# data[].attributes.body
Emotional, physical or sexual abuse
Being homeless
Racism, sexism, or any other form of discrimination
Divorce with in the family
Bullying at school or at home
Household mental illness

# data[].attributes.body
(1 of 1)Reduced ability to respond, learn, or figure things out

(1 of 2)Difficulty making friends and maintaining relationships

(1 of 3)Problems with memory

(1 of 4)Lowered tolerance for stress leading to fighting or checking out

# data[].attributes.body
(2 of 1)Build a relationship to find out what is preventing them from learning

(2 of 2)Create a safe place with in your classroom helping students find more comfort  in school

(2 of 3) Be predictable and constant to help students establish a norm of support to build memory

(2 of 4)Look beyond the behavior to find the root of the issue

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Nearly 1 in 5 students in the USA has considered committing suicide. Common causes are:

mental health problems

bullying or discrimination

different types of abuse, including domestic, sexual or physical abuse

bereavement, including losing a loved one to suicide

the end of a relationship

long-term physical pain or illness

housing problems, including homelessness

isolation or loneliness

feeling inadequate or a failure

doubts about sexual or gender identity

other forms of trauma.

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Talking or writing about suicide — for example, making statements such as "I'm going to kill myself," or "I won't be a problem for you much longer"

Withdrawing from social contact

Having mood swings

Increasing use of alcohol or drugs

Feeling trapped, hopeless or helpless about a situation

Changing normal routine, including eating or sleeping patterns

Doing risky or self-destructive things

Giving away belongings when there is no other logical explanation for why this is being done

Developing personality changes or being severely anxious or agitated when experiencing some of the warning signs listed above

# data[].attributes.body
1. Talk about mental health and suicide with students. Teachers need to be trained to do this. Aim is to raise awareness and make sure students know that support is available at the school, that we care, and that they can talk to us.

2. Pay attention for warning signs on our students, and train them to know and pay attention to signs in their peers.

3. Create a positive sense of school community. For instance, by creating advisories (groups where senior students help new students integrate) and by using suicide prevention programmes such as "Source of strength".

4. If suicide occurs, teachers need to know, follow and support the Crisis Response of the school.

# data[].attributes.body
Accidental injury that result in a trip to the hospital

Injury or separation from a parent

Injury or loss of a pet

Loss of a favourite thing

Disruptions to routine

Serious illness

Assault (Sexual or Physical)

Death of a family member or close friend

Natural disasters (flood, earthquake, forest fire, hurricane)

Other disasters (terrorist attacks, wars,  explosions)

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Reactions to trauma are age dependent, however some reactions are common regardless of the age group.

Reliving the trauma, this can be visible in students communication about the event, or in drawings, or even in their nightmares.

Avoidance, which is visible in their withdrawal from anything reminding them of the experience.

Hyperarousal, Child is more jumpy and easily startled, they may have difficulty concentrating.

Behavioural changes: increased irritability and aggression

Appetite changes

Relationship difficulties with family and friends.

# data[].attributes.body
First and foremost, the teacher should continue to do whatever it takes to be a "good" teacher. Routines are great for students, and it can provide them with stability during traumatic events.

Monitor symptoms

Talk about the traumatic event

it is important to be aware of how you talk about the event and what coping strategies and reactions you model

Using a "buddy" or "support" system

Safe "relaxation" spaces

Provide choices - help students to regain control

choosing between activities or assignment topics

Focus on strengths and positive reinforcement