# data[].attributes.body
I know for myself, just recognizing that I need a break or self-care is important.  I have found that I do need to exercise consistently.  It makes me feel better overall.  When I feel better overall, I perform much better.

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I try to address students by name as much as possible.  As a coach, I have come to know most of our students.  I don't always have daily interactions with them all. I also build positive relationships in the car ride line with students and families.  It's a great place to get to know them!

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If I had reservations of what I should or should not say to a student, I would definitely reach out to our counselors, teachers, and admin team.  I would not want to say something that would hurt the child further.  Our school has a referral process that we use in Google Forms.

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I feel that we can build relationships with both students, families, and staff in order to have a trauma sensitive school.  Trust is so important for this to happen.  Students have to feel comfortable talking to staff members so we can help.  I feel like I can support students, staff, and families in my current position.  I build relationships with mainly students and teachers.

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Schools should adopt a universal approach to addressing trauma so that students feel comfortable speaking with any staff member.  Obviously students have connections to certain staff members and may feel more comfortable talking to them.  If everyone on staff is on the same page, we can all work together to help in any way possible.  I think all areas of student achievement are impacted.  If a student feels comfortable speaking to staff, this  may alleviate what looks like a "shut down".  This could help the student use coping techniques and still be able to continue to learn and build self-esteem.

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I try to keep it simple in all ways. I also walk, read, and just take time to enjoy being outdoors.

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My favorite way to build positive relationships with students is to greet them at the bus each morning. I try to learn as many names as possible and call them by name each day. Daily positive, consistent interactions help to create a safe place for our all students, especially those who lack positive, stable home environments.

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Our guidance counselors are our greatest resource. However, middle school teams frequently begin with discussing struggling students as a team of professionals, looking for strategies that work and ways to support the student.

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Building a trauma sensitive school depends upon shared expectations. All adults in the school need to be on board and the importance of building and maintaining a trauma sensitive school needs to be ongoing, something we reflect upon as professionals on a frequent basis. The first step is for all teachers to build positive relationships with their students and look for ways to connect.

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A universal approach provides foundational support that is consistent throughout the day, maximizing the benefits to our students. All areas of student achievement are impacted through using this approach.

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It's been really hard to practice self-care. I have to remind myself that it will be okay if something doesn't get done in one day. I try to turn off all electronic devices and close my eyes for 10 mins a day. I also listen to gospel music. Gospel music is really soothing and relaxing for me. I also have to remember that Rome wasn't built in a day and apply that to my own life.

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I always try to smile and speak to the students. I think that it makes the students feel good when a teacher speaks to them and just recognizes them outside of the classroom. I also like to make the students smile, to try to brighten their day. Having a positive relationship is really important for students who are experiencing trauma.

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At my school we inform our school's family liaison and guidance counselor about what's going on, and then try to make the student comfortable and see what information we can gather from the student.

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Building a good relationship with a student experiencing trauma is vital and important. I think this is one way staff can help build a trauma sensitive school. It's also important to build a good relationship with parents and all involved in order to create a supportive environment. I think that as a special education teacher it's important to listen, be calm, and let my students know that I truly care for them, and want what's best.

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I think that schools should adopt a universal approach to addressing trauma because there are a lot of trauma responses that are overlooked or misunderstood for bad behavior, when in fact the student could be experiencing trauma. It's important for schools to know and recognize the signs of trauma and be able to provide support to the student. Schools can be a safe haven for students and protect them from negative actions. I think that a universal approach impacts all areas of student achievement. A universal approach could be beneficial for many students to re-gain confidence and feel confident enough to get help and do better.

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I believe all of us have had some type of trauma, at different levels, happen in our lives. For me I have found that my faith in God has helped me walk through some difficulty times.  My best practice to take care of myself, is to start each day with my Bible reading, my prayer time and then peaceful cup water to cleanse my body.

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Teachers are definitely the caregivers in the school system. I believe a student must feel loved and accepted to learn in my classroom. It is my job to make them feel love and accepted!!!  I let my students know from day one that I am honored to be their teacher and they are "now" part of my family.   I make sure I speak to and praise each child everyday.

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As educators in our school we have a great group of guidance counselors who are willing to help at the drop of a hat. They are positive, informative and quick to act. No student is left behind. Our entire group is so ready to help with an student who struggles in their school life or home life. The resources are definitely available.

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Our staff can help build a trauma sensitive school by educating ourselves about the subject, taking classes, talking to each other and just knowing the signs to look for in the students.  I can create a supportive environment in my classroom by daily watching for sign from my students.  Addressing them in a positive manner and seeking help when needed.

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Adopting a universal approach to addressing trauma keeps everyone on the same page in helping our students learn and success in school. If we can provide direct guidance it will only help them to work through some of their needs. I believe it will help all students grow in their character and ability to learn in school and feel successful.

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This is really hard to do. So many days, I take the troubles of my students home with me. I worry about their well-being, being fed, abused, and the list goes on. I keep a notebook beside my bed so that if I wake up thinking about a student, I write it down so that I will remember to speak with them the following morning. I also have a dog that loves to play and I spend a lot of time with family. I also pray for my students a lot.

