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Divorce as a cause of trauma affecting school performance.

Divorce can have various effects on children's school performance. Here are three common effects and strategies to support children during this challenging time:

1. Emotional Distress:

Effect: Divorce can lead to emotional distress, including anxiety, sadness, and anger, which can impact a child's ability to concentrate and engage in school.

Support Strategies:

Encourage open communication: Create a safe space for children to talk about their feelings and concerns.

Provide access to counseling: Consider counseling or therapy to help children navigate their emotions.

Collaborate with teachers: Inform teachers about the situation and work together to support the child's emotional well-being at school.

2. Disrupted Routine and Stability:

Effect: Divorce often disrupts a child's routine and sense of stability, affecting their focus and academic performance.

Support Strategies:

Maintain consistency: Whenever possible, maintain a stable routine, including school attendance and homework schedules.

Establish a support network: Engage teachers, school counselors, and other caregivers to provide consistent support.

Encourage extracurricular activities: Involvement in clubs, sports, or other activities can provide a sense of normalcy and a support system.

3. Divided Attention:

Effect: Children may struggle to concentrate on schoolwork due to concerns about family issues or adjusting to new living arrangements.

Support Strategies:

Set realistic expectations: Understand that a child's performance may temporarily dip and focus on progress rather than perfection.

Create a structured study environment: Designate a quiet and organized space for homework and minimize distractions.

Foster a growth mindset: Encourage children to see challenges as opportunities to learn and grow, emphasizing the importance of effort.

It's important to note that the impact of divorce on children can vary significantly depending on individual circumstances and how the divorce is handled by parents and caregivers. Open communication, emotional support, and maintaining a consistent and stable environment can go a long way in helping children cope with the challenges divorce may bring to their school performance. Additionally, seeking professional guidance from counselors or therapists can be valuable for both children and parents during this transitional period.

Sources:

Berger, E. H. (2000). Parents as Partners in Education: Families and Schools Working Together. New Jersey: Prentice Hall.

Christensen, S.L, & Sheridan, S.M. (2001). Schools and Families: Creating Essential Connections for Learning. New York: The Guilford Press.

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A refugee is someone who "owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of particular social group or political opinion, is outside the country of his/her nationality, and is unable to or, owing to such fear, is unwilling to avail him or herself of the protection of that country"(Article 1 of the 1951 Convention Relating to the Status of Refugees).

Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the location of their resettlement process. Refugee children could have experienced violence, war, infection, torture, malnutrition, forced labor, sexual assault, separation from family, loss, and much more.

Exposure to traumatic events can cause the following general symptoms in children of all ages:

increased somatic complaints (headaches and stomachaches)

anxiety or fear

sadness or irritability

difficulties with emotion regulation and impulse control

difficulties listening and concentrating during instruction

lack of desire to play with others or take part in activities that her or she used to enjoy

disassociation, isolation, and "spacing out" in class

over-or-under-reacting to stimuli (could get startled easily or be numb to everything entirely)

overall confusion (it could be their first time riding a bus, sitting at a desk, etc.)

There is a wide range of symptoms that refugee trauma causes, and every refugee child has different circumstances. However, here are some response strategies that you could engage in:

1. Educate yourself on their background- before even forming response strategies, it is important to seek more information on where the student came from, why they are a refugee, what causes their trauma, how severe their trauma is, and who is left in their support system at home.

2. Create a safe and predictable environment- It is important to create a welcoming and comfortable classroom environment. Post clear class expectations and communicate clear safety procedures. Display a daily schedule and prepare students for all transitions between events.

3. Build a personal relationship- Talk to them about their hobbies and interests in a calm, respectful tone. The goal is to make them feel safe under your guidance and trust you.

4. Promote self-regulation- incorporate activities that build coping strategies, such as deep breathing and identifying and validating emotions. Create calming spaces or break times with constructive activities embedded in. Teach students how to identify their emotions and measure the intensity on a scale of 1-5.

5. Peer Support and Emotional Learning- it is important to embed social emotional learning within your curriculum. This teaches students to understand their emotions and become more empathetic of their classmates. It is important that ALL students understand the unique situation of the refugee and are 100% supportive of them. It should be encouraged that classmates connect with the refugee student (through group work, clubs, games, etc.). This could help them feel less isolated and accepted into their new world.

