some time to create your own identity map. You can use paper and pencil or an online program. Spend about 15 minutes on this activity. As you create your map, consider the various aspects of your identity. How do those identities intersect? How do they work with or against each other?

After you have finished your map, take a few moments to reflect on the following questions.

How do your various identities intersect?

Which identity do you think is perceived most when you work with students?

How does your identity impact your work as an educator?

Getting to know students is an essential step in creating a safe and equitable learning environment. If we seek to draw on students' culture to shape curriculum and instruction and promote respect for student differences, we must know who students are.

Use the arrows to click through the slide show to learn more about the demographics of the University of Baltimore student population. Click the double-headed arrow in the lower right corner to expand the slide show for a larger size.

Now that you've reviewed student demographics at the university, consider how your identities might intersect and interact with those of our students. Answer the prompt below.

Understanding how systemic bias and historic inequities impact our society is a life-long pursuit that requires ongoing commitment. While that is not the focus of this course, we hope that you will engage in this work.

One, albeit small, way to acknowledge this impact, can be to create a diversity and inclusion statement. You might already have a diversity and inclusion statement or be familiar with them.

A diversity and inclusion statement states your commitment to building an inclusive, diverse, and welcoming classroom space for students of all backgrounds. These statements can help create inclusive classes and make students feel safe.

These statements can vary in length, but for our purposes, we'll focus on creating a statement that is one to two paragraphs that can be used in your syllabus or to open your course.

Examples

Before we write our own statements, let's look at a few examples. Take some time to visit the links below. As you review the statements, consider what you like about them, what challenges you, and what you might change. Take notes or start a working document for your own statement if you encounter language that particularly resonates with you.

Now that we've reviewed a few sample statements, let's draft our own. If you need help getting started, read an article by Tanya Golash-Boza on tips for writing a diversity statement (2016).

# data[].attributes.attachment_link.title
Culturally Responsive and Inclusive Teaching: An Introduction

# data[].attributes.attachment_link.description
Welcome to the Inclusive Teaching module. We are delighted to have you join us as we work together to become more inclusive and culturally responsive practitioners. There are three sections in this module that will help you learn about the importance of culturally responsive teaching and reflect on your own background and teaching practice.

# data[].attributes.body
After a loved one dies—How children grieve and how parents and other adults can support them

# data[].attributes.attachment_link.readable_text
Have you ever been startled by something like a loud noise, something falling near you, or someone jumping out to scare you, but after that initial jolt you break down laughing, get a body shiver after you realize you're safe, or feel a small burst of energy?

That's your body's nervous system discharging a moment of stress.

The somatic approach focuses on enabling the body to re-negotiate past events at a physical level, facilitating relief from intrusive images, thoughts, tension, panic, unhealthy relationships, and feelings of sadness or despair. By recognizing that past experiences can become trapped within the body, somatic work aims to unlock healing by addressing these manifestations on a somatic level.

In other words, somatic means relating to the body, so somatic therapy is all about the mind-body connection.

Cognitive approaches to therapy (talk therapy), like cognitive behavioural therapy (CBT), where you focus on your thinking processes and how you're feeling emotionally while aiming to resolve those issues verbally. Somatic therapists incorporate the body as an important part of our overall mental health picture.
Search for therapists and counsellors in Canada who specialize in somatic therapy on First Session.
How stress affects us physically

When trauma or stress stay "locked" in our bodies, it not only affects us emotionally and psychologically with symptoms related to depression and anxiety, but it can also turn into physical problems like stomach issues or even chronic back pain.

This is because our human response to stress is automatic and activates to keep us safe-fight or flight. However, when the "danger" mode is activated in us for long periods of time and we don't get that discharge moment, our nervous system stays charged up and we remain in a state of distress, even if we're not wholly consciously aware of it.

There are physical repercussions of this kind of stress -high blood pressure and blood sugar can impact our immune system, long-term muscle tension can have a physical ripple effect, and short or rapid breathing can impact our respiratory and cardiovascular systems.

Somatic therapy involves becoming aware of when our bodies are telling us we're stressed or triggered, like with muscle tension, stomach aches, headaches, shallow breathing, throat tightness, or numbness. Somatic therapy also involves learning how to calm or discharge that stress, tension and trauma. These techniques can include breathing exercises, dance, mindfulness and other body movement techniques.

Somatic therapy techniques are body-focused to help us calm our nervous systems that have been overloaded by stress.

Types of somatic therapy

One of the most common approaches to somatic therapy is Somatic Experiencing (SE). This was developed over the last 50+ years by Dr. Peter Levine, who holds doctorates in both medical biophysics and psychology. As the name would suggest, SE involves talking to a therapist about stressors or past traumas while being guided to pay closer attention to the physical sensations that pop up while discussing those experiences.

A lot of the focus of Dr. Levine's work is focused on those with post-traumatic stress disorder (PTSD), and is largely based on our fight or flight (or freeze) responses to real or perceived danger. He says our traumatic experiences lead our nervous system to malfunction, which can keep us from processing our experiences. Fight or flight causes reactions like muscle tension, heart racing, rapid breathing reactions, while freeze (a last resort response) often keeps all of the fear energy stuck within us with no outlet to release.

With an SE approach, we can release these felt experiences of trauma to then heal the emotional ones.

Other somatic therapy approaches include:

Eye movement desensitization and reprocessing (EMDR) therapy: This therapy uses physical bi-lateral actions (eg. following a therapist's pen or finger side-to-side) while recalling traumatic experiences to create new brain connections to those memories. Change happens at a neurological level-new connections help us desensitize the difficult older emotions so we re-process the memory.

The Hakomi Method: This approach combines mindfulness therapy and somatic therapy. Mindfulness therapies are about being present in the moment, without judgement. Hakomi might include examining mannerisms and habits (twirling hair, biting lip, facial expression, posture) as clues about our unconscious beliefs about ourselves.

Sensorimotor psychotherapy (SP): SP combines principles of psychotherapies (like attachment theory), neuroscience, Hakomi method techniques, and body therapies. It often involves three phases: establishing safety and stabilization including becoming aware of how thoughts and emotions are connected to body sensations (and exploring those triggers), exploring and processing those in small pieces to learn empowerment in healing, then integrating this new stronger sense of self into daily life.

Neurosomatic therapy: This approach is much more aligned to physical releases, and often involves massage work, posture imbalances and other physical exercises.

Somatic therapy concepts

Regardless of the approach or method, somatic therapy will be guided by some core techniques that help us understand how our body sensations are reacting to stress, and to work through that process.

These techniques include:

Boundary development: In the context of somatic therapy, this is about learning how to be responsive to our own needs and learning how to feel protected, safe and strong while we cope with distress and trauma. Understanding where our boundaries are can help us cope in the future with stressors or situations that may before have been emotionally and physically challenging.

Breathing: It may sound simple, but learning when we're holding breath or breathing shallow can be a turning point to understanding how and when we need to take a beat and help our bodies through a stressful moment. This could also be incorporated into a broader technique of self-regulation: being mindful of our bodies and aware of physical sensations when we are experiencing big emotions. Deep breathing is also used to calm ourselves in moments of distress.

Grounding: Our nervous systems kick into overdrive when we perceive danger. It's important to bring ourselves out of that mode, especially when there is no real danger present. Grounding is about settling back into the present moment by splashing cold water on your face, doing controlled breathing, tensing and relaxing different parts of your body, or even just making your body move in a different way (stand from sitting, stretching, jumping).

Resourcing: Turns out, "go to your happy place" can have real psychological benefits. Resourcing is about identifying the tools in your toolbox to utilize when needed-memories of times you were strong, in a safe space, or with trusted people. You catalogue the good body feelings and physical sensations associated with those memories. These become your anchors when you need to regulate from stress.

Titration and pendulation: Titration is a word taken from chemistry in which one solution is slowly added to another until a desired reaction is achieved. Pendulation is like the swinging of a hanging object side-to-side. These techniques work together in somatic therapy. During titration, you will slow down to pay attention to sensations in the body in increments while talking through experiences. This helps you get through a response to trauma without being overwhelmed. Pendulation requires the transition from resourcing to titration-stressful to calm sensations. This can help you find a rhythm of dealing with current and future stressors.

Choosing a somatic therapist

You may know you want to take a more body-focused approach to your mental health, and you can search for therapists who specialize in somatic and body awareness therapy directly on First Session. You may also incorporate somatic or body-inspired techniques into other therapy approaches, especially mindfulness techniques and breathing exercises.

Somatic therapies do have a history of controversy, especially earlier in the 20th century as the method was in development. As the therapeutic approach became more defined, the evidence around somatic therapy continued to grow, including this major 2015 analysis of various body-centric therapies and research papers showing somatic therapy to be effective.

Somatic therapies may involve some form of physical contact with a therapist if you're going to your sessions in person. This may not work for everyone, especially if physical distress and trauma is part of the reason you're seeking therapy. A trauma-informed or trauma-trained therapist will understand these nuances. You can always ask for more information before starting somatic therapies, including the therapist or counsellor's experience and training applying this method.

# data[].attributes.attachment_link.title
Somatic Therapy Exercises and Techniques

# data[].attributes.attachment_link.description
Explore effective somatic therapy exercises and techniques at First Session. Learn about somatic therapy concepts and how to choose the right somatic therapist.

# data[].attributes.attachment_link.description
Find information on health insurance plans in New York State, as well as resources on physical health, reproductive care, COVID-19 protection, mental health and substance abuse support, and culturally sensitive medical care.

