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Academic pressure and test anxiety(Hyoju)

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Academic pressure and test anxiety(Hyoju)

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Symptoms: Panic attacks, avoidance of school or specific classes, perfectionism, sleep disturbances, low self-esteem.
Response Strategies:
Teach stress management techniques and study skills.
Implement a supportive academic environment, including peer tutoring.
Offer flexibility in assessments and deadlines when appropriate.
Encourage regular communication between teachers and students.

source:
https://www.youtube.com/watch?v=TCJBY78tXvw

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5 Ways School Can Hurt Your Mental Health | GIVEAWAY: BACK TO SCHOOL!

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Military deployment refers to the temporary assignment of military personnel to locations outside of their home country or region for specific missions or duties. For families, especially those with school-age children, military deployment can be a challenging and stressful experience. It involves the separation of a loved one who is often a parent or guardian, and this separation can have significant emotional, psychological, and practical effects on children and their families. Here are some of the possible symptoms that students may exhibit when a parent or family member is deployed, along with response strategies:

Possible Symptoms:

1. Separation Anxiety: Younger children may struggle with separation anxiety and fear that their deployed parent won't return.

2. Emotional Distress: Students may experience a range of emotions, including sadness, anxiety, anger, and depression, stemming from the absence of a parent  (Chartrand, 2008).

3. Academic Decline: Difficulty concentrating, poor academic performance, and a decrease in motivation to participate in school activities.

4. Behavioral Changes: Acting out, increased aggression, withdrawal from social activities, or changes in peer relationships ( Flake et.al, 2009) .

5. Physical Symptoms: Complaints of stomachaches, headaches, or other physical symptoms related to stress and anxiety.

Response Strategies:

1. Open Communication: Encourage students to talk about their feelings and concerns regarding the deployment. Provide a safe and non-judgmental space for them to express themselves.

2. School-Based Support: Collaborate with school counselors and support staff to identify students who may be struggling and offer individual or group counseling sessions .

3. Create a Supportive School Environment: Foster a supportive and understanding school community where military-connected students feel included and valued.

4. Maintain Consistent Contact: If possible, maintain consistent communication with the deployed parent through letters, emails, or video chats to reassure the child of their safety and connection.

5. Educate Peers: Educate classmates about the challenges military-connected students may face during deployments to promote empathy and understanding among peers (Gewirtz, 2011) .

6. Celebrate Reunions: Celebrate and acknowledge when the deployed parent returns home, allowing students to share in the joy of reunion.

7. Promote Resilience: Encourage students to develop coping skills and resilience by participating in extracurricular activities, hobbies, or sports( Abigail, 2011)  .

It's essential to recognize that each child may react differently to military deployment, and the level of support needed may vary. Regular communication with parents or guardians is crucial to understanding the specific needs of each student and providing appropriate support during this challenging period.

Sources

1. Chartrand MM, Frank DA, White LF, Shope TR. Effect of parents’ wartime deployment on the behavior of young children in military families. Archives of Pediatrics and Adolescent Medicine. 2008;162:1009.

2. Flake EM, Davis BE, Johnson PL, Middleton LS. The psychosocial effects of deployment on military children. Journal of Developmental & Behavioral Pediatrics. 2009;30:271.

3. Abigail H. Gewirtz, Christopher R. Erbes, Melissa A. Polusny, Marion S. Forgatch, and David S. DeGarmo . Helping military families through the deployment process: Strategies to support parenting. Prof Psychol Res Pr. 2011 Feb; 42(1): 56–62. doi: 10.1037/a0022345

4. Gewirtz A, Forgatch M, Wieling E. Parenting practices as potential mechanisms for child adjustment following mass trauma. Journal of Marital & Family Therapy. 2008;34:177–192.

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Keep in mind:

School-based support and increased understanding are essential when a student experiences the death of a friend or loved one. Each student will be affected differently depending on his or her developmental level, cultural beliefs, personal characteristics, family situation, and previous experiences.

Talk to the bereaved student’s classmates about grief and emphasize the importance of being understanding and sensitive.

Normalize expressed feelings by telling students such are common after a death. However, if their expressions include risk to self (e.g. suicidal thoughts) or others, refer immediately to the appropriate professionals.

Help bereaved students find a peer support group. There will likely be others who have also experienced the death of a loved one.

When talking about loss:

Encourage the child to ask questions.
Even though it may be upsetting, be open to answering any questions about death or the deceased individual. Especially if children are younger, they may struggle to understand the concept of death.

Spend one-to-one time with the child.
Ensuring that the child feels valued and prioritized is especially important. Even though a lot is going on and family members may have more responsibilities because of the loss, spending a few minutes playing or interacting with the child will go a long way.

Use appropriate and accurate language.
Be specific and not vague about what happened to the person who passed away. For example, if children ask what ‘being dead’ is, use age-appropriate references to explain what it means (e.g., their body has stopped working; they cannot talk, move, breathe, or eat).

If the student has trouble communicating verbally:
Students may have a difficult time expressing their feelings or may not feel comfortable talking at school. Do not pressure students to talk. Some may prefer writing, drawing, listening to music, or playing a game instead of talking about their feelings. Provide students with a variety of options for expressing grief.

Draw:
Encourage children to draw a picture of their memories of the individual who was lost.

Create:
Create a scrapbook or memory book with pictures of the deceased individual so that the child can have a special creation to look back on when they are feeling sad.

Write:
Give the child a journal so they can write about their thoughts and feelings. Encourage the child to write poems or stories if they show a particular passion for writing.