6. Proper response within a crisis- if the student is in the middle of a traumatic reaction, it is important to allow the student to go to a safe space, project calmness while giving them full attention, express that you care about helping them, encourage them to use coping/relaxation skills, validate their emotions, and assist them in coming up with a solution. When the crisis is over, it is important to engage the student in a calm, judgment-free discussion about what just happened.

Overall, refugee trauma is a complex web of emotional responses that come from a wide range of sources. Each individual child experiencing refugee trauma has their own symptoms, and some are much easier to identify than others. However, by using the above response strategies, you can make it much easier for the refugee student to transition into their new world. Hopefully, your classroom could become a safe space for the student and an emotional and mental escape from their trauma.

Sources

Institute of Education Sciences. (2023). Common Trauma Symptoms in Students and Helpful Strategies for Educators. https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf.

The National Child Traumatic Stress Network. (2023). Refugee Trauma. https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma

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Tirta: Maltreatment incl. Abuse and Neglect

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Tirta: Maltreatment incl. Abuse and Neglect

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Experiencing traumatic stress as a result of maltreatment, such as abuse or neglect, can have profound effects on a young student. Here are three possible symptoms that may reflect this situation and response strategies for each symptom:

Symptom 1: Aggression or Behavioral Issues

Response Strategy:

1. Create a Safe Environment: Ensure that the classroom is a safe and nurturing environment. Maintain clear and consistent rules, routines, and expectations to help the student feel secure.

2. Emotional Regulation: Teach the student emotional regulation techniques, such as deep breathing or mindfulness exercises, to help them manage their emotions and reduce aggressive outbursts.

3. Individualized Support: Work with a school counselor or therapist to develop an individualized plan to address the student's specific needs. This may involve counseling sessions or behavior intervention plans.

Symptom 2: Withdrawal and Isolation

Response Strategy:

1. Build Trust: Establish a trusting and supportive relationship with the student. Let them know you're there to help and provide a safe space for them to express their feelings.

2. Peer Support: Encourage the student to connect with their peers through group activities or clubs. This can help combat feelings of isolation and provide social support.

3. Regular Check-Ins: Schedule regular check-ins with the student to monitor their emotional well-being and provide an opportunity for them to share their concerns or feelings.

Symptom 3: Academic Struggles

Response Strategy:

1. Individualized Learning Plan: Collaborate with the school's special education team to develop an individualized education plan (IEP) tailored to the student's needs. This plan may include accommodations and modifications to support their academic progress.

2. Tutoring and Academic Support: Provide additional academic support through tutoring or after-school programs to help the student catch up on missed material and improve their academic performance.

3. Positive Reinforcement: Use positive reinforcement and praise to boost the student's self-esteem and motivation. Celebrate their achievements, no matter how small, to build their confidence.

So what can teachers do to help children who have been through trauma, while making the classroom a safe place for all students to learn and thrive? Colleen Wilkinson of Trauma-Informed Montessori has devoted her career to learning about trauma and now travels the country training other teachers. She shares the following key components to having a classroom that is healthy and positive for everyone.

How we view traumatized students: “Children who have experienced trauma are survivors and don’t need pity. They may need help adjusting behaviors that no longer serve them or don’t serve them at school. Remember that they are whole human beings, who are doing the best they can with what capabilities they have at the time.”

Focusing on relationships with students:  “Relationships are the key to trust and growth and ultimately to behavioral change.”

Educating ourselves on early childhood trauma: “The best thing we can do is remember that the vast majority of our students WILL experience trauma at some point, and we can develop our own teaching practice to ensure we are using trauma-informed care as a universal precaution and being mindful of the ways school environments can systemically inflict trauma.”

Source: boardteachers.com

It's crucial to remember that addressing traumatic stress in young students requires a collaborative effort involving teachers, school counselors, parents or guardians, and sometimes outside mental health professionals. Open communication and a supportive, empathetic approach are essential in helping these students heal and thrive academically and emotionally.

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Almost half of the children in the United States have experienced at least one form of serious childhood trauma. That's nearly 35 million children. Even more alarming: nearly 75% of kids aged 12-17 have experienced two or more forms of trauma. Childhood trauma impacts physical and mental health all the way through adulthood. It also plays a big role in how children function in your classroom.