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As a teacher, I feel that it is of the most importance to build a positive relationship with individual students, and as a community within the classroom. On the first day of school, I talk to my students about respect, for themselves and others. We play out scenarios where students can practice what is appropriate and what is not. We also discuss how others may not show their anxieties or always feel that they are a part of the group, ext,, and we discuss how to overcome that. I find out what my students like and dislike and try to have conversations with them about the things they like. We play games and have free time so that I am able to speak to each student individually at some point in the week.

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We are encouraged to use all resources available to us.  This would include administrators, counselors, and teachers that the student have.  We meet about student behaviors and academics to determine if the students may need more or less interventions in the classroom.  I feel that students should be the one to begin the conversation so that our questions do not retraumatize them.  Sometimes, just sitting with a student and being silent can be the best way to connect to a student.  I have also used food and other tangible items to help open conversations with students.

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We are encouraged to use all resources available to us.  This would include administrators, counselors, and teachers that the student have.  We meet about student behaviors and academics to determine if the students may need more or less interventions in the classroom.  I feel that students should be the one to begin the conversation so that our questions do not retraumatize them.  Sometimes, just sitting with a student and being silent can be the best way to connect to a student.  I have also used food and other tangible items to help open conversations with students.

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I feel that all staff must work together to build a trauma sensitive school.  Teachers, counselors, and administrators need to discuss students that have experienced trauma to understand the extent of their individual needs.  By working together, we can create safe rooms for students that are struggling in the general population so that they can have an "escape".  As a teacher, I can get to know and build relationships with students to have a better understanding of their home lives and to build a trust so that students will know that I am a safe person for them to talk to.  

# data[].attributes.subject
I feel that all staff must work together to build a trauma sensitive school.  Teachers, counselors, and administrators need to discuss students that have experienced trauma to understand the extent of their individual needs.  By working together, we can create safe rooms for students that are struggling in the general population so that they can have an "escape".  As a teacher, I can get to know and build relationships with students to have a better understanding of their home lives and to build a trust so that students will know that I am a safe person for them to talk to.  

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I feel that schools should adopt a universal approach to addressing trauma so that there is consistency for students and staff. Even though each student will have different forms of trauma, staff must be prepared to follow guidelines within their district. This would also benefit the student because they would have consistency and would be able to work with staff on addressing behavior and academic concerns. Without having consistency, students who have trauma may become more anxious if they are not a part of the plan.

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I recently subscribed to a mental-health support group. It has great info. on ways to reduce stress and relax.                                                          

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I recently subscribed to a mental-health support group. It has great info. on ways to reduce stress and relax.                                                          

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As a teacher I can get to know my students and help them to understand that I care about them.

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As a teacher I can get to know my students and help them to understand that I care about them.

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The procedure is to make a face-to-face contact with a team member to address the student's need.

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The procedure is to make a face-to-face contact with a team member to address the student's need.

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MJ Safewright                  Staff helps build a trauma sensitive school by being informed and willing to help.  

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MJ Safewright                  Staff helps build a trauma sensitive school by being informed and willing to help.  

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Having a universal approach makes sure all students receive help when needed.

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For self care some of the things I try to do are: workout daily and not be to hard on myself when I miss a day...or two, maybe three and try to always find the positives in everyday life, even on Mondays.

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I can build positive relationships with our students by being consistent in my actions with them and earning their trust.

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We have a great support crisis team. If a student needs someone from the crisis team, I generally call the person the student is most comfortable with if possible, otherwise I will call our family liaison or a mental health care provider first.

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I think staff can help build a trauma sensitive school by continuing to train and bring awareness to the staff about how trauma can effect all of us and how to maintain resiliency when we have set backs. In my position I am able to be a positive constant to a students/teachers/parents.

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Schools should adopt/have a universal approach to trauma to have consistency as kids and teachers move around and within the school(s). I believe all of the students achievements would be positively impacted using this approach. The student would hopefully be able to heal with having safe and positive relationships while at school, which would allow them to concentrate on their work.

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I enjoy being outside and gardening. Watching a tiny seed grow into a plant and produce food for your family is such a wonderful feeling. I also like to read. It helps you escape the world. -April Ferguson

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As a media specialist, I feel that the media center is viewed as a safe space for many students. They know that when they come here that there will be students with common interest. I also offer a quiet spot for them to eat their lunch. There is a maker space area they can use to do some self care activities and clear their mind. I also build relationships with them, this makes it easier to recommend books to them. Many times a book that shows that others have gone through what they have can help them not feel alone.  -April Ferguson

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At our school, the procedures are to connect them with a guidance counselor, dean of students, or a family liaison. They have been adequately trained to handle these situations with care.

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Staff can help build a trauma sensitive school by becoming familiar and following all policies and procedures for trauma sensitivity. These policies and procedures will be reviewed regularly and look for any triggers that could occur throughout the school. Mapping and identifying these triggers, so that they can be reduced or eliminated will help build a trauma sensitive school.

In my position, I can build positive relationships with students and parents. I will look for possible environmental triggers and work to reduce and eliminate them.

April Ferguson

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Exercise! Getting outside with fresh air and just going for a walk or run can be such a stress reliever and help with secondary trauma. Also, taking