# data[].attributes.attachment_link.readable_text
Inside: Kid-friendly coping skills used to help manage anger, including safe ways to express anger, books to read and videos that can help. This post contains affiliate links. Learn more.
It's starting again, as usual, right after your son gets off the school bus. He is frustrated from things that happened during the day, and now he's yelling and stomping around the house. You're feeling overwhelmed and don't know what to do next.
How do you help an angry child?
Here's a collection of the best tools and tips to teach children how to manage their anger in safe and healthy ways. Let's start with some quick, safe ways to help kids express those feelings.

Looking for more quick ideas to help kids express their anger?
Stop sensory meltdowns by hanging upside down 5 simple ways to help children calm angry feelings 10 more ways to help kids manage anger A Different Way to Respond When Your Child is Aggressive
We need to help our kids understand and expect that they will experience a variety of feelings as they go through life, including anger. It's normal to feel angry at times. It's what you do with those feelings that matter.

Here's a great reminder from Imperfect Families that anger is a feeling too.

When a child is in fight, flight or freeze mode, they can't process information as well as when their body is in rest and digest mode. This is not a teachable moment, and they can't take in a lecture at this point. Your goal is to get them through this rough moment. It's best to keep talking to a minimum. When you do speak, make sure you use a neutral, calm, and quiet tone. Keep it short and repeat the same phrase. Repeating it is helpful because they aren't processing information and words as they usually would. Repetition makes it more likely that they'll hear what you are saying.

Phrases that you can say at that moment:

"I'm here for you."

"I love you."

"I want to help you."

"Let me know when you're ready."

"You are mad; I get it."

"I understand."

Looking for some more inspiration for phrases to say? Check this out:
26 Phrases to Calm and Angry Child
When some kids get big feelings, they destroy items around them - rip books, throw toys, etc. If that's the case for your child, it may be helpful for you to set up a safe spot where kids can go when they are angry. In that space, take everything out that can be destroyed or thrown that might injure someone or damage property. If you have more than one floor, set up a safe spot on each level of your home.

If you aren't in the safe spot when your child is dealing with big feelings, move harmful objects out of the way and try to get them to that safe place.

It may make sense to set up their room as a safe place too. We found this helpful when our son was dealing with a lot of angry feelings. We moved his toys and his bookshelf to a different room in the house so he could still play with them. The items that stayed in his room were those things that wouldn't hurt him or us. We did this to keep everyone, including him, safe. And as time went on, and he had better control of his emotions, we were able to add things back to his room.

How to Make a Calm Down Spot at home
Calm Space in Schools
One of the best things you can do is work on teaching coping skills kids can use before things escalate to epic proportions. The trick is practicing when they are in a calm and relaxed mood, not in the moment when they are angry.

Identify Triggers

Start by talking about what's making them angry. Help them identify those triggers, so you both know for the next time. Is it a particular school subject that makes them frustrated? Perhaps being hungry or thirsty? Are their specific noises or locations that are frustrating?

help kids identify where they feel angry in their body

Sometimes, kids don't know they're angry until after the explosion has happened. Help them identify the signs their body gives them that they are feeling angry. Over time, they'll start to recognize that feeling and ideally use a coping skill before things get too overwhelming.

Explore what other emotions they may be feeling

When kids are angry, there are usually other feelings that they are experiencing too. But anger is easy to see and often hides different feelings that lie below the surface. It's sometimes referred to as the "Anger Iceberg." It takes a bit of time to figure it out, but when your child is in a calm place, talk about what other feelings may be hiding underneath their anger.

Read more about the anger iceberg here.

Identify and practice coping skills

Now that they know what causes those big feelings and how to identify them, help them figure out ways to deal with those feelings in safe and healthy ways. Go through the coping skills checklist and have kids check off the skills that work for them, cross off the ones that don't and circle the ones they want to try.

Identify one coping skill your child would like to try. Take a few minutes during the week and have them practice a coping skill they may be able to use next time. For example, if they are going to try using shapes for deep breathing, have them practice before, so they know how it feels. The idea is to have them practice, so they know what it feels like to do it when they are calm.

Using coping skills to deal with big feelings will not go perfectly every time. Learning to manage anger is a work in progress. Little by little, with practice and time, kids will get better at it. Encourage them when they make safe and healthy choices. When they don't, continue to work with them to figure out better steps they can take the next time.

Use a Feelings Thermometer

Using a feelings thermometer can help kids make the connection between their feelings and their coping skills. Here's how you can make an anger thermometer.

How to Make an Anger Thermometer:

Have the child pick out three colors, one for each section of the thermometer and color it in. Then talk about each section.

Ask what it looks like when they are just a little angry, at the bottom of the thermometer. Do they sigh loudly, growl, etc.?

Then move on to the middle section of the thermometer. If they are medium-sized angry, what does that look like? Does their voice get louder? Do they stomp their feet, etc.?

Finally, talk about what it looks like when they are experiencing big anger at the top of the thermometer. What does that look like? Is it yelling, throwing things, etc.?

It isn't always easy for kids to do this. If they are having a hard time identifying what the behaviors were, I tell them what I noticed the last time I saw them get angry. Or, if I haven't seen them angry, I'll give them a prompt to help them, like "When some kids get angry, they yell, is that something you do?"

Once we go through and identify behaviors on the thermometer, then we work on identifying coping skills they can use to calm down. Some examples include getting a drink of water, taking deep breaths, shredding paper, or taking a break.

Make sure they have coping skills that will help them at each level of anger. It's essential to have a variety of coping skills for each level because not all coping skills will work all the time. For some kids, taking a drink of water can help calm them down when they are just slightly angry. However, when they are furious, getting a drink of water won't help. They need to do something different at that point, like take a break.

When Sophie Gets Angry, Really, Really Angry by Molly Bang Poor Sophie has a hard time managing her anger when she has to share gorilla with her sister. It's a visually appealing book to show how big her feelings get and how it looks when she calms down again.

When I Feel Angry by Cornelia Maude Spelman This is part of "The Way I Feel" series. It explains how different things can make you angry, and that feeling angry is an expected part of life, but it's what you do when you're feeling that way that matters.

Cool Down and Work Through Anger by Cheri J. Meiners M.Ed. Another great book that talks about how anger affects your body and suggesting safe ways to express yourself.

Angry Octopus by Lori Lite and Max Stasuyk A great book that actually is a progressive muscle relaxation and deep breathing script for kids. It's wonderful!

Don't Rant and Rave on Wednesdays by Adolph Moser It mentions the consequences of having unchecked anger, and acknowledges that adults struggle with this too. A large part of the book explains different strategies kids can use to express anger in a safe way, which I think is fantastic.

How to Take The Grrrr Out of Anger by Elizabeth Verdick and Marjorie Lisovskis I love using this book for kids who are having a hard time managing being angry. I typically read one chapter at a time with the kids and work on some of the strategies listed in the book.

What to Do When Your Temper Flares by Dawn Huebner This book has lovely illustrations and goes through "anger dousing" methods.

Happiness Doesn't Come from Headstands by Tamara Levitt. This is a beautifully illustrated book all about growth mindset and resilience. Leela wants to do headstands and is getting frustrated, and believes the only way she can be happy is if she does headstands. With the help of a friend, she shifts her focus from what she can't do to what she can and focuses on the journey, not the singular goal is doing a headstand.

The Secret to Clara's Calm by Tamara Levitt. This is another beautifully illustrated book that demonstrates the power of mindfulness in managing big feelings. Clara has a bad temper and has big reactions to small problems, but then that leads to kids not wanting to be around her anymore. She works on learning how to be mindful and manage her big feelings with the help of a bird named Brodhi.

Chillax!: How Ernie Learns to Chill Out, Relax and Take Charge of His Anger by Marcella Marino Craver This is a graphic novel, perfect for the tween set.

It's common for parents to struggle with staying calm when their child is angry. As a mom, I know that's tough, especially when your child is having a difficult time. But it's important to learn to do it. You have to get yourself calm before you can help your child. One of the best ways to help your child is to make sure you stay calm yourself.

Use Self-Talk

Here are some phrases that may help you as you are working with your angry kid:

They're having a hard time, not giving me a hard time.

Share my calm, don't join their chaos.

I am in charge of staying calm, no matter how my child is acting and behaving.

All feelings are OK. My job is to help my kid manage them.

I can remain calm, and be a good example for my child.

Be the thermostat, not the thermometer.

TAKE Deep Breaths

If you're getting upset and about to blow up, try deep breathing. I know, it sounds hokey, but it makes a difference. When you are feeling overwhelmed, your body can go into fight, flight, or freeze mode, but in situations like these, you want to stay in rest and digest mode. By taking deep breaths, you're signaling your body to go back to rest and digest mode. Expand your belly as you inhale, and contract your belly as you exhale. Try taking several deep breaths before you take steps to intervene.

Use a grounding technique

If you're overwhelmed, sometimes it helps to do a grounding exercise to calm yourself down.

FIND your support system

Know that you are not alone. Read what this mom has to say about parenting an angry child. If you don't have a support system, then it's time to find one. Here are some ideas for both in person and online support groups to help you.
In Person Support:
There are lots of places you can get support in person. One resource I love is the National Alliance on Mental Illness. They offer Family Support Groups, which meet regularly. They also offer a 12 week class for parents by parents, called Family to Family Support. Search for your local NAMI chapter here.

Having support for your child outside of your family can be a lifesaver. Talk to the school, teachers and coaches to help support your child during a difficult time. Sharing knowledge about what strategies work, and how you child responds in different environments is invaluable information.