Trauma rewires the brain as a means of protection. This often causes children to react to situations in ways that are sometimes challenging, frustrating and difficult to understand. I've spent decades working with at-risk children and families in classroom settings. I'm also a mom to children adopted from the foster care system. My adult life has been centered around navigating the repercussions of early childhood trauma, and I'm hoping I can help you recognize certain signs of trauma in your classroom.

Here are some common classroom scenarios that may look like behavior issues or learning delays, but are actually side effects of trauma.

1. Aggression or bullying

You've probably heard the phrase "hurt people hurt people." This is often true of children who have experienced trauma. They may lash out on their peers (or even teachers, aids and administration) with verbal or physical aggression.

2. Stealing

"A child that steals is a child in survival mode," says Kathy Haddock, of Trauma-Sensitive Teachers. Children steal for a variety of reasons that typically come back to the need for safety. They might steal food because they've experienced extreme hunger or material objects because they want to fit in with their peers.

3. Lying

Haddock, who is a foster and adoptive parent, says lying is also a symptom of children being in survival mode. Children might lie because they are afraid of what will happen to them if they tell the truth. Sometimes it is easier to create an alternative reality than to face real life. The lying and stealing might be about something small that doesn't make sense. Remember, trauma changes the wiring of the brain and this impacts logic.

4. Not feeling well

Trauma often causes appetite issues, insomnia, exhaustion, headaches, and other health problems. This could lead to frequent absences, trips to the nurse's office or just seeming "off" during class.

5. Unexpected emotional reactions

Trauma often makes it difficult to regulate emotions, which might show up in unexpected outbursts in the classroom, such as angry meltdowns, crying, or hysterical laughter.

6. Disruptive behavior

When children's brains are developed in high stress, chaotic environments, they sometimes seek to create that wherever they go. When stress and chaos are all you know, a quiet, calm, orderly, safe classroom can be terrifying, and uncomfortable.

7. Memory issues

"Time gets a little weird with people who have been through trauma. It's common for traumatized people to experience memory gaps," Haddock explains.

8. Perfectionism

Some traumatized students strive to be the best at everything they do. They become extreme people-pleasers. They hope perfection will keep them safe. This can lead to anxiety and frustration when they don't meet their own expectations.

9. Trouble absorbing new information

Haddock says, "Sometimes kids have so much to worry about in their lives there simply isn't room to learn new material.

10. Withdrawn or introverted interactions

While some children project their trauma outwardly, others turn in. They might seem uninterested, shy, unresponsive or timid. It might also appear they aren't paying attention.

So what can teachers do to help children who have been through trauma, while making the classroom a safe place for all students to learn and thrive? Colleen Wilkinson of Trauma-Informed Montessori has devoted her career to learning about trauma and now travels the country training other teachers. She shares the following key components to having a classroom that is healthy and positive for everyone.

How we view traumatized students: "Children who have experienced trauma are survivors and don't need pity. They may need help adjusting behaviors that no longer serve them or don't serve them at school. Remember that they are whole human beings, who are doing the best they can with what capabilities they have at the time."

Focusing on relationships with students: "Relationships are the key to trust and growth and ultimately to behavioral change."

Educating ourselves on early childhood trauma: "The best thing we can do is remember that the vast majority of our students WILL experience trauma at some point, and we can develop our own teaching practice to ensure we are using trauma-informed care as a universal precaution and being mindful of the ways school environments can systemically inflict trauma."

Remembering that children might react in certain ways as a result of bad things that happened to them and not purposely to annoy or disrespect you will be of great help in and out of the classroom. Don't take challenging behavior personally. Instead, remind yourself that trauma might very-well be at the root. It will then be easier to focus on connecting to the child instead of you reacting out of frustration.
Also Read:

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10 Classroom Behaviors That Are Actually Side Effects of Trauma

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Nearly half of children in the US have experienced serious trauma. This often shows up in your classroom in the form of challenging behavior. Understanding trauma leads to better classroom experiences for all.