Sources:

Addressing grief: Tips for teachers and administrators. (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators#

Lancia, G. (2023, August 31). Helping kids cope with grief: 6+ tips to support children. PositivePsychology.com. https://positivepsychology.com/grief-for-children/

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Losing a loved one is never easy.

For children, losing someone they love can be even more difficult because they are not only trying to process the loss themselves, but are also watching other loved ones grieve.

If children are very young when they lose a loved one, they may also experience the loss many times over as they go into adulthood and experience milestones without the person.

This article will provide a few ideas on how to explain grief to children, as well as recommendations for books and coping strategies to help deal with losing a loved one.

Before you continue reading, we thought you might like to download our three Grief Exercises [PDF] for free. These science-based tools will help you move yourself or others through grief in a compassionate way.

How Does Grief Affect Children?

Just as grief affects different people in different ways, grief affects children very differently than adults.

Even though adults are experiencing grief, they may be able to put on a 'face' to talk to others or get through the everyday tasks that are still required. Children might put on a similar 'face,' as they may go from being upset and crying in one moment to playing or engaging with others the next.

Younger children (babies, toddlers, and preschoolers) often struggle to understand what death is. They may go through some regressions (e.g., wetting the bed or having accidents after potty training) or become more clingy or anxious after someone they love has died.

In contrast, older children (teenagers) might experience waves or bursts of grief that come on suddenly. They might also start to withdraw from daily activities and lose interest in things that they might have previously enjoyed.

Even though it may be frustrating, it is important to be patient with children as they go through the grieving process. Grief does not have a specific timeline, and children may not want to deal with their feelings at the same time that adults do.

Providing children of all ages with patience, stability, and understanding is the first step in ensuring they have an environment where they can express their grief when they are ready to do so.

Explaining Grief Emotions to Children: 4 Tips

It is often difficult for children (and adults) to express their emotions through words, especially when the grieving process is first beginning.

Strategies to implement when talking to children about a loss include:

Encourage the child to ask questions.
Even though it may be upsetting, be open to answering any questions about death or the deceased individual. Especially if children are younger, they may struggle to understand the concept of death.

Spend one-to-one time with the child.
Ensuring that the child feels valued and prioritized is especially important. Even though a lot is going on and family members may have more responsibilities because of the loss, spending a few minutes playing or interacting with the child will go a long way.

Ask what games they want to play or if they want to do a specific activity together. Planning a game night or having a movie day can also help children feel like the time spent together is valuable, despite having recently experienced a loss.

Use appropriate and accurate language.
Be specific and not vague about what happened to the person who passed away. For example, if children ask what 'being dead' is, use age-appropriate references to explain what it means (e.g., their body has stopped working; they cannot talk, move, breathe, or eat).

Helping Kids Cope With Grief and Loss

Dealing with grief and loss can cause a great deal of upheaval, for children and the surrounding adults. Because of the upheaval, children can sometimes act out or internalize their emotions in an effort to stop the pain they are feeling.

One of the most important things to do is to keep their routine consistent. Often, a loss can temporarily cause daily and weekly activities to be interrupted or derailed because of the funerary obligations that the adults have to meet after a death.

Even if it is difficult, ensure some aspects of their usual routine are met, such as attending extracurricular activities or playing with friends, so that children are reassured that things are still stable.

Another vital component of helping children develop coping skills to assist with grief is through developing an emotional vocabulary. Helping children develop an emotional vocabulary will help them name and describe different feelings.

Parents and teachers can foster children's emotional vocabulary by teaching different feeling words and definitions directly or incidentally in the context of conversation (Joseph & Strain, 2003). It is important to show children that emotions are more than just being happy, sad, or mad and help them understand that there are different, more complex variations of these emotions.

If children are struggling to express their emotions verbally, encourage them to use a combination of the strategies below to express their emotions:

Draw:
Encourage children to draw a picture of their memories of the individual who was lost.

Create:
Create a scrapbook or memory book with pictures of the deceased individual so that the child can have a special creation to look back on when they are feeling sad.

Write:
Give the child a journal so they can write about their thoughts and feelings. Encourage the child to write poems or stories if they show a particular passion for writing.

Giving a child several outlets to express their feelings is key in allowing them to work through the grieving process. In the Resources section below, we will share a few helpful worksheets.

6 Grief Books to Support Their Healing Process

To help caregivers, this section has resources that are focused on dealing with the emotions surrounding grief, as well as books that help explore the specific experience of loss and death.

There are also resources specific to the teenage experience, as teenagers tend to understand much more than younger children and may have more trouble dealing with the reaction from their peers and the interruption it causes to their daily life.

Last, this section also shares resources catered to self-care for parents and caregivers.

Books for children

1. When Someone Dies: A Child-Caregiver Activity Book - National Alliance for Grieving Children

Structured as an activity book for children to complete alongside their caregivers, this book provides several interactive activities that children can complete to better understand and help cope with their grief.

Activities focus on getting children to reflect on what life is like for them currently in everyday contexts (i.e., school and at home) and provide activities alongside these framing exercises to help in the formation of their identity.

Exercises like these can help children maintain a stable self-concept while they are dealing with the grief of losing a loved one.

Caregivers can also work through these exercises alongside the child to get a sense of what they are feeling and how they are dealing with different aspects of their life.

The book also helps to normalize different aspects of the memorial and funeral service that children may not be familiar with, which allows them to become more comfortable with something that might be otherwise quite intimidating.

Find the book on Amazon.

2. The Goodbye Book - Todd Parr

Although this book is not specific to grief, it provides a clear and approachable story about saying goodbye.

Parr documents the journey of saying goodbye through showing pictures of a goldfish who has lost its companion.

The book has illustrations of the fish going through various emotions and feelings upon losing someone, making it relatable and easy for children to identify the things they might be experiencing.