You can also seek help from a licensed therapist to help support you. It's great to have someone to talk through the tough situations you are experiencing. If scheduling an in-person meeting is tough, you can see therapists online at sites like betterhelp.com. Some kids also benefit from seeing their own therapist. Read this to get a little more information about when you should seek outside help for your child.
Facebook Groups:
Did you know you can search for groups on Facebook to find others who are struggling with similar issues to yours? Here are some active Facebook Groups that have been helpful for families.
Note: You may need to apply to some of these groups in order to be added.
Support for Sensory Needs

Raising Poppies

Happy Sensitive Kids Community

Modern Parenting

The Neighborhood, Imperfect Families

The World's Okayest Parents
Coping Skills for Kids Group
As your son continues to stomp and growl, you take a few deep breaths and say to yourself "Be the thermostat, not the thermometer." Then, in a calm voice, you say to your son "I'm here to help. I love you."

# data[].attributes.attachment_link.description
Inside: Kid-friendly coping skills used to help manage anger, including safe ways to express anger, books to read and videos that can help. This post contains affiliate links. Learn more. It's starting again, as usual, right after your son gets off the school bus.

# data[].attributes.headline
PBIS: Behavior Chart & Tiered Interventions 

# data[].attributes.subject
PBIS: Behavior Chart & Tiered Interventions 

# data[].attributes.attachment_link.title
PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

# data[].attributes.attachment_link.description
PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

# data[].attributes.body
Single Stop Locations (easymapmaker.com)

# data[].attributes.attachment_link.title
Morningside Center Student Circles Unit 1

# data[].attributes.attachment_link.readable_text
Family Welcome Centers (FWCs) serve NYC families all year round with enrollment and admissions by appointment. FWCs can support with:

Transferring your child to another NYC public school

Enrolling your child in NYC public Schools

Applying for 3-K, Pre-K, Kindergarten, Middle and High School

*Please note that all FWCs will be closed on Wednesday, April 10, in observance of Eid al-Fitr.

How to Get Help

Enrolling at your zoned school:

Most elementary and middle school students can enroll directly at their zoned school, without having to visit a Family Welcome Center. To find your zoned school, follow these instructions:

Visit schoolsearch.schools.nyc and enter your address in the School Name or Address search bar.

In the Grade dropdown, choose your child's grade level.

In the Borough dropdown, select the borough where you live.

Click the Search button.

Look for zoned schools under "Current Zoned Schools."

For all other needs:

Make an appointment by emailing your local Family Welcome Center (see list of locations and emails in the Family Welcome Center Locations section below). If you are unable to email the Family Welcome Center, you may call them instead.

FWCs are open from Monday through Thursday, 8am-5pm, and on Friday, 8am-3pm. Appointments take place either in-person or via phone.

When you email us, include the following:

Your child's first name, last name, date of birth, and Student ID number (if they have one).

A brief summary of your needs. We will work with you to set up an appointment accordingly.

Family Welcome Center Locations

BRONX

Districts Served

Family Welcome Center Location

Serving Districts 7, 9, 10

Fordham Family Welcome Center, 1 Fordham Plaza, 7th Floor, Bronx NY 10458

Serving District 7

District 7 Resource Center, 501 Courtlandt Avenue, Room 106, Bronx, NY 10451

Phone: 718-742-6594*

Director: Antoinette Mitchell

Serving Districts 8, 11, 12

Zerega Family Welcome Center, 1230 Zerega Avenue, Room 24, Bronx, NY 10462

Phone: 718-828-7546

Director: Stefania Zivan Skintej

BROOKLYN

Districts Served

Family Welcome Center Location

Serving Districts 13, 14, 15, 16

**Park Place Family Welcome Center, 355 Park Place, Brooklyn, NY 11238

Serving Districts 19, 23, 32

St. Marks Family Welcome Center, 1665 St Marks Avenue, Room 116, Brooklyn, NY 11233

Serving Districts 17, 18, 22

Ocean Family Welcome Center, 1780 Ocean Avenue, 3rd Floor, Brooklyn, NY 11230

Serving Districts 20, 21

89th Street Family Welcome Center, 415 89th Street, 4th Floor, Brooklyn, NY 11209

**PLEASE NOTE: Our Park Place Family Welcome Center is not fully accessible.

For students and guardians who have physical accessibility needs, there are two options. You can either

Request remote support
or

Schedule an in-person appointment at the following alternate location:
P.S. 009K, 80 Underhill Avenue, Room 134, Brooklyn, NY 11238-please note that the accessible entrance is located on Bergen Street.

To make a remote or in-person appointment at the alternate location, call 718-623-5069 or email ParkPlaceFWC@schools.nyc.gov.

MANHATTAN

Districts Served

Family Welcome Center Location

Serving Districts 1, 2, 4

333 7th Avenue Family Welcome Center, 333 Seventh Avenue, 12th Floor, Room 1211, New York, NY 10001

Serving District 1

District 1 Family Resource Center, 166 Essex Street, New York, NY 10002

Serving Districts 3, 5, 6

Phone: 332-228-0312

Director: Nyeema Byrnes James

QUEENS

Districts Served

Family Welcome Center Location

Serving Districts 27, 28, 29

Sutphin Family Welcome Center, 90-27 Sutphin Boulevard, 1st Floor, Jamaica, NY 11435

Serving Districts 25, 26

Linden Family Welcome Center, 30-48 Linden Place, 2nd Floor, Flushing, NY 11354

Serving Districts 24, 30

Queens Plaza North Family Welcome Center, 28-11 Queens Plaza North, 3rd Floor, Long Island City, NY 11101

STATEN ISLAND

Registration Checklist

Learn what to bring or provide when you enroll your child in school:

Top

# data[].attributes.attachment_link.description
Contact Family Welcome Centers to get help with enrollment and admissions.

# data[].attributes.attachment_link.readable_text
Resources for Families - COVID-19

The New York City Department of Education cares deeply about the social-emotional wellbeing NYCDOE's children and families. We recognize that the sharing of information about COVID-19, and the resulting school closures, will have a significant impact on each of us. Increased stress and anxiety are common responses to the coronavirus outbreak. The resources below can support you and your family through this challenging time. In addition to resources for stress management, there are helpful strategies and resources for proactively developing your child's social and emotional skills.

Additional resources are also available in the NYC DOE's guide, Social-Emotional Wellness During COVID-19: Caring for Ourselves and One Another Parent & Family Resource.
Child Mind Institute Coping during Covid-19: Resources for Parents Self-Care in the time of Coronavirus National Association of School Psychologists Helping Children Cope with Changes Resulting from COVID-19 Care for Caregivers: Tips for families and educators Covid-19 Resource Center: Family and Educator Resources Addressing Grief National Children Traumatic Stress Network Parent/Caregiver Guide to Helping Families Cope with the Coronavirus Disease 2019 Helping Teens with Traumatic Grief: Tips for Caregivers Guiding Adults in Talking with Children about Death and Attending Services Coping in Hard Times: Fact Sheet for Parents National Center for School Mental Health School Mental Health: COVID-19-Resources NYC Department of Health and Mental Hygiene - Thrive NYC 1-888-NYC WELL
PBS KIDS
Parenting during Coronavirus: You Are Enough
How You and Your Kids Can De-Stress During Coronavirus

A crisis is an event, situation, or period that causes uncertainty, distress, pain, and difficulty.

Examples of crises, which may have traumatic effects on a school community, include: bereavement caused by the death of a loved one or community member, a catastrophic environmental event, or a threat to physical safety.

Common Reactions

The emotional effects of a crisis on you and your child can be tremendous.

Common reactions in children include:

difficulty sleeping and/or nightmares

fears about safety

changes in eating habits

worry over safety of loved ones

poor concentration

fear of being alone

nervous behavior

withdrawal or isolation

irritability

repetitious play

physical complaints

reenactment of events in play

exaggerated startle response

changes in mood or affect

lack of energy

acting out

Helping your Child Cope

One of the difficulties that parents experience during crises is that they have not had adequate time to deal with their own reactions when they are called upon to help their child. Here are some of the things you can do to help your child deal with the impact of a crisis:

encourage your child to express their feelings through talking, drawing, and playing

be attentive and encourage your child to ask questions

offer support as your child interprets the events

find out what your child may be thinking and feeling in reaction to the traumatic event

be direct and give honest information

reassure your child that you will do everything possible to ensure their safety and that other adult authority figures (elected officials, school officials, the police) will do the same

do not flood your child with too many television images of the tragic event

acknowledge normal feelings and reactions

encourage healthy ways to cope

Supports During a Crisis

Some of the most important supports are talking together and listening to each other:

Children may want an honest accounting of the facts and relevant details

It can be helpful to actively process the event by talking, writing, drawing, listening to stories, hearing others talk, etc.

Everyone needs the opportunity to ask questions

Some people need to process the event over and over again

Allow your child (and yourself) to express feelings, share memories, cry, etc.

It is often helpful to have information on how the surviving family members are doing

Other supports might include:

Giving your child time for the event to sink in

Reassuring your child about safety and security

Finding opportunities to be actively involved in doing something helpful, such as putting up a feedback memorial board, collection donations, etc.

Offering a continued structure and a return to normalcy

Setting up a stable environment and predictable schedule

When Professional Help May Be Needed

Any of the following signs may be present following a critical incident or in the grieving process. Pay attention to these signs if they persist over time or if you notice a significant change in behavior from how your child normally acts.