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Bullying is behavior that hurts someone else. It includes name calling, hitting, pushing, spreading rumors, threatening or undermining someone. Cyberbullying is bullying with the use of digital technologies. It can take place on social media, messaging platforms, gaming platforms and mobile phones. It is repeated behavior, aimed at scaring, angering or shaming those who are targeted.

Symptoms Of Child Being Bullied

Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs. Some symptoms that may point to a bullying problem are:

1. Unexplainable injuries;

2. Lost or destroyed clothing, books, electronics, or jewelry;

3. Frequent headaches or stomach aches, feeling sick or faking illness;

4. Changes in eating habits, like suddenly skipping meals or binge eating;

5. Kids may come home from school hungry because they did not eat lunch;

6. Difficulty sleeping or frequent nightmares;

7. Declining grades, loss of interest in schoolwork, or not wanting to go to school;

8. Sudden loss of friends or avoidance of social situations;

9. Feelings of helplessness or decreased self esteem;

10. Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide

Symptoms Of Child Bullying Others

1. Get into physical or verbal fights;

2. Have friends who bully others;

3. Are increasingly aggressive;

4. Get sent to the principal’s office or to detention frequently;

5. Have unexplained extra money or new belongings;

6. Blame others for their problems;

7. Don’t accept responsibility for their actions;

8. Are competitive and worry about their reputation or popularity;

Responding Strategies Of Bullying and Cyberbullying:

Physical Bullying:

1. Immediate Safety: Ensure the safety of the victim and others involved. Intervene to stop the physical bullying if it's ongoing.

2. Listen and Support: Talk to the victim in a private and safe environment. Listen to their experience without judgment and offer emotional support.

3. Involve School Authorities: Report the incident to teachers, school administrators, or counselors. They can investigate and take appropriate disciplinary action.

4. Peer Intervention: Encourage bystanders to speak up or seek help when they witness physical bullying. Promote a culture of reporting and supporting each other.

5. Counseling: Offer counseling or therapy for the victim to address the emotional and psychological impact of physical bullying.

6. Conflict Resolution: Teach conflict resolution skills to students, focusing on non-violent communication and problem-solving.

Cyberbullying:

1. Document Evidence: Encourage the victim to document the cyberbullying incidents by saving messages, screenshots, or other digital evidence.

2. Report to Platform Providers: If the cyberbullying occurs on social media or online platforms, report the incidents to the platform administrators. They can take actions against the bullies and remove harmful content.

3. Parental Involvement: Inform the victim's parents or guardians about the cyberbullying. They can provide emotional support and take necessary steps to address the issue.

4. Online Safety Education: Teach students about online safety, responsible digital citizenship, and the importance of privacy settings.

5. Block and Ignore: Instruct the victim to block the bullies and not engage with them. Ignoring the bullies can often discourage them.

6. Report to School: Inform school authorities about the cyberbullying incidents. They can investigate and take appropriate action within the school community.

7. Counseling: Offer counseling or therapy to help the victim cope with the emotional impact of cyberbullying and develop strategies for resilience.

8. Cyberbullying Prevention: Implement programs and policies that address cyberbullying prevention, including educating students and parents about its consequences.

A comprehensive approach involving school, parents, and the community is essential for addressing physical and cyberbullying effectively. Open communication, education, and support systems are key components in preventing and responding to bullying incidents.

References:

1. https://www.unicef.org/end-violence/how-to-stop-cyberbullying

2. https://www.stopbullying.gov/bullying/bullying-and-trauma

3. https://childmind.org/article/help-kids-deal-cyberbullying/

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What is bullying?

Bullying is when a person or group repeatedly harms someone on purpose. It can be physical, social, and/or verbal. It is harmful to both the victims and the bullies, and it always involves:

Aggressive behavior.

A difference in power, meaning that the victim is weaker or is seen as weaker. For example, bullies may try to use physical strength, embarrassing information, or popularity to harm others.

Repetition, meaning it happens more than once or that it probably will happen again

What are the types of bullying?

There are three types of bullying:

Physical bullying involves hurting a person's body or belongings. Examples include hitting, kicking, and stealing or breaking someone's stuff.

Social bullying (also called relational bullying) hurts someone's reputation or relationships. Some examples are spreading rumors, embarrassing someone in public, and making someone feel left out.