It is good for helping children between the ages of three to seven when they are having trouble developing an emotional vocabulary.

Find the book on Amazon. Here is a live reading of the book by Todd Parr.

Books for teenagers

1. Modern Loss: Candid Conversation About Grief. Beginners Welcome - Rebecca Soffer and Gabrielle Birkner

This book aims to reframe the emotions an individual feels when they are experiencing grief. The authors both lost parents when they were young and are aiming to bring more transparency when talking about grieving and dying.

The prevailing attitude of the authors is to minimize the stigma around grief and make death an accessible topic, since it is something that everyone will experience at some point.

This book is good for teenagers because it allows their experiences with grief to be normalized, instead of hidden for fear of embarrassment or feeling singled out.

Find the book on Amazon. The authors also have a website with further contributions about grief and loss.

2. Weird Is Normal When Teenagers Grieve - Jenny Lee Wheeler

This book is also written by an individual who lost a parent as a teenager. Wheeler aims to help reassure teenagers that the range of emotions they experience while grieving the loss of a loved one is completely normal and that teen grief is often overlooked.

Through sharing her own story, Wheeler provides coping strategies for teenagers at the end of each chapter, giving teenagers strategies to deal with their grief.

In addition, Wheeler also provides reassurance throughout the book that certain things that occur as a result of grief are okay (e.g., not having friends that understand, having 'grief attacks').

This book is great for teenagers and parents alike, as it helps them understand the unique form their grief might take and how it may differ from other adults around them.

Find the book on Amazon.

Books for parents and caregivers

1. A Parent's Guide to Raising Grieving Children: Rebuilding Your Family After the Death of a Loved One - Phyllis Silverman and Madelyn Kelly

This guidebook is specifically for parents and provides strategies for dealing with all stages of the grieving process, including explaining death to children and teenagers and seeking out support groups to help during all stages of the grieving process.

Silverman and Kelly emphasize the importance of involving children throughout the grieving process and being upfront with them about the difficulties they are facing, in an age-appropriate manner.

The book is helpful for parents who are looking for guidance on addressing these topics candidly, as it can be very difficult to know how to bring up the topic of grief and loss to children.

Find the book on Amazon.

2. It's OK That You're Not OK: Meeting Grief and Loss in a Culture That Doesn't Understand - Megan Devine

Devine writes from the perspective of a therapist and an individual who lost her partner in an accident.

She aims to provide readers with a new perspective on grief, stating that people experiencing grief should rebuild their life alongside it, rather than trying to overcome it completely.

The notion of accepting grief and building a new path is coupled with psychological interventions, including mindfulness-based practices and strategies to help decrease anxiety around rebuilding.

Although the book is not specific to parents helping grieving children, it is a good book for parents to read to have a coping strategy in combating their own grief. Upon accepting their own grief, parents can model how to live alongside their grief so that their children and teenagers can potentially adopt the same behaviors.

Find the book on Amazon.

Helpful Resources From PositivePsychology.com

PositivePsychology.com has several resources to help therapists and educators with the grieving process.

Our Realizing Resilience Masterclass aims to help practitioners and individuals deal with life's challenges in a more resilient way. The masterclass aims to help participants learn the six pillars of resilience and understand how to overcome life's obstacles.

Our Positive Psychology Toolkit© also has several resources to help individuals deal with grief. For example, The Life Certificate exercise aims to help individuals who have suffered a loss reflect on the positive aspects of the deceased, as well as add memories to the Life Certificate.

This could be a great exercise for children and parents to complete together, as they would be able to reflect on memories together and create a beautiful memento to look back on when they are upset.

The My Gravestone exercise helps individuals consider their own mortality while reflecting on the personal values that define them.

Even though this is not an exercise that is exclusively for people who are experiencing grief, it would be helpful for people who have recently suffered a loss to reconsider their personal values so they can keep living authentically.

For kids learning to cope with loss, these worksheets on identifying their feelings and dealing with emotions can be extremely helpful, providing space to address their emotions productively.

A Take-Home Message

Grief is an emotion that we all experience at some point in our lives. Whether it is the loss of a parent, relative, friend, or beloved pet, dealing with grief is an experience that requires a great deal of patience and, sometimes, takes more time to heal.

Similar to the instructions on an airplane to put on your own mask first if the plane is losing oxygen, you need to ensure your mask is securely fastened before helping children and other passengers who need assistance.

It is important to take care of yourself and deal with grief alongside or even before helping others.

When dealing with children, let them work through their grief in their own way. Keep in mind they may not be ready to talk about it right away, but continue to be supportive and leave the door open for them to share their feelings in whatever way feels right to them.

Be patient when dealing with grief, and remember, you are never alone.

We hope you enjoyed reading this article. Don't forget to download our three Grief Exercises [PDF] for free.

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Helping Kids Cope With Grief: 6+ Tips to Support Children

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We give you ideas on how to explain grief to children, plus recommended books & coping strategies to help kids deal with losing a loved one.

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Unfortunately, there are many cases where a student has received sexual/physical abuse at home from parents/guardians.

Possible symptoms:

Anxiety when someone touches them gently

Eagerness to please the teacher i.e., answering every question/always asking if they're doing things correctly

Withdrawnness - being very distant in class/wanting to sit alone/afraid of social interaction

Bruises/marks on their body

Depression

Extreme anger towards students

Response strategies:

If the teacher has any suspicion of the child/student being abuse then they should:

Have a one to one talk with the student

Establish trust by promising not to tell her parents

Let the child/student talk freely and don't ask any leading questions

Provide as much comfort as possible

Get as much information as possible

Relay the information to the safeguarding focal point. It's important not to exaggerate anything, and just pass on what has been told by the student.