Physical Signs

Changes in eating (less or more)

Changes in sleep (less or more)

Significant loss of energy

Nausea or headaches

Stomach aches

Behavioral Signs

Aggression and inappropriate displays of power and bullying

Withdrawing or regressing

Overachieving--"Trying too hard"

Inability to focus or to concentrate

Self-destructive behavior

Excessive daydreaming

Compulsive care-giving

Frequent accidents or injuries

Stealing or other illegal activities

Use/abuse of alcohol and/or drugs

Inability to speak about the deceased

Emotional Signs

Persistent anxiety

Hopes of reunion with the deceased

Desire to die

Clinging to others

Absence and/or denial of all grief

Strong resistance to forming a new attachment

Expression of negative or only positive views of the deceased

Resources

Counseling Resources

# data[].attributes.attachment_link.description
The New York City Department of Education cares deeply about the social-emotional wellbeing NYCDOE's children and families. We recognize that the sharing of information about COVID-19, and the resulting school closures, will have a significant impact on each of us. Increased stress and anxiety are common responses to the coronavirus outbreak.

# data[].attributes.attachment_link.description
Once you know whether chronic absence is a problem in your school and for which groups of children, it is important to begin examining what factors might be affecting attendance. This guide discusses how you can use quantitative and qualitative data to inform your understanding.

# data[].attributes.body
A variety of free mini-lessons on art and grounding activities to engage a variety of learners.

# data[].attributes.attachment_link.readable_text
LEAP was founded during the fiscal crisis of the 1970s, as a response to the decline of arts programs in schools. More than 40 years later, as we face the COVID-19 pandemic, LEAP's mission is more critical than ever. When NYC schools closed in March, LEAP acted immediately by developing Virtual Art Rooms that bring joy, creativity, and mindfulness into the homes of NYC children. LEAP's programs support social and emotional development and guide kids through song, dance, visual art, and movement activities.

LEAP Virtual Art Rooms use Google Classroom as the hub for remote learning.

At least one school staff member will be invited to join the LEAP created space, along with all participating students.

LEAP full time arts educators will lead the design and manage the facilitation, engagement, and attendance in Google Classrooms. They will also provide student feedback and critique of work.

Project-based unit plans are developed for each program and include: original recorded videos, extended arts instruction and assignments, project submissions which involve peer-to-peer discussion and teacher feedback, and virtual culminating events to connect peers and their work.

New content aligned to current LEAP programs, adapted for virtual spaces and equitable creative ideas knowing access to art supplies may be limited in some households during the pandemic.

Learn how to make your own art book!

Grades K-5.

Channel your inner inventor by creating toys out of cardboard. Grades K-5.

Learn how to create and utilize a group of people you trust in times of need. Grades 1-8.

Explore different acts of kindness and learn how to share them with others. Grades 1-8.

Learn how to stay grounded with this Mindfulness activity. Grades 1-8.

Generate creative ideas quickly with this fun challenge! Grades 3-8.

# data[].attributes.attachment_link.description
LEAP was founded during the fiscal crisis of the 1970s, as a response to the decline of arts programs in schools. More than 40 years later, as we face the COVID-19 pandemic, LEAP's mission is more critical than ever.

# data[].attributes.body
Take a mindful minute

# data[].attributes.body
take a mindful minute

# data[].attributes.attachment_link.readable_text
Back

# data[].attributes.body
Boys Club of NY

# data[].attributes.attachment_link.readable_text
TEEN PROGRAMMING

APRIL 5 - JUNE 11

Our programming will be a hybrid of learning pods, virtual learning, and in-person activities. BCNY will follow all the CDC guidelines of social distancing.

# data[].attributes.attachment_link.title
Virtual Winter Program | Virtual BCNY - The Boys' Club of New York

# data[].attributes.attachment_link.description
Our programming will be a hybrid of learning pods, virtual learning, and in-person activities. BCNY will follow all the CDC guidelines of social distancing.

# data[].attributes.body
Middle School - Virtual Meetings available

# data[].attributes.attachment_link.readable_text
JUNIOR PROGRAMMING

APRIL 5 - JUNE 11

Our programming will be a hybrid of learning pods, virtual learning, and in-person activities. BCNY will follow all the CDC guidelines of social distancing.

# data[].attributes.attachment_link.title
Virtual Winter Program | Virtual BCNY - The Boys' Club of New York

# data[].attributes.attachment_link.description
Our programming will be a hybrid of learning pods, virtual learning, and in-person activities. BCNY will follow all the CDC guidelines of social distancing.

# data[].attributes.body
Made in NY

# data[].attributes.attachment_link.readable_text
Made in NY Animation Project is a partnership between NEON, The Animation Project (TAP) and the Mayor's Office of Media and Entertainment (MOME) a groundbreaking initiative that will reach 1,800 young New Yorkers in all five boroughs during the coming year. The program offers participants the opportunity to engage in storytelling, gain technical skills in 3D computer animation, and qualify for paid internships in this burgeoning field, and aims to create learning opportunities in digital animation for at-risk and underserved youth across the city, opening doors to careers in sought-after areas of the entertainment industry.

The initiative will provide 3D digital animation classes at NeON locations throughout the five boroughs, as well as at participating public schools within the NeON neighborhoods. Lab sessions will be led by a professional digital animator and a creative arts therapist. Participants in the program will receive hands-on instruction with digital animation techniques, including training in Autodesk, the leading 3D animation software manufacturer used by animators and design firms. Throughout the course of the program, participants will work as a team to create original, computer-animated videos, while developing the social, emotional and career skills necessary for success.

Please contact us or call 917-282-0931 for more information about the program and enrollment.

# data[].attributes.attachment_link.description
Made in NY Animation Project is a partnership between NEON, The Animation Project (TAP) and the Mayor's Office of Media and Entertainment (MOME) a groundbreaking initiative that will reach 1,800 young New Yorkers in all five boroughs during the coming year.

# data[].attributes.body
Work Assistance Program

# data[].attributes.attachment_link.readable_text
What is NeON Works?

NeON Works is designed for people who are at all different stages of their employment journey: from the young person who is not sure where to begin to the college graduate who wants to get ahead in her chosen field - providing a highly individualized set of opportunities depending on each person's interests and work readiness. Some participants might just attend a workshop or two; others may want to sit down with a NeON Works service provider for an in-depth, personal assessment to help figure out their goals and make a plan to achieve them; some will attend credentialing programs; and others will pursue educational programs.

NeON Works provide three main services along with wraparound supports as needed:

professional development and career exploration workshops

individualized needs assessment and supports

supported connections to programs that result in one of the following outcomes: a) high school equivalency (HSE) credential enrollment, b) college enrollment, c) enrollment in a college pathway program (e.g., CUNY Start), d) job placement, or e) training that leads to a high-quality credential proven to assist with job placement.

Who can participate in NeON Works?

People on probation who live anywhere in NYC, and other NeON neighborhood residents, with priority to people aged 16-24. There are no educational requirements.

Where Does NeON Works Programming Take Place?

Each of the seven NeON neighborhoods has its own service provider/partner. Programs will take place at NeONs and other locations in these neighborhoods, as well as virtually during the COVID-19 pandemic.

How Do I Sign Up?

NeON Works begins in October, 2020.

Sign up here to get connected to your local NeON Works service provider!

NeON Works - Summer Professional Development Application

Summer 2021: NeON Works will provide paid learning experiences, social connection, and creative expression to young New Yorkers between the ages of 16 and 24 by combining professional development workshops with NeON Arts or the Made in NY Animation Project to create a virtual experience that comes full circle in a final event with contributions and reflections from the participants.

Workshops

On My Way: Youth Communication provides powerful, teen-written stories and professional development to help educators and youth workers engage young people. The literacy-rich training model helps build social and emotional learning skills.

Provider Special: Each NeON Works Provider will design one special 3 hour workshop experience that runs once weekly for 7 weeks. Each group will experience all 7 professional development workshops.

NeON Arts

Made in NY Animation Project

Virtual Workshops

Virtual Workshops

Jamaica**Staten Island**Bed Stuy

Bronx**East New York**Brownsville**Harlem

Program Dates

July 6 - August 26
9 - 12 PM Tuesday, Wednesday & Thursday

Final Event

August 26, 2021 1:00 PM

Apply Now for Summer 2021

For applicants under 18 years old, register here For applicants 18 years and older, register here
Supported by

# data[].attributes.attachment_link.description
NeON Works is designed for people who are at all different stages of their employment journey: from the young person who is not sure where to begin to the college graduate who wants to get ahead in her chosen field - providing a highly individualized set of opportunities depending on each person's interests and work readiness.

# data[].attributes.body
Resources

# data[].attributes.attachment_link.readable_text
Equipped with the tools of Restorative Practices, our educators prevent conflicts before they arise, better manage incidents in the moment, and restore the culture of their classrooms more quickly after altercations. Students are encouraged to see themselves as active members of their school communities, taking ownership of their own school cultures and leadership roles to encourage a more positive, inclusive, and welcoming environment for their peers. Restorative Practices have been scientifically proven to reduce suspension rates, increase school attendance, and reduce disproportionality for our marginalized populations.

# data[].attributes.attachment_link.description
Equipped with the tools of Restorative Practices, our educators prevent conflicts before they arise, better manage incidents in the moment, and restore the culture of their classrooms more quickly after altercations. Students are encouraged to see themselves as active members of their school communities, taking ownership of their own school cultures and leadership roles to encourage a more positive, inclusive, and welcoming environment for their peers.