Verbal bullying is saying or writing mean things, including name-calling, taunting, and threatening

What is cyberbullying?

Cyberbullying is bullying that happens through text messages or online. It could be through emails, social media, forums, or gaming. Some examples are:

Posting rumors on social media

Sharing embarrassing pictures or videos online

Sharing someone else's private information online (doxing)

Making threats against someone online

Creating fake accounts and posting information to embarrass someone

Certain types of cyberbullying can be illegal. The laws on cyberbullying are different from state to state.

How is cyberbullying different from bullying?

Cyberbullying is a type of bullying, but there are some differences between the two. Cyberbullying can be:

Anonymous - people can hide their identities when they are online or using a cell phone

Persistent - people can send messages instantly, at any time of the day or night

Permanent - a lot of electronic communication is permanent and public, unless it's reported and removed. A bad online reputation can affect getting into college, getting a job, and other areas of life. This applies to the bully as well.

Hard to notice - teachers and parents may not overhear or see cyberbullying taking place

Which children are more likely to be bullied?

Children are more likely to be bullied if they:

Are seen as different from their peers, such as being overweight or underweight, dressing differently, or being of a different race/ethnicity

Are seen as weak

Have depression, anxiety, or low self-esteem

Don't have many friends or are less popular

Don't socialize well with others

Have an intellectual or developmental disability

Which children are more likely to be bullies?

There are two types of children who are more likely to bully others:

Children who are well-connected to peers, have social power, are overly worried about popularity, and like to be in charge of others

Children who are more isolated from peers, may be depressed or anxious, have low self-esteem, are easily pressured by peers, and have trouble understanding other people's feelings

There are certain factors that make someone more likely to be a bully. They include:

Being aggressive or easily frustrated

Having trouble at home, such as violence or bullying in the home or having uninvolved parents

Having trouble following rules

Seeing violence positively

Having friends who bully others

What are the effects of bullying?

Bullying is a serious problem that causes harm. And it doesn't just hurt the person who is being bullied; it can also be harmful for the bullies and for any kids who witness the bullying.

Kids who are bullied can have problems at school and with their mental and physical health. They are at risk for:

Depression, anxiety, and low self-esteem. These problems sometimes last into adulthood.

Health complaints, including headaches and stomachaches

Lower grades and test scores

Missing and dropping out of school

Kids who bully others have a higher risk for substance use, problems in school, and violence later in life.

Kids who witness bullying are more likely to abuse drugs or alcohol and have mental health problems. They may also miss or skip school.

What are the signs of being bullied?

Often, kids who are being bullied don't report it. They may fear a backlash from the bully, or they may think that no one cares. Sometimes they feel too ashamed to talk about it. So it is important to know the signs of a bullying problem:

Depression, loneliness, or anxiety

Low self-esteem

Headaches, stomachaches, or poor eating habits

Disliking school, not wanting to go to school, or getting worse grades than before

Self-destructive behaviors, such as running away from home, harming themselves, or talking about suicide

Unexplained injuries

Lost or destroyed clothing, books, electronics, or jewelry

Trouble sleeping or frequent nightmares

Sudden loss of friends or avoidance of social situations

How do you help someone who is being bullied?

To help a child who is being bullied, support the child and address the bullying behavior:

Listen and focus on the child. Learn what's been going on and show you want to help.

Assure the child that bullying is not his/her fault

Know that kids who are bullied may struggle with talking about it. Consider referring them to a school counselor, psychologist, or other mental health service.

Give advice about what to do. This may involve role-playing and thinking through how the child might react if the bullying occurs again.

Work together to resolve the situation and protect the bullied child. The child, parents, and school or organization should be part of the solution.

Follow up. Bullying may not end overnight. Make sure that the child knows that you are committed to making it stop.

Make sure that the bully knows that his or her behavior is wrong and harms others

Show kids that bullying is taken seriously. Make it clear to everyone that the bullying will not be tolerated.

Department of Health and Human Services

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Bullying is when a person or group repeatedly harms someone on purpose. Cyberbullying is bullying that happens through text messages or online. Both can cause lasting harm. Learn the signs of bullying, and how to help a child who is being bullied.