Be very positive towards them in class i.e., smiling at them and talking to them about positive things to make them feel positive

References:

https://healtheducationresources.unesco.org/library/documents/protocol-management-and-reporting-sexual-abuse-and-harassment-schools
https://defendinnocence.org/child-sexual-abuse-risk-reduction/proactive-parenting/build-support/7-ways-teachers-can-help-prevent-child-sexual-abuse/

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Exposure to a range of traumatic events or experiences can have a profound impact on a student's mental and emotional well-being.

Witnessing or experiencing violence, including physical assault, sexual assault, or gun violence, can be traumatic for students.

Supporting students who have experienced traumatic stress requires a multi-faceted approach that considers their unique needs and the specific trauma they've endured. Collaborating with mental health professionals and following evidence-based practices is essential in this regard.

Symptoms:
Exposure to violence and crime can lead to traumatic stress in students, causing symptoms like intrusive thoughts, avoidance, hyperarousal, and negative mood changes.

Response:
To support students with violence and crime traumatic stress:

Ensure safety and validation.

Offer psychological first aid and encourage open communication.

Connect students with mental health professionals.

Provide psychoeducation on trauma reactions.

Teach coping skills and grounding techniques.

Create a supportive school environment.

Encourage peer support.

Monitor progress and adjust support as needed.

Coordinate with other professionals.

Implement trauma-informed practices in the educational setting.

Reference: Finkelhor, D., Turner, H. A., Ormrod, R., & Hamby, S. L. (2009). Violence, abuse, and crime exposure in a national sample of children and youth. Pediatrics, 124(5), 1411-1423.

https://www.samhsa.gov/find-help/disaster-distress-helpline/warning-signs-risk-factors

https://www.ptsd.va.gov/understand/isitptsd/common_reactions.asp

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Community violence includes many events. It might be a stranger using physical threat or direct violence to take something or hurt someone. It can also be violence between family members, close partners, or peers. These events may include cruel acts such as being shot, raped, stabbed, or beaten.

Symptoms:

Psychological problems, including depression, anxiety, post-traumatic stress disorder, fear, guilt, isolation, shame, low self esteem or difficulties forming and maintaining relationships as an adult.

Physical problems, including eating disorders, sleep problems, poorer physical health, illnesses and self-injury.

Academic problems, including declines in academic performance and are more apt to dropout of high school.

Behavioral problems, including substance and alcohol abuse, bullying, physical fighting, teen pregnancy, aggression and violent behaviors.

Response Strategies:

Enhance school security

Organize support groups

Teach conflict resolution skills

Provide therapy for affected students.

Assure the child that he or she is safe. Talk about the measures you are taking to get the child help and keep him or her safe at home and school.

Explain to the child that he or she is not responsible for what happened. Children often blame themselves for events, even those events that are completely out of their control.

Be patient. There is no correct timetable for healing. Some children will recover quickly. Others recover more slowly. Try to be supportive and reassure the child that he or she does not need to feel guilty or bad about any feelings or thoughts.

Source: https://www.ptsd.va.gov/understand/types/community_violence_child.asp

https://lookthroughtheireyes.org/community-violence-can-lead-to-childhood-trauma/#:~:text=Psychological%20problems%2C%20including%20depression%2C%20anxiety,%2C%20illnesses%20and%20self%2Dinjury.

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

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Over 15% of the US population lives in poverty and 1.3 million children were homeless in 2017 (Ayers). Students that struggle with poverty and/or housing security find school to be a struggle. Many students may lack daily necessities required to thrive within the school system.

Symptoms: PTSD, short attention span, tired, inattentive, fewer vocabulary words than the average student, sight and hearing disabilities, inability to regulate emotions, and a host of many other symptoms. It's difficult to classify just one kind of symptom because poverty can lead to many different potential issues. For example, students living in poverty experience higher levels of asthma due to the likelihood of living in older housing stock.

Students experiencing poverty or lack of proper housing may struggle to complete their homework, attend school or after-school events, and they may lack regular access to books or homework assistance.

Possible response strategies:
1.) Helping the child to develop a growth mindset: learning that intelligence and skills can be developed can be a major source of encouragement for children in poverty.

2.) Helping students see the relevance in the material they are learning.

3.) Helping students to set and achieve goals.

4.) Helping students to feel seen and valued.

5.) Teaching mindfulness, meditation, and exercise. All three techniques help students relax and find an outlet for their stress.

6.) Coordinating with schools, families, and governments to ensure the child has appropriate aid or assistance.

Sources:

National Education Association. Backgrounder: Students From Poverty [PDF]. https://files.eric.ed.gov/fulltext/ED595246.pdf (Very helpful)

Ayers, R. (2022, December 10). How Poverty and Homelessness Affect the American Public Education System. eLearning Industry. Retrieved from https://elearningindustry.com/how-poverty-and-homelessness-affect-the-american-public-education-system

Plater, Roz. (2023, February 1). How Poverty, Stress, and Trauma Can Change the Brain Structure in Children. Healthline. Retrieved from https://www.healthline.com/health-news/how-poverty-stress-and-trauma-can-change-the-brain-structure-in-children

The Editorial Team. (2018, September 4). Trauma-Informed Strategies to Use in Your Classroom. Resilient Educator. Retrieved from https://resilienteducator.com/classroom-resources/trauma-informed-strategies/

Unknown. (2016, Spring). Responding to Trauma in Your Classroom. Learning for Justice. Retrieved from https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom

Teach Now Program. (n.d.). What Are ACEs (Infographic) [PDF]. Retrieved from https://teachnowprogram.com/amazon/getS3File?file=https://platform-user-content.s3.amazonaws.com/activity_resources/What_Are_ACEs_%28Infographic%29.pdf