# data[].attributes.body
K-12 Schools

# data[].attributes.attachment_link.readable_text
Articles

Toolkit: The foundations of restorative justice: Teaching Tolerance notes, "Restorative practices, at their best, are part of a school culture that prioritizes culturally sustaining pedagogy and authentic relationship building."

In a Chicago public school, we've found a better way than guns to keep the peace: Magdalena Pagan, an educator in Chicago's West Side, writing in the Chicago Sun Times, makes the case for arming schools - with restorative practices.

Restorative practices play a vital role in San Francisco classrooms: San Francisco Unified School District Superintendent Vincent Matthews, writing in the San Francisco Examiner, explains how.

Pinellas County schools try 'restorative' approach to deal with racial disparities: Using trainers trained by the IIRP, the Florida district aims to implement restorative practices district-wide.

Chapel Hill-Carrboro schools replacing suspensions with 'restorative' conversations: Three years into the project, out-of-school suspensions have dropped 72%.

How to practice restorative justice in schools: Education Week's Classroom Q & A with Larry Ferlazzo examines restorative practices and what it looks like in schools.

New York City school suspensions fell 17% in 2014-15, officials say: The New York Times reports that the city plans to spend $3 million on restorative practices implementation to further reduce this figure.

In school discipline, intervention may work better than punishment: The Seattle Times takes an in-depth look at the use of restorative practices in schools across the country.

Making misbehavior a teachable moment: San Francisco United School District Superintendent Carlos A. Garcia describes restorative practices in a San Francisco Examiner opinion piece.

A front page article in the Toronto Star looked at the success of restorative practices in Toronto public schools.

"Voices in the Family" radio show features discussion on restorative practices in a Philadelphia middle school.

Discipline infractions drop at Freedom and Liberty high schools (Bethlehem, Pennsylvania).

Read more in the IIRP News.

Videos

Teachers in Pennsylvania school discuss how restorative practices meets students' learning and emotional needs.

Schools resolve conflict by getting kids to talk things out - opens in new window (PBS News Hour)

In this 9-minute video, students, teachers and administrators from West Philadelphia High School explain the impact of restorative practices implementation.

Teachers and administrators at Pinellas County Public Schools in Florida share what they appreciate about restorative practices talking circles.

SaferSanerSchools™ Instructor Lee Rush talks about how restorative practices and bullying prevention may work together.

A Milwaukee school shares how they are working with students and staff to take responsibility for implementing talking circles.

Beyond Zero Tolerance documents the implementation of restorative practices in several schools in the U.S.A., the Netherlands, and Hull, England.

Voice of America looks at the impact of the SaferSanerSchools™ program at a school in Baltimore, Maryland.

SaferSanerSchools™ was launched in San Francisco Unified in a number of pilot schools after which the IIRP trained trainers who have continued to roll out restorative practices across the district. (Video by Mark Wieser of Treehouse Digital Video for SFUSD.)

Peel School District in Ontario, Canada, demonstrates how restorative practices can be used as an integral part of teaching and learning.

# data[].attributes.attachment_link.description
Articles Toolkit: The foundations of restorative justice: Teaching Tolerance notes, "Restorative practices, at their best, are part of a school culture that prioritizes culturally sustaining pedagogy and authentic relationship building." In a Chicago public school, we've found a better way than ...

# data[].attributes.body
Open 8am-10pm

# data[].attributes.attachment_link.readable_text
NY Project Hope helps New Yorkers understand their reaction and emotions during COVID-19. Through an emotional support helpline, educational materials, and trusted referrals, NY Project Hope helps people manage and cope with changes brought on by COVID-19.

Project Hope Crisis Counselors understand what you are going through. Talking to them is free, confidential, and anonymous. Talk to someone who is trained, knowledgeable and never judges. Sometimes it helps to talk with someone you don't know.
Emotional Support Helpline: 1-844-863-9314

# data[].attributes.attachment_link.description
NY Project Hope helps New Yorkers understand their reaction and emotions during COVID-19. Through an emotional support helpline, educational materials, and trusted referrals, NY Project Hope helps people manage and cope with changes brought on by COVID-19. Project Hope Crisis Counselors understand what you are going through.

# data[].attributes.body
For students, parents & educators\

# data[].attributes.body
Links on how to discuss and examine issues

# data[].attributes.attachment_link.readable_text
January 7, 2021: Letter from Chancellor Carranza

Dear Colleagues,

Like so many other days in the past ten months, yesterday we experienced an alarming and frightening moment that was unprecedented in our lifetimes. And like many of you, I was shocked and sickened to witness the armed insurrection that led to the breach of the U.S Capitol, forcing evacuation of elected representatives doing their job representing us in Congress, and the desecration of the halls of government. It is one of the darkest days in the history of our nation. It fills me with sadness and anger.

I was equally disturbed by what I saw as the response of law enforcement, who apparently allowed the entry and later the peaceful dispersing of these violent rioters. The lives of countless Black Americans have been lost for profoundly less threatening actions than what we saw perpetrated today.

My heart breaks to know that our young people have witnessed this violent assault on people, property, the rule of law, and on our democracy itself-met by a response that illustrates our nation's troubled past and present.

Today, tomorrow, and beyond, you will have the opportunity, and responsibility, to acknowledge and discuss these events. Staff and students will be looking to you for reassurance, guidance, and leadership. And as you must continue to be anchors for your school communities, we will remain here for you.

Below you can find resources for you, including ways to facilitate discussion in class about these events. You will also find important resources to support mental health and wellness during this trying time.

You are essential to the functioning of a healthy democracy: educating and supporting our children, preparing them to contribute to their communities and country. We stand together with you, for our students, today and every day.

Please do not hesitate to reach out with any other needs, concerns, or questions.

Resources to Support Instruction and Discussion

The Social Studies and Civics Department has compiled a resource list to support teachers in holding conversations with their students following the insurrection at the United States Capitol on January 6, 2021. Our students are participants in our democracy, and it is important that they have an opportunity to reflect on how this affects them.

Civics for All believes that civic education, particularly the teaching of the foundations of American government and the democratic process, is essential for empowering engaged, active community members and informed voters.

This guide is being compiled as events unfold and will be updated to include additional resources. Included are teacher facing resources, student facing resources with focus questions and questions for discussion, and links to relevant lessons from the NYCDOE Passport to Social Studies and Civics for All curricula. Social Studies teachers are also encouraged to use primary source analysis strategies with images and text from Washington, DC on January 6, 2021 to encourage students to begin and lead classroom conversations. The events of January 6th may generate feelings of fear or anger in students. It is important to create a space, whether in the physical classroom or using your remote learning platform, for students to express discomfort and feelings of anger or distress that may emerge from discussing this event. Facing History and Ourselves has resources on maintaining a student centered approach through the virtual classroom, they can be accessed in this pdf and this pre-recorded webinar.

Teacher Facing Resources

Mikva Challenge Attack on the US Capitol Lesson Ideas Lesson plan ideas that provide students an opportunity to share their reactions, thoughts, and feelings about the events of January 6th in Washington, DC and make connections to recent current and historical events in the United States.

NYCDOE Current Events and Civics Education This resource provides guidance on the connection between instructional practices, current issues and events, and the civics classroom.

Associated Press Timeline of Events A detailed chronological recount of the events in Washington, D.C., on January 6, 2021. The timeline is organized with the most recent events at the top.

Constitution Center A List of Electoral College Count Resources A list of statutes about the January 6th joint meeting of Congress, sections of the Constitution related to the Electoral College, and extensive resources from the National Constitution Center about the Electoral College.

Facing History Fostering Civil Discourse A resource designed to help teachers prepare students to engage in civil discourse, whether in-person, remotely, or both.

Facing History Responding to the 2020 US Presidential Election Resources intended to guide student reflection on the election of 2020.

Facing History Responding to the Insurrection at the US Capitol This Teaching Idea is designed to help guide an initial classroom reflection on the insurrection at the US Capitol that occurred on January 6, 2021.

Hechinger Report OPINION: Our schools must figure out a way to teach this presidential election Op-Ed by Emma Humphries, chief education officer of iCivics, which includes suggested practices for fostering critical thinking and developing informed and thoughtful citizens through discussions of controversial issues.

iCivics Peaceful Transfer of Power A lesson plan and infographic designed to show students how precedent, tradition, and legitimacy have helped create the democratic norm of the peaceful transfer of power and why it is important to a democratic form of government.

iCivics Your Roadmap for Teaching Controversial Issues Teacher Guides and a series of brief informational videos (3-4 minutes) to help prepare for teaching controversial issues in the classroom.

KQED Learn Are Conspiracy Theories Harmless Fun, A Serious Problem, or Something in Between? A video and Google Classroom lesson plan on identifying misinformation.

National Constitution Center Interactive Constitution An interactive resource for looking at the text, history, and meaning of the U.S. Constitution from leading scholars of diverse legal and philosophical perspectives. Teachers can provide this as a resource if the class needs to access sections of the U.S. Constitution to discuss events in Washington as they apply to Constitutional rules and framing.

New York Times Teaching Resources for the Storming of the U.S. Capitol by pro-Trump Extremists Lesson plan ideas, activities and Times materials for exploring the causes and consequences of this assault on democracy in the United States

New York Times Watch out for this misinformation when Congress meets to certify the election. Six false voter fraud claims that have been fact checked.

PBS Kids Helping Kids Navigate Scary News Stories An article for teachers and families that includes suggestions on how to support lower elementary students in processing disturbing events in the news.