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Experiencing one's own serious illness or witnessing a loved one go through a serious health crisis can evoke feelings and emotions that cause traumatic stress.  Serious Illness can cause a person to experiences feelings of overwhelming uncertainty, physical pain, and emotional distress. Whether a serious illness is experienced or witnessed, it has the ability to disrupt a person's sense of safety and control. These traumatic experiences can leave lasting scars and affect one's overall wellbeing.

Symptoms of traumatic stress vary; therefore, the strategies we implement in response will vary as well.

Symptom

Avoidance Behaviors

People may actively avoid situations that trigger memories of the traumatic event, leading to social withdrawal and isolation.

Response Strategies

Individualized Support:

Develop a unique plan that supports the students avoidance behaviors and recognize that the students needs are important.

Collaborate with your school's support services such as school counselors, psychologists and behavior specialists.

Gradual Exposure:

Slowing introduce tasks to the student and consider breaking down complex task into smaller parts.

To reduce the fear of failure and anxiety, provide additional supports such as extended time on assignments, and modified tasks when needed.

Create a Supportive Environment:

Implement a safe and supportive classroom environment.

Use positive reinforcement and encourage and assist students to overcome challenges.

Symptom

Hyperarousal

This causes an individual to be on constant alert, experiencing symptoms such as increased alertness, irritability, difficultly sleeping and inability to focus.

Response Strategies

Sensory Regulation Techniques

Create an area in the classroom that provides a calming effect such as dim lighting, soothing colors and quiet spaces.

Teach students to manage hyperarousal using strategies such as deep breathing and mindfulness exercises.

Routines and Schedules

To reduce uncertainty and hyperarousal, implement clear routines and schedules and avoid surprises.

Use visuals and cues to to help student know what to accept, reducing the fear of the unknow.

Supportive Communication

Provide a safe space to encourage open communication with student.

Collaborate with school specialist to provide supportive services for student such as individual counseling.

Symptom

Emotional Detachment

Individuals may feel detached from their own emotions, people around them, and the world.

Response Strategies

Individualized Support

Develop an individualized plan to support the student's unique needs.

Collaborate with school support staff to ensure students receives appropriate services.

Build Trust and Rapport

Take time to get to know the student's interests, likes, and concerns.

Implement a safe, nonjudgmental classroom environment.

Encourage Emotional Expression

Create various opportunities for students to empress their emotions and feelings, for example, writing journals and drawing.

Teach students to become emotionally aware and address emotions appropriately.

Symptom

Feelings Guilt or Shame

An individual may develop a false feeling of responsibly for the illness which may cause feelings guilt or shame.

Response Strategies

Provide a Safe and Supportive Environment

Encourage an environment of nonjudgmental, open discussion and dialogue.

Foster an inclusive environment and refrain from criticizing students for mistakes.

Encourage Self-Compassion

Promote a learning environment that embraces a growth mindset, for example, accept that growth comes from mistakes.

Implement positive self-affirmations regularly.

Promote Resilience

Encourage students to focus on personal growth.

Encourage students to use positive self-talk such as replacing negative self perception with positive self perceptions.

Symptom

Poor Cognitive Function

Many factors may negatively affect one's cognitive functioning such as inability to focus, lack of sleep and anxiety.

Response Strategies

Flexibility and Patience

Show patience with students and be flexible with assignments and deadlines.

Implement modifications to assist students in completing assignments and provide support.

Positive Reinforcement

Utilize positive reinforcements and raise to celebrate students achievements.

Develop realistic goals and use reward systems.

Check-Ins

Regularly check-in with student to ensure they are supported academically and emotionally.

Collaborate and schedule check-ins with school specialists to assess and update academic plans and support services for students.

Reflection

It is essential that educators recognize the unique needs of each student and provide a learning experience that best supports those needs. Some students learning needs will fall into a more traditional norm, while other students may require modifications and adjustments, such as those suffering from traumatic stress. As educators we learn to collaborate, to be flexible and exhibit patience to ensure our students receive a supportive and appropriate educational experience.

Sources

https://www.samhsa.gov/child-trauma/recognizing-and-treating-child-traumatic-stress#types

https://www.childrensdayton.org/the-hub/how-chronic-illness-can-cause-trauma-children

https://www.ascd.org/el/articles/trauma-informed-teaching-strategies