Conrod, P., & Canadian Red Cross. (2017). Childhood Trauma Reactions (Rev. ed.) [PDF]. Retrieved from https://schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf

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Gordon, S. (2022, December 13). 6 types of bullying parents should know about. Verywell Family. https://www.verywellfamily.com/types-of-bullying-parents-should-know-about-4153882

Shannon, J. (2021, July 29). What is bullying? the 7 different types (2021). What is Bullying? The 7 Different Types . https://www.jonnyshannon.com/blog/what-is-bullying-a-21st-century-looking-into-the-different-types-of-and-how-we-can-help

Ossa, F.C., Pietrowsky, R., Bering, R. et al. Symptoms of posttraumatic stress disorder among targets of school bullying. Child Adolesc Psychiatry Ment Health 13, 43 (2019). https://doi.org/10.1186/s13034-019-0304-1

Arzt, N. (2023, July 10). Can being a victim of long-term bullying lead to PTSD later in life?. American Addiction Centers. https://americanaddictioncenters.org/trauma-stressor-related-disorders/effects-being-bullied-harassed

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Bullying in schools can take various forms, and individuals who engage in bullying behavior may exhibit different types of bullying. Here are some common types of school bullies:

1. Physical Bullying

Physical bullying involves using physical force to harm or intimidate the victim. This can include hitting, kicking, pushing, tripping, or any other form of physical aggression.

2. Verbal Bullying

Verbal bullying involves using words to hurt, insult, or humiliate the victim. This can include name-calling, teasing, taunting, or spreading rumors about someone.

3. Social or Relational Bullying

Social bullying, also known as relational bullying, focuses on damaging a person's social relationships or reputation. It includes behaviors like excluding someone from a group, spreading malicious gossip, or manipulating others to turn against the victim.

4. Cyberbullying

In the digital age, cyberbullying has become a prevalent form of bullying. It involves using electronic communication, such as social media, texting, or email, to harass, threaten, or embarrass someone. Cyberbullying can include spreading rumors online, sending hurtful messages, or sharing embarrassing photos or videos.

5. Racist, Sexist, or Homophobic Bullying

Some bullies target their victims based on their race, gender, sexual orientation, or other personal characteristics. This form of bullying involves discriminatory and prejudiced behavior, such as racial slurs, sexist comments, or homophobic taunts.

6. Sexual Bullying

Sexual bullying involves unwanted sexual comments, gestures, or actions meant to humiliate or intimidate the victim. It can include inappropriate touching, sexual harassment, or making explicit comments about someone's body or sexuality.

7.Cyberbullying by Proxy

Some bullies may not directly engage in cyberbullying but instead use others to do their dirty work. They may encourage friends or acquaintances to target the victim online.

8. Bystander Bullying

While not the primary aggressor, bystanders who witness bullying and do nothing to intervene or even support the bully indirectly contribute to the problem. Bystander bullying can perpetuate a hostile environment for the victim.

9. Institutional Bullying

In some cases, bullying behaviors may be tolerated or perpetuated by the school or institution itself. This can include a lack of intervention by teachers or administrators, policies that don't adequately address bullying, or a culture that normalizes or ignores bullying.

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When a student moves to a different country and needs to learn a new language while attending school, the language barrier can cause traumatic stress in the student. Of course, it would depend on one's proficiency and the ability to quickly pick up a new language. Mostly, students in this kind of situation while attending elementary schools or before then have much easier time getting used to the new language. On the other hand, if the students need to learn new languages in upper middle school and beyond, the contents they learn are much in-depth and these students are likely to have much more difficult time getting over the language barrier.
In addition to academics, creating social connection while overcoming possible cultural differences is not going to be an easy ride either. Depending on the students' mindset and the support they get  from their immediate family, the students can have short and long-term traumatic stress.

Strategies for intervention:
-Students with a language barrier are likely to be tested early on and provided with language support. In addition to ESOL support, these students can also be included in once a month check-in with a school psychologist or a teacher at the school. Oftentimes, these students go unnoticed and a label follows them as being an ESOL student. However, these students would benefit from on-going attention or the feeling of inclusiveness.

-In addition, these students can be paired with the student-leader buddies, such as those from the student council. Being paired up with someone who has an open mind and kindness can help the ESOL students ease up early on. It would be recommended that these leaders be those who do not come from the same country of origin, such that they would rather speak their home language.

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Symptoms:

Increased anxiety

Decreased appetite

Difficulty sleeping

Depression

Social withdrawal

Irritability or aggression

Disruptive behavior

Sources:

Addressing grief: Tips for teachers and administrators. (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/mental-health-resources/addressing-grief/addressing-grief-tips-for-teachers-and-administrators#

Olson, C. (2021, January 16). Helping students deal with the loss of a loved one. Education to the Core. https://educationtothecore.com/2021/01/helping-students-deal-with-the-loss-of-a-loved-one/

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A few years ago, Kate Wilcox looked across her library stacks and saw three students who she knew well. It occurred to her: All three had a parent who died, one recently. Wilcox went up to her to check in.

The student was struggling, she told Wilcox. When she had returned to school, all she had heard from teachers was, "Here's the work that you missed." Now the high schooler had a tall pile of past-due papers and assignments-plus a mountain of grief to process. To Wilcox, it felt like educators could do a lot better to support students.

Wilcox reached out to a local non-profit for support and has since set up a thriving "grief group" at her Pennsylvania high school. But many educators don't have the same local resources. With them in mind, NEA is a founding member of the national Coalition to Support Grieving Students, led by the National Center for School Crisis and Bereavement at Children's Hospital Los Angeles.