PBS NewsHour Extra Classroom Resource: Three Ways to Teach the Insurrection at the U.S. Capitol An article with a student facing news report about the events in Washington, D.C. on January 6, 2021 and descriptions of three activities that can be used in the classroom to teach the insurrection.

Teaching Tolerance When Bad Things Are Happening An article for teachers on how to discuss crises with students as they unfold.

UC Berkeley, California History-Social Science Project Discord and Crisis: The 2020 Election Resources from the webinar series on the 2020 Election by UC Berkeley. Includes materials on Struggles Over Suffrage and Threats to the Electoral Process.

UC Berkeley California History-Social Science Project, January 6, 2021 Materials Materials drafted by UCBCHSSP to support teachers and students making sense of the events in Washington, D.C.

Student Facing Resources (with supporting focus and discussion questions)

Facing History Explainer: Political Polarization in the United States A one page resource designed to support students in understanding the evolution and impact of polarization on our communities, families, and classrooms.

Focus Question

What is political polarization, and is the United States becoming more polarized?

Discussion Questions

What does political polarization look, sound, and feel like where you live?

What causes polarization?

What evidence does the infographic provide about political polarization that you believe to be the most important? Why?

What happened on January 6, 2021 in Washington D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

How did the events in Washington, D.C. on January 6, 2021 represent political polarization in the United States?

What should we do as a country in response to these events?

How should students respond? Why?

Facing History Explainer: Free and Fair Elections A student facing resource that describes the standards that governments need to meet before, during, and after an election to ensure that the election is "free and fair."

Focus Question

What does it mean for a nation to have a free and fair election?
Discussion Questions

What is the government's role in holding free and fair elections?

Why is the concept of one person, one vote central to free and fair elections?

Why is it important to make sure that people are not intimidated during an election?

What happened on January 6, 2021 in Washington, D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

Even though the election occurred in November, how did the events in Washington, D.C. on January 6, 2021 present a direct challenge to the concept of free and fair elections?

How do the events in Washington, D.C. on January 6, 2021 create a challenge to a peaceful transfer of power? Why is that a threat to free and fair elections?

What should the media do to help ensure that future elections are free and fair?

What can we do to ensure that future elections are free and fair?

Holocaust Encyclopedia Beer Hall Putsch (Munich Putsch) An informational essay from the Holocaust Encyclopedia that provides background on the riot that led to the coalescence of the National Socialist Party in Germany. Includes discussion questions to help students understand the significance of the event and draw connections to contemporary events. While it is important that facile comparisons or historical analogy is avoided, the events in Washington, D.C. on January 6, 2021 can be connected to events in 1923 and lessons from the past can be drawn so we do not forget the horrors of history.

Focus Question

Why should Americans in 2021 know about the events of the Beer Hall Putsch?
Discussion Questions

What happened in Munich, Germany on November 8-9, 1923 that contributed to the rise of fascism in Germany?

If the overthrow of the government was unsuccessful, why was the Putsch a success for Hitler and the Nazi party?

What pressures and motivations affected the decisions of political and military leaders on all sides during the Putsch crisis?

Consider the usual penalties for treason for attempted overthrow of a government. What is the penalty in your country? Why was Hitler's sentence relatively light in comparison?

What happened on January 6, 2021 in Washington, D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

What are the similarities that you see between the events in Munich, Germany on November 8-9, 1923 and what happened January 6, 2021 in Washington, D.C.? What are the differences? Why is it important to think about the similarities and differences between these two events?

Consider the events in Washington, D.C.on January 6, 2021 and what you know about the rise of fascism in Germany. What lessons can we apply from the past to avoid these types of horrors?

How should the government respond to what happened in Washington, D.C. on January 6, 2021?

How should the American people respond?

ITV Trump Supporters Storm US Capitol Building As Protest Turns To Riots Seven minute video from the British television station ITV. Provides a summary of the events with narration from a reporter who was a witness to the riots at the U.S. Capitol. In addition to video of these events, the broadcaster interviews participants and includes clips of speeches from elected officials. Please note that the video does mention the shooting of one of the rioters.

Focus Question

What happened in Washington, D.C. on January 6, 2021? Why did it happen?
Discussion Questions

What are you thinking about about the events in Washington, D.C.?

What happened on January 6, 2021 in Washington, D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

How has the way that President Trump responded to the results of the November presidential election influenced what happened at the U.S. Capitol on January 6, 2021?

How did President-elect Joe Biden respond to these events?

How should we respond to these events to ensure a more democratic path forward?

Mother Jones Among the Thugs: Stunning Photographs of the Capitol Under Siege A photograph essay of the rally and the siege of the United States Capitol.

Focus Question

How can images from the insurrection at the U.S. Capitol help us to better understand the events on January 6, 2021?
Discussion Questions

What do you see in these images?

What connections can you make between these images and other visual representations of events in history?

How do these images make you feel? Why?

What happened on January 6, 2021 in Washington D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

What is the message Mark Murrmann, the person who curated these images, wanted to deliver with these photographs?

What questions do you have about the photographs?

How should we respond to these images?

News Literacy Project Practice Good Information Hygiene: Sanitize Before You Share This resource was created to help students respond to the misinformation swirling around the COVID-19 outbreak. However, the four-step process provides guidance for students on the importance of consuming and sharing online content with care including information that is shared about the events in Washington, D.C. on January 6, 2021.
Focus Question
How can we practice good information hygiene to ensure that the information we share is accurate?
Discussion Questions

What does accurate mean to you? What does credible mean to you?

What are the four steps to sharing credible and accurate information?

Why is it important that we share credible and accurate information?

What happened on January 6, 2021 in Washington, D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

How did misinformation lead to these events?

Why is it important that we make sure the information we share about January 6, 2021 is credible and accurate?

New York Times Watch Out For This Misinformation When Congress Meets To Certify The Election

Washington Post Why January 6 Is A Key Date for Trump's Election Dates

These two articles review the certification process scheduled to take place in the United States Congress on January 6, 2021 as well as misconceptions and misinformation about the certification process.

Focus Question

How does the United States Congress certify a presidential election?
Discussion Questions

What is Congress's role in certifying a presidential election?

What is supposed to happen if a member of the House of Representatives and Senator objects to a state's electoral college results?

How might these objections delay the process?

What false information was shared about the certification process before January 6, 2021? Why do you think it was shared?

Why have there been claims of fraud occurring in this past November's presidential election? What evidence is there to support these claims?

Why do you think an insurrection occurred as the election was being certified?

How should we respond to the misinformation about the November presidential election?

How does this misinformation, and the subsequent events of January 6, 2021, challenge the goal of free and fair elections in the United States? What should be done about this?

New York Times Far-Right Groups Are Behind Most U.S. Terrorist Attacks, Report Finds Article on the rise of White Supremacist violence and the recent Department of Homeland Security report that concludes "that violent white supremacy was the 'most persistent and lethal threat in the homeland.'"
Focus Question
How has the threat of white supremacist terrorist groups grown in the last few years?
Discussion Questions

How has politics played a role in the growth of domestic terror groups?

How did the news cover the attacks highlighted by the Center for Strategic and International Studies?

Why do domestic terrorists attack people who are exercising their right to free speech?

How does domestic terrorism challenge central values of American democracy?

How can people try to stop the growth of terrorist groups?

How might the pandemic be playing a role in the growth of hate groups?

PBS Kids When Something Scary Happens Resources for use with young students in challenging times. This is a collection of various activities and videos for younger students to help them deal with emergencies and crisis situations.
Focus Question
Who do we look to for help in a crisis?
Discussion Questions

Why is it important to tell people how you feel when you are worried or scared?

Who would you look to for help in an emergency?

How can you help others in a crisis?

CNN A Confederate Flag At The Capitol Summons America's Demons An opinion piece by two historians drawing connections between the mythology surrounding the Civil War and the ideological beliefs of the rioters on January 6, 2021. The article provides deep context for the assault on the Capitol building as well as for drawing historical parallels between events leading up to and following the Civil War and the recent assault on the Capitol building.

How did the ideology of white supremacy influence the events in Washington, D.C., on January 6, 2021?
Discussion Questions

What is ideology? How does it shape people's actions?

How do myths about the past shape people's ideology?

What is the argument that the writers of this article are making?

How is white supremacy built on mythology about the past?

What is the Lost Cause of the Confederacy?

What happened on January 6, 2021 in Washington D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

The writers of the article state, "The lineage between the slaveholding secessionists and the modern insurrectionists could not have been more clear: Both groups were willing to destroy the union and both used violence to deflect their own racial fantasies of power and privilege slipping away." What do you think they mean by this? What are the connections between the white supremicist beliefs of the Confederacy and the ideology of the insurrection on January 6, 2021?

In the article there is a widely shared photograph of a man carrying a Confederate flag in the United States Capitol building, something that has never happened in history, even during the Civil War. Behind the man are portraits of Charles Sumner and John C. Calhoun. What is the significance of these two pre-Civil War politicians to this photograph and to the argument that the historians are making in this article?

The article draws connections between a scene in the racist film Birth of a Nation and the events at the Capitol on January 6, 2021. What is the film Birth of a Nation? How does it connect to these events? Why do you think the authors of this article want you to see that connection?

The article concludes with a quote from the politician Thaddeus Stevens at the beginning of Reconstruction, "If we fail in this great duty now, when we have the power, we shall deserve and receive the execration of history and of all future ages." What is he saying about what needs to happen following the Civil War? How is this 155 year old quote a challenge for us at present?

