# data[].attributes.headline
Students must feel emotionally and physically safe in their learning environment.

# data[].attributes.subject
Students must feel emotionally and physically safe in their learning environment.

# data[].attributes.body
Common symptoms of physical and emotional trauma include somatic complaints, level of reaction to stimuli, fidgeting and other anxious behavior, hesitance or refusal to join group activities, changes in heightened emotions and ability to respond to social cues, issues with impulse control and trust, and detachment from others.

Strategies: Create a friendly and welcoming environment. Have a daily schedule posted on the board; consistency in schedule reduces stress as students who have experienced trauma are much more overreactive to change. Incorporate coping strategies into learning. Be very aware of the student's body language and offer a safe space for them to go to whenever they need it. Give your full attention to them and make them feel validated.

# data[].attributes.headline
Students must be able to trust their teachers, and any other adults present at school.

# data[].attributes.subject
Students must be able to trust their teachers, and any other adults present at school.

# data[].attributes.body
Common symptoms of distrust of adults include often being distracted, obeying every word a teacher says or outright refusing directions (it may be that the student is afraid of being punished or feels that they don't need to listen), trouble building relationships with others, and needy behaviors.

Strategies: Smile and always use a respectful tone when talking, offer them something they like in return for talking about their hobbies and interests, give frequent breaks between lessons and assignments, and always tell them that you are listening and that you care for them.

# data[].attributes.headline
Students must be able to form friendships and build trust among their peers.

# data[].attributes.subject
Students must be able to form friendships and build trust among their peers.

# data[].attributes.body
Symptoms of issues forming and keeping relationships include distrust among classmates, the audible or visual expression of the feeling of being left out, hesitance to talk about themselves, lack of empathy/sympathy or too much empathy/sympathy towards others, and excessive time spent alone.

Strategies: Assign group projects that encourage students to share about themselves and divide up responsibilities depending on their interests, use games and activities that involve socializing, encourage students to join clubs and other social groups, and always talk to them about any issues they're having with a friend or friends, and guide them through the process of mending differences.

# data[].attributes.headline
Students must learn how and when to properly express their emotions.

# data[].attributes.subject
Students must learn how and when to properly express their emotions.

# data[].attributes.body
Symptoms of issues with or lack of emotional regulation include frequent outbursts, tendency to cry, being easily distracted by things like jokes and behavior, staring at or making fun of a peer or peers, severe mood swings (emotional irregularities and mood swings are a normal part of development, especially during puberty, so determine whether it's a symptom of trauma or just a normal development stage) and difficulty in verbal and nonverbal communication of emotions.

Strategies: Provide a safe space for students, use a calm and relaxing voice, use incentives to control behavior, be very reassuring when punishing students for angry outbursts, offer them things they like and give them a pat on the back or a hug, and set expectations that allow them to joke and have fun while also keeping on track with academic work.

# data[].attributes.headline
Teachers must be able to understand and respond when faced with compassion fatigue.

# data[].attributes.subject
Teachers must be able to understand and respond when faced with compassion fatigue.

# data[].attributes.body
Symptoms of compassion fatigue include an unexplained lack of sympathy or empathy, excessive alone time, unnecessary feelings of guilt or remorse, frequent apologizing, self-doubt, increased cynicism and loss of self-control, and flashbacks or intrusive thoughts similar to PTSD.

Strategies: Socialize with others and be honest, advocate for yourself, bring up the topic of compassion fatigue at a school or board meeting, reach out to colleagues, research help groups, set up a teacher support group, and provide a space for you and your peers to talk about compassion fatigue.