What do you say to children who just lost a loved one? What don't you say? Too many educators have no idea-because the majority haven't been trained-and they say (and do) nothing because they don't want to make a mistake, says David Schonfeld, director of the national center. Their students are left bereft and unmoored, often unable to do the work of learning as they struggle with grief.

Even before the pandemic, 1 in 14 children lose a parent before they turn 18.

Supporting them has become more essential than ever, especially as a recent study has estimated that 140,000 U.S. children lost a parent or grandparent in the COVID-19 pandemic. "This means that for every four COVID-19 deaths one child was left behind without a mother, father and/or a grandparent who provided for that child's home needs...love, security and daily care," lead author Susan Hillis, an epidemiologist, told NPR.

Even before the pandemic, 1 in 14 children lose a parent before they turn 18. The best way to help them, says Schonfeld, is for schools to become "grief-sensitive schools" through the educator training provided by the Grief-Sensitive Schools Initiative.

The coalition has put together reams of online resources for educators, including a NEA-hosted webinar on grief and self-care for educators. (You can't support your students, if you are depleted yourself!) Other coalition resources include videos on: how to talk to children about death, what not to say, recommended practices around funeral attendance, how to coordinate support by school team members, and more.

Many of the coalition's resources, including reading lists for students, have been curated and shared at nea.org/grief.

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When Students Grieve, How Can Educators Help? | NEA

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The death of a parent or sibling is a common experience for students, and yet many return to school and don't get the support they need. As National Children's Grief Awareness Month approaches, educators are poised to help.

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Sources:
18 ways to support children who witness domestic violence. (2016, December 9). DomesticShelters.org. https://www.domesticshelters.org/articles/childhood-domestic-violence/18-ways-to-support-children-who-witness-domestic-violence

Effects of domestic violence on children. (2021, February 15). Office on Women's Health. https://www.womenshealth.gov/relationships-and-safety/domestic-violence/effects-domestic-violence-children

Image 1 (screaming child): https://rkcaregroup.com/wp-content/uploads/2018/07/child-and-dv.jpg

Image 2 (hands): https://www.pbs.org/newshour/health/how-to-find-help-with-healing-from-childhood-trauma

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1.       Check in regularly: Children who have been traumatized require social support,  and need to feel seen and valued. Setting up regular meetings with a supportive adult can help provide the kind of stable relationship they need.

2.     Be prepared for push back: many children who have been exposed to intimate partner violence have seen adults behave in kind and affectionate ways, as well as in frightening and unpredictable ways. They can find it to trust people.

3.     Practice active listening: Some children will want to discuss their traumatic experiences, others will not. Let the children lead the discussion and do not pressure them into talking about topics they do not feel ready to discuss. If they do discuss traumatic events, try to be supportive and neutral.

4.     Reduce stress and help children build coping skills: ask children what has helped them to feel better in the past, such as making art or playing sport, and encourage them to try these activities as a way of reducing stress.

5.     Build confidence: Joining clubs or teams can help children to believe in themselves, make connections and build their own communities.

6.     Help children to manage their emotions: Model emotional regulation and use supportive language when children express their own emotions.

7.     Connect with the child’s other anchors: identify the important supportive people in the child’s life, including other teachers, coaches, or caregivers, and create a network to help the child feel safe and in control.

8.     Create a calm, stable environment: children exposed to trauma may be on constant alert for threats. A quiet, comfortable and predictable environment can help them to feel safe.

9.     Manage challenging behavior in healthy ways: Set clear limits for unacceptable behavior and put logical and fair consequences in place. There should be clear expectations so that children can feel safe ("18 ways to support children who witness domestic violence," 2016).

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Exposure to intimate partner violence (Carole)

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Exposure to intimate partner violence (Carole)

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Symptoms:

-Children in pre-school: behaving as though they are younger than their actual age, bed-wetting, thumb-sucking, escalation in crying and whining, difficulty falling asleep, stuttering, hiding, separation anxiety.

-School-aged children: guilt, low self-esteem, lack of participation in school, poor grades, few friends, frequently being in trouble, having frequent headaches and stomachaches.

-Teenagers: conflict with family members, truancy, risky behavior such as unprotected sex and drug-taking, low self-esteem, few friends, conflict with others, trouble with the law. Girls may not exhibit this behavior, but may be more likely to become withdrawn and show signs of depression.
("Effects of domestic violence on children," 2021)

Sources:
Effects of domestic violence on children. (2021, February 15). Office on Women's Health. https://www.womenshealth.gov/relationships-and-safety/domestic-violence/effects-domestic-violence-children

Image: https://rkcaregroup.com/wp-content/uploads/2018/07/child-and-dv.jpg

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Intimate Partner Violence also known as domestic violence is a public health issue where millions are affected. The statistics related to domestic violence are extremely high. Our perspective of the issue has changed as we now understand that both men and women find themselves in abusive relationships. In addition, we also know, that intimate partner violence does not only happen to "certain people" as all races, ethnicities, religions, sexual orientations, and genders are impacted by abusive relationships. Many times, what people do not realize is that families that are affected by violence have silent victims; the children. There have been many adverse consequences for children who witness violence in their home or between their parents.