New York Times 'Sedition': A Complicated History An article discussing the meaning and complicated history of sedition in the United States.

Focus Question

What is sedition and did the people connected with the insurrection commit sedition?
Discussion Questions

What does sedition mean?

When and why did Americans start talking about sedition?

What examples of sedition have there been in the history of the United States?

In what ways has the meaning or charge of sedition changed in the United States over time? Why has it changed?

What happened on January 6, 2021 in Washington D.C.?

What questions do you have about what happened? Where can we look for answers to those questions?

Were actions connected to the events on January 6, 2021 in Washington D.C. seditious? Why or why not?

Civics for All Curriculum Resources

Grades K-2: Civics for All Curriculum Guide Lessons

Civics for All: K-2 Part 1

Core American Values, Page 107

Purpose of Rules and Laws, Page 167

Civics for All: K-2 Part 2

What is Democracy?, Page 12

Leaders' Roles and Responsibilities, Page 23

Electing our Leaders, Page 44

Where Our Leaders Live, Page 69

Our Branches of Government, Page 78

Fostering Civil Discourse, Page 203

Grades 3-5: Civics for All Curriculum Guide Lessons

Civics for All: 3-5 Part 1

Negotiating, Compromising, and Respecting Views, Page 37

American Ideals, Page 58

Participation as Civic Ideal, Page 212

Civics for All: 3-5 Part 2

The Constitution, Page 46

Power and Use of Power to Influence, Page 90

Active Political Participation, Page 145

Grades 6-8: Civics for All Curriculum Guide Lessons

Civics for All: 6-8 Part 1

Structural Overview of the U.S. Constitution, Page 121

The Executive Branch, Page 128

Project: Time Capsule, Page 193

Rights and Responsibilities of the Press, Page 250

Project: Current Events Newsletter, Page 285

Civics for All: 6-8 Part 2

A Just Society, Page 149

Democratic and Republican Party Platforms, Page 181

Grades 9-12: Civics for All Curriculum Guide Lessons

Resources to Support Mental Health and Wellness

The riots, shooting, and related violence that occurred in the Capitol building have gripped our nation and reflect the hurt, anger, and pain of generations of racial trauma. Emotional responses may manifest in different ways, including anger, irritability, grief, and hopelessness. Now more than ever, we need to be well versed in understanding the signs of trauma or distress not only for our youth, but also for ourselves and our colleagues. We should also be aware of effective strategies that school communities can implement to support children and families who are struggling. To tackle these challenges, the Supportive Environment Framework identifies research-based practices that ensure physical and emotional safety, foster collaborative and trusting relationships, prioritize student health and wellness and advance equity.

Essential Questions

How can we support students, colleagues, families, and ourselves through this trauma?

How can we leverage restorative practices to promote healing, community, and student voice?

How can we attend to the mental, emotional, and physical wellness of our students, colleagues, families, and communities?

Resources

DOE Mental Health webpage DOE landing page with contact information for local mental health resources, including telehealth services for students and adults.

Mental Health: Parent & Educator resources Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.

Restorative Circles For support in using a virtual classroom community building circle

Addressing Race and Trauma in the Classroom: a Resource for Educators This resource from the National Child Traumatic Stress Network (NCTSN) is designed to help educators understand the interplay of race and trauma in the classroom. The guide reviews historical trauma and racial trauma, explains the impact of trauma on different age groups, and offers supplemental resources.

Radical Self Care in the Face of Mounting Racial Stress Five ways to practice radical self-care in the face of mounting racial stress.

Mindfulness Techniques for Students and Staff Calm Classroom is a simple and accessible way to integrate mindfulness into the classroom or home culture. Mindfulness is the ability to pay attention to our present moment. The daily practice of mindful breathing, stretching, focusing, and relaxation exercises cultivates a greater sense of self-awareness, mental focus, and emotional resilience within educational and personal spaces

# data[].attributes.attachment_link.description
Dear Colleagues, Like so many other days in the past ten months, yesterday we experienced an alarming and frightening moment that was unprecedented in our lifetimes. And like many of you, I was shocked and sickened to witness the armed insurrection that led to the breach of the U.S Capitol, forcing evacuation of elected representatives doing their job representing us in Congress, and the desecration of the halls of government.

# data[].attributes.attachment_link.title
Teaching About Race, Racism and Police Violence

# data[].attributes.attachment_link.description
In 2014, the deaths of Michael Brown in Ferguson, Eric Garner in New York City, Tamir Rice in Cleveland and too many others caused waves of nationwide protest and appeals for stronger protections against police brutality. These events—along with the lack of accountability for the police officers wh…

# data[].attributes.body
How to discuss crisis with students

# data[].attributes.attachment_link.readable_text
We know that as news of a crisis makes its way into your classroom, both you and your students may need support figuring out how to respond. Here are a few suggestions for navigating a discussion with students as news unfolds.

These recommendations build on the Psychological First Aid (PFA) framework, developed by the U.S. Department of Homeland Security: " Listen, Protect, Connect-Model & Teach," They also include suggestions from the American School Counselor Association and The Child Mind Institute.

Step 1: Listen.

Do not quiet or dismiss students who want to talk about what's happening. This is an issue of immediate importance, and it will occupy their minds whether you discuss it in class or not. Set aside the time necessary to catch them up on the news available to you, and debrief.

Let students express their feelings, share their experiences and vent. Consider letting them journal, draw or consider their reaction privately, as well. Give students time and space to react if they need it.

Step 2: Protect.

Misinformation always spreads rapidly after a crisis. Encourage a critical eye toward breaking news. If a shooting is involved, there may be fake profiles of the shooter meant to cater to stereotypes. No matter what's happened, there will likely be differing reports. Look for trustworthy sources and remain skeptical. Deal in facts and big ideas; avoid speculation. Don't let students watch nonstop, uninterrupted footage of the crisis.

Do your best to make students feel safe. Be honest, but remain calm. Organize the discussion as you would any discussion: Remember class routine, classroom contracts and community agreements. Keep control, even in this moment of interruption.

And remember to be aware of students who may be managing trauma or those whose lives have been touched by violence. Keep an eye on students, monitor reactions and recognize that trauma can manifest in a variety of behaviors, including anger and disengagement.

Step 3: Model.

Help students translate feelings of hopelessness into opportunities to respond with productive action. Join them in brainstorming ways they could support survivors and families experiencing this trauma.

Step 4: Take care of yourself.

Educators bear a heavy burden in trying to protect and support their students. Check in with your own feelings. And know that we have your back.

# data[].attributes.attachment_link.description
We know that as news of a crisis makes its way into your classroom, both you and your students may need support figuring out how to respond. Here are a few suggestions for navigating a discussion with students as news unfolds. These recommendations build on the Psychological First Aid (PFA) framework, developed by the U.S.

# data[].attributes.attachment_link.readable_text
A collaborative initiative between the Child Mind Institute, the Fund for Public Schools and the New York City Department of Education.

Educator Webinar Series

Providing educators with guidance related to specific challenges that they and their students are facing, along with practical strategies to address these issues
VIEW WEBINARS
Wellness Toolkit

Easily implemented digital social-emotional videos and handouts for students K-12
VIEW WELLNESS TOOLKIT
Educator Consultation Line

Phone consultations for NYC DOE educators and staff to provide support, address school community mental health concerns, and apply strategies discussed during the Child Mind Institute educator webinars

If you would like to schedule a consultation, please call 646-880-6820 or submit your request below.
REQUEST CONSULTATION

By using this site, you agree to our Terms of Use and Online Privacy Statement, which describes our use of cookies. By using this site without adjusting your settings, you agree to our use of cookies. Read More

# data[].attributes.attachment_link.title
Healing-Centered and Trauma-Informed School Support | Child Mind Institute

# data[].attributes.attachment_link.description
Educator Webinar Series Providing educators with guidance related to specific challenges that they and their students are facing, along with practical strategies to address these issues VIEW WEBINARS Wellness Toolkit Easily implemented digital social-emotional videos and handouts for students K-12 VIEW WELLNESS TOOLKIT Educator Consultation Line Phone consultations for NYC DOE educators and staff to [...]

# data[].attributes.attachment_link.readable_text
Abrupt school building closures and remote learning have been difficult for students and educators alike, and the return from break undoubtedly raises mixed emotions and needs for all involved. While many schools and teachers have been working to address the wellbeing of students and staff throughout the COVID-19 crisis--as well as protests against the injustices that plague our systems, the emotional concerns and needs arising will continue well beyond the new year.

According to Marshall Street , a leading education thinktank, "a strong and thoughtful approach to wellbeing for all members of a school community means planning for adult and student emotional care and learning." At Teaching Matters, we see you and we hear you, and we want to support you and your students' wellbeing during this otherwise joyful time of year!
Teacher Wellbeing Resources:
We believe that taking care of our whole selves gives students the best teachers, and it's with this in mind that we share some of our favorite resources for staff to restore and bring comfort during this unprecedented time.

Promote your own wellbeing with these free on-demand videos for teachers. Breathe for Change's educator wellbeing series encourages you to focus on yourself first so you can sustain quality, compassionate teaching. Also, check out this Educator Wellbeing webinar . In the experiential workshop, Dr. Ilana Nankin, Breathe for Change's founder and CEO, guides educators through a transformative mind-body wellness experience.

Try infusing personal reflection into your teaching practice. Use these reflection prompts and action steps from Facing History to incorporate self-care into your teaching. For example, ask yourself: How can I build in time for the people and activities I cherish so I don't burn out this year?