It is estimated that more than fifty percent of victims of abuse live in a household with children under the age of 12 (United States Department of Justice-Violence by Intimates, 1998). The numbers are quite high as it is estimated that between 2.3 and 10 million children witness domestic violence each year in the United States. Being that children are not always "directly impacted" by the abuse, their experience falls often times falls through the cracks. However, if we do not raise our awareness about children who witness abuse, these children can grow to experience many negative consequences such as:

Aggressive Behaviors

Increased likelihood to develop mental health concerns i.e. depression and anxiety

Academic difficulties

Long term difficulties with adjustment

Increased likelihood that the child will be a victim or a perpetrator of violence

It is important to remember that directly or indirectly witnessing domestic violence is considered a form of child abuse. For a long time, child abuse and neglect were viewed separately from domestic violence but the reality is many times they are connected.
Witnessing Domestic Violence; Defined
Over the years, there has been some confusion as to what is considered witnessing domestic violence. It is important to note, that witnessing domestic violence is also known as "being exposed" to domestic violence or intimate partner violence. There were questions whether it meant that the child had to be physically present. We have to be aware that most times children are aware of what is going on therefore witnessing abuse can be "direct" or "indirect". This means that witnessing or being exposed to violence can mean that the child is actual incidents of physical/emotional and or sexual abuse. It can mean threats or fighting noises, or a parent screaming from the abuse. In addition, children may the aftermath of physical abuse such as blood, bruises, tears, torn clothing, and broken items. Lastly, children may be of the tension in the home or feel the discomfort between spouses such as their mother's fearfulness when the abuser's car pulls into the driveway or the fear that a parent may feel when they are in the presence of the other parent.
How the Children Feel
Children who witness abuse in their home are prone to develop symptoms associated with post-traumatic stress disorder. This means that the child may experience nightmares, shame, guilt, hypervigilance, and flashbacks. They may always be on guard and feel like they are walking on eggshells at home. These children feel anxious and vulnerable. They often times do not know what triggers the violence so they are constantly fearful that one of their parents will be abused. It is also common for children who grow up in these environments to be starving for attention as one parent is trying to survive abuse while the other is focused on abusing and controlling their partner. Thus, these children feel abandoned, worthless, and powerlessness.

They may also experience physical symptoms like stomach aches, headaches, bedwetting, and an inability to concentrate. It is also important to remember that children who grow up in violent homes are at risk to be injured. They may also become victims of sexual and/or physical abuse. It is highly likely that these kids will develop or experience negative consequences.
Long-term Effects
Even if the children are not physically abused they do experience long term emotional and psychological trauma where they are exposed to violence. It is difficult to process that one of your parents is being abused by your other parent. Children often times identify with the abusive partner as they ally with strength. Therefore, they may learn that violence is the right way and only way to resolve conflicts. They also do not know what a healthy relationship looks like or feels like putting them at risk to take part in an abusive relationship as adults. These children are also more likely abuse substances and have trouble with the law. Also, growing up in an abusive home is the number one reason why children run away.

There are factors that are related to the impact the abuse will have the child. It is always hard to predict the exact outcome certain experiences will have but there are factors to take into consideration. Firstly, the age of the child when they are first exposed to the violence is related to the outcome it will have. Also, the relationship the child has to the abuser and the victim will be related to how they process and cope with the situation. Lastly, their access to services is very important when it comes to the outcome. Research shows that the older the child is the more likely it is that they will be more able to cope with the situation. Support services are also correlated to more positive outcomes for the child.

Keep in mind that not everyone relates the abuse to problematic behaviors or mental health issues. For example, if a parent is being told that their child is having academic difficulties, and there is a need for a psychological evaluation to explore the situation, it is important to consider what is going on at home to add to this. Sometimes difficulties concentrating is related to not being able to process what occurred. Therefore, before asking yourself where you can "psychological evaluation near me" explore if your home environment is safe. If you are looking for services in South Florida visit https://rkcaregroup.com/.

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Domestic Violence Through The Eyes Of Children

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Intimate Partner Violence also known as domestic violence is a public health issue where millions are affected. The statistics related to domestic violence are extremely high. Our perspective of the issue has changed as we now understand that both men and women find themselves in abusive relationships.

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Family Separation due to incarceration, deployment, divorce, foster placement or death.

Symptoms:

Symptoms may vary for individual students given their culture, religion, attachment style, personality, etc. Typical symptoms may include:

Excessive anger

Loss of appetite

Extreme fatigue

Regular tardiness or absence from class

Difficulty concentrating

Frequent headaches or stomachaches

Self-harm or suicidal ideation

Running away

Alienation from peers

Response:

1.      Build Basic Trust

Listening to their story; Use routines, classroom norms to establish social and emotional safety in the classroom, Consistency and reliability in the relationship based on dignity and respect.

2.      Encourage Causal Thinking

Use “What” and “how” questions to encourage causal thinking; Focusing on solutions instead of consequence for behavior problems

3.      Help Student to Gain Ability to Handle Stress, and Concentration

Teach students about their own brain (brain in the palm of the hand); Using “I statements” to express feelings and wishes; Learn language for emotions; Create space for “chilling out” (Positive Time Out or Chill Down Time); Held class meeting to be heard and validated, and to recognize that others have similar feelings. Teach students that mistakes are opportunities to learn

“We learn best from those with whom we are in caring, mutually respectful relationships that promote independence. Such supportive relationships enable students from diverse backgrounds to feel comfortable bringing their personal experiences into the classroom, discover their common humanity and feel as though they are viewed as assets to the school community.” Learning First Alliance Every Child Learning: Safe and Supportive Schools

Reference

Responding to Trauma in Your Classroom | Learning for Justice

Teresa LaSala, Jody McVittie and Suzanne Smitha, Positive Discipline in the School and Classroom Leaders’ Guide: Resources

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Addressing the symptoms of traumatic stress caused by school bullying requires a comprehensive and supportive approach. Schools, parents, and communities can work together to help victims of bullying recover and prevent further trauma.

1. Immediate Support

Ensure the safety of the victim: Make sure the victim is safe from any ongoing bullying incidents.

Encourage them to talk: Provide a safe and non-judgmental space for the victim to express their feelings and experiences.

2. Seek Professional Help

Encourage the victim to speak with a mental health professional who specializes in trauma or post-traumatic stress disorder (PTSD).

Consider involving a school counselor or therapist who can provide immediate support and long-term guidance.

3. Involve Parents and Caregivers

Notify the victim's parents or guardians about the bullying situation.

Collaborate with parents to ensure the victim receives appropriate support and resources.

4. Implement School-Wide Initiatives

Promote a safe and inclusive school culture through anti-bullying programs and policies.

Train teachers and staff on recognizing and addressing bullying behaviors promptly.

5. Supportive Peer Groups

Encourage the victim to seek support from friends or join support groups for individuals who have experienced bullying.

Foster positive peer relationships to reduce isolation and increase resilience.

6. Safety Measures

Implement safety measures, such as providing escorts or adjusting class schedules, to minimize contact between the victim and the bully.

Monitor areas where bullying is likely to occur, such as hallways and bathrooms.

7.Education and Prevention

Conduct educational programs and workshops for students, teachers, and parents to raise awareness about bullying and its impact.

Teach conflict resolution and empathy-building skills to students.

8. Follow-Up and Monitoring

Continuously monitor the situation to ensure that the bullying stops and the victim is safe.

Regularly check in with the victim to assess their well-being and emotional state.

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For parents:
- Provide information to the school about your child’s experiences, strengths, fears and challenges
- Arrange play dates with new friends
- Maintain routine and predictability at home. Demonstrate the belief that change can be managed

For teachers:
- Hold extracurricular activities involving arts, games, or meditation as part of the classroom routine
- Request necessary training to cope with challenges in the classroom when working with migrant and refugee students
- Writing exercises to address grief, role-play exercises, and open discussions
- Connect students to trained mental health specialists

Additionally, both parents and teachers can empower the child by allowing them to make considerable, age-appropriate decisions such as how to decorate their bedroom or classroom.

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i.e. From migration, from seeking asylum, from moving to different schools, or from adjusting to school relationships ending

Symptoms: depression, low self-esteem, trouble sleeping, withdrawing, increased irritability, sadness and hopelessness, PTSD

Sources:
https://www.mayoclinic.org/diseases-conditions/adjustment-disorders/symptoms-causes/syc-20355224

https://www.verywellmind.com/moving-depression-and-your-child-1066796

https://earlytraumagrief.anu.edu.au/files/Schooltransition-1.pdf

https://www.unesco.org/gem-report/en/articles/teachers-are-struggling-cope-refugee-students-suffering-trauma

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Experiencing physical or sexual assault can cause traumatic stress due to the violation of personal boundaries and the fear of harm or death.
Symptoms: Post-traumatic stress disorder (PTSD) symptoms, depression, self-blame, social withdrawal, and trust issues.
Response strategies: Reach out to a trusted friend or family member, consider therapy or counseling, practice self-care, and self-compassion, and engage in grounding techniques (focus on the present moment, use sensory stimulation).

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Domestic violence can cause traumatic stress due to the ongoing nature of the abuse, the fear of harm or death, and the feeling of being trapped or powerless.
Symptoms: PTSD symptoms, anxiety, depression, low self-esteem, fear of intimacy or trust.
Response strategies: Reach out to a domestic violence hotline or shelter for support and safety planning, consider therapy or counseling, develop a safety plan, engage in self-care activities, and surround yourself with a supportive network.

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Natural disasters such as hurricanes, earthquakes, floods, and wildfires can cause traumatic stress due to the sudden and unexpected nature of the event, the loss of property and possessions, and the disruption of daily life.
Symptoms: Flashbacks, nightmares, anxiety, hypervigilance, difficulty sleeping.
Response strategies: Seek support from loved ones, engage in relaxation techniques (deep breathing, meditation), establish a routine, and connect with support groups or counseling services.

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The psychological and emotional impact of bullying can be long-lasting. When trauma persists over time, it can result in post-traumatic stress disorder (PTSD), a psychological condition caused by ongoing trauma or exposure to traumatic events.

1. Persistent Threat

Often, bullying involves repeated acts of aggression, intimidation, or humiliation. Physical and emotional safety threats can create a constant state of anxiety and fear for students.

2. Helplessness

Bullying victims may feel helpless to stop the abuse, which can result in a sense of helplessness. Traumatic stress can be triggered by the feeling of being unable to protect oneself.

3. Isolation

Victims of bullying may withdraw from social interactions to avoid further harm, which can lead to social isolation. Traumatic stress can be exacerbated by loneliness and depression.

4. Emotional Impact

Bullying can cause a range of emotional responses, including anger, shame, humiliation, and sadness. These emotional reactions can become ingrained and result in traumatic stress symptoms.

5. Re-Experiencing

Traumatic stress often involves re-experiencing the traumatic event through flashbacks, nightmares, or intrusive thoughts. Victims of bullying may repeatedly relive the traumatic experiences they endured.

6. Hyperarousal

Hyperarousal is a common symptom of traumatic stress, leading to heightened levels of anxiety, irritability, and hypervigilance. Victims of bullying may remain on high alert, expecting further abuse.

7. Avoidance

Students who have experienced bullying may go to great lengths to avoid situations, places, or people that remind them of the bullying, which can limit their daily activities and lead to social withdrawal.

8. Negative Changes in Mood and Cognition

Bullying can erode one's self-esteem and self-worth, leading to persistent negative self-beliefs and cognitive distortions. These changes in self-perception can contribute to traumatic stress symptoms.