You might also enjoy learning ways to prioritize self-care. While teaching from home during the pandemic, try these five Self-Care Tips for Teachers from Understood.org. For example, look for moments of joy and connection and hold on to them. Try writing down humorous moments, something that made you smile, or something you're thankful for. And when school starts back, when-then sentences can help set and maintain boundaries. You might write, " When it is 10 a.m., then I take a five-minute break." Post your when-then sentences near your work station as a visual reminder of your self-care commitments.

Finally, carve out some time for yourself with this digital teacher self-care bingo. Take a walk, call a friend, or just ditch the to-do list for an hour. Whichever way you want to play the game, have fun and do something nice for yourself--you deserve it! Another great activity for teacher teams is to remind ourselves of the importance of self-care once school starts back.

These are just a few of the many opportunities for school staff to take care of themselves. After all, increased adult learning in social-emotional skill development has been linked to improved job satisfaction and reduced teacher burnout , improved personal wellbeing for educators , and safe learning environments for students.
Student Wellbeing Resources:
Speaking of students, Turnaround for Children recommends focusing on physical, emotional, and identity safety, as you empower students to enact self-care to promote comfort during the school year. We couldn't agree more!

Since the spring, we have continued to turn to Wide Open School , a site powered by Common Sense Media that helps families and educators find trusted resources to enrich and support distance learning. Every day students can access free, high-quality learning activities across grade levels, all in one place. More than 80 partners and supporters have come together to meet the change in learning needs of students, teachers, and families due to the coronavirus pandemic.

Here are some of our favorites...

Pre-school-Grade 2:

Grades 3-5:

Grades 6-8:

The Year in Review: 2020's been quite a year, so take some time to make something that conveys your experiences and feelings. Use whatever medium you'd like.

Setting Some Goals: What are some goals you want to set for yourself? What steps can you take to reach them? Post them, and adjust along the way!

What Matters: Print out these cards that each represent different values. Use the activities to reflect on which values matter most to you and then express why.

Grades 9-12:

Breathe and Be Thankful: Watch this video, think about what being thankful means to you, and take a few minutes to reflect and refresh.

If I Ruled the World: Reflect on your biggest concerns with the world today, and imagine how you would make change in your local community and beyond.

Where Are You From? Celebrate your identity and your community with this self-paced writing and reflection activity.

Hunt Down Ways to Help: Use this site to discover all types of volunteer opportunities and ways to get involved with important causes.

Hopefully, you have found something that inspires you to center students' joy and wellbeing while they were away from school. In addition to Wide Open School, organizations like the Council for Exceptional Children and CASEL have targeted resources for addressing the wellbeing of diverse learners, including CASEL's District Resource Center with examples and tools available for free upon registration. Also, don't miss out on the WE Well-being Playbook , a hands-on guide filled with everyday tools, actions, and tactics to nurture your own mental wellbeing and the wellbeing of others.

Keep in mind, families will continue to look to schools as a community of support and network of resources to address needs outside of school, and with extended school closures, students and families may not have access to community-based resources (Marshall Street, 2020).

Our role as teachers is often to help bridge the gap between what students have and what they need. All of us are better off when we and our students are comfortable and filled with joy!

Works Cited:

Marshall Street (2020): COVID-19 Rapid Response: Summer Planning: Wellbeing in the Back-to-School Transition
By Lance W. Ozier, EdD

# data[].attributes.attachment_link.title
Wellness & Selfcare: Resources to Take Care of You

# data[].attributes.attachment_link.description
Abrupt school building closures and remote learning have been difficult for students and educators alike, and the return from break undoubtedly raises mixed emotions and needs for all involved.

# data[].attributes.body
Text written by award winning authors of color

# data[].attributes.attachment_link.description
Elevating Voices is a remote, culturally responsive curriculum for teachers to develop anti-racist practices during the COVID crisis.

# data[].attributes.headline
How To Engage Students in Civil Discourse Following the Insurrection at the U.S. Capitol

# data[].attributes.subject
How To Engage Students in Civil Discourse Following the Insurrection at the U.S. Capitol

# data[].attributes.attachment_link.readable_text
In this resource, teacher David Cutler of Brimmer and May School in Mass. shares three civic actions educators can take with their students in light of Wednesday's events at the U.S. Capitol building.

Insurrection at the U.S. Capitol: A Brief Summary

A mob of violent pro-Trump protesters who oppose President-elect Joe Biden's victory in the 2020 election overwhelmed security at the U.S. Capitol and broke into the building on Wednesday, halting proceedings where Congress was poised to count the votes cast by the Electoral College.

"Why is it important to encourage students to think about how to engage in civil political discourse?" - David Cutler

Some Republicans in both chambers declared that they would object to the counting of some states where President Donald Trump lost his closest races to Biden. But before insurrectionists entered the building, Senate Majority Leader Mitch McConnell delivered a forceful rebuke to the idea that Congress could or should attempt to overthrow the election.

Earlier, Trump spoke at a rally where he urged supporters to march to the Capitol to demand that the results be overthrown. After rioters forcefully entered the building, he tweeted a recorded message telling people to "go home now," while repeating false claims about the election.
Read about David's recommendations to engage your students in civil discourse following the insurreciton at the U.S. capitol below.
Encourage Students to Speak with Political Leaders

Weeks before Wednesday's lawless spectacle at the Capitol, I assigned my juniors and seniors in government to share ideas on how to bring polarized sides to the discussion table. Students wrote papers, created podcasts, slideshows and cartoons. My student Alex Boch interviewed Mass. Republican Gov. Charlie Baker in the podcast below, a popular governor in a heavily Democratic state:

Encourage Students to Share Voices Online

"Instead of butting heads to prove which perspective is supposedly 'right,' we need to learn how to appropriately engage with others. In an academic environment, much of that involves responding to alternative viewpoints with respectful inquiries instead of forceful statements," Hamilton wrote.

"More than anything, just let students know that you are there for them and that you care. That way, you can't go wrong."

Bring in Academics and Authors to Discuss History and Politics

After the pandemic hit last spring, I didn't shy from contacting historians and authors more knowledgeable than myself to address students. My history students also had the chance to discuss the past with Pulitzer Prize-wining author Eric Foner and Senior National Security Archive Analyst Peter Kornbluh:

Later this week, I plan to reach out to both authors one more time, to help provide my students with context for what's happening in their world today.

You would be surprised how willing academics are to speak with young people, and how easy they are to contact. Along these lines, try Googling where academics work or teach to find an email address. I have also found success reaching out on social media, especially Twitter.

More than anything, just let students know that you are there for them and that you care. That way, you can't go wrong.

# data[].attributes.attachment_link.title
How to Engage Students in Civil Discourse Following the Insurrection at the U.S. Capitol

# data[].attributes.attachment_link.description
In this resource, teacher David Cutler of Brimmer and May School in Mass. shares three civic actions educators can take with their students in light of Wednesday's events at the U.S. Capitol building. A mob of violent pro-Trump protesters who oppose President-elect Joe Biden's victory in the 2020 election overwhelmed security at the U.S.

# data[].attributes.body
Culturally Responsive Resources

# data[].attributes.body
Mental Health Services & Case Management

# data[].attributes.headline
NY Psychotherapy & Counseling Center - Spanish Flyer

# data[].attributes.subject
NY Psychotherapy & Counseling Center - Spanish Flyer

# data[].attributes.body
Outpatient mental health

# data[].attributes.body
Outpatient mental health

# data[].attributes.body
Assistance with applying for benefits, food and cash assistance

# data[].attributes.attachment_link.readable_text
Single Stop provides free counseling on entitlements, health insurance, financial guidance, social services, and legal services. On-site health insurance and SNAP ("food stamp") enrollment available. These services are open to the community for people of all ages, with or without children.

Hours: 9:00 a.m-5:00 p.m. and some evenings; please call individual sites for details

Services provided: Assistance in accessing entitlements, health insurance and social services. Free on-site legal services; financial counseling, medical and SNAP ("food stamp") enrollment, assistance in tax preparation. Referral to social services such as afterschool programs, child care, summer camp, unemployment / employment programs, GED/ESL.

Special services: On-site health insurance and SNAP ("food stamp") enrollment, Medicaid, and other types of health insurance from NYSOH (New York State of Health), with direct linkage to the Human Resource Administration, enabling families to obtain their medical and/or food stamp benefits within a 30-day period.

Languages spoken: English, Spanish

Single Stop locations

Assistant Program Manager: Elizabeth Ortiz
Phone: 347-804-1477

Jamaica
163-18 Jamaica Avenue, 2nd Floor
Jamaica, NY 11432
Case Manager: Yessenia Robles
Phone: 917-935-2890

168-25 Jamaica Avenue, 2nd floor
Jamaica, NY 11432
Case Manager: Brianna Basurto
Phone: 718-577-2214

Flushing
140-15B Sanford Avenue, 2nd floor
Flushing, NY 11355
Case Manager: Stephanie Lopez
Phone: 917-935-2691

# data[].attributes.attachment_link.description
Single Stop Single Stop provides free counseling on entitlements, health insurance, financial guidance, social services, and legal services. On-site health insurance and SNAP ("food stamp") enrollment available. These services are open to the community for people of all ages, with or without children. Hours: 9:00 a.m-5:00 p.m.

# data[].attributes.body
Mobile Crisis

# data[].attributes.body
From the Jewish Board.
6 week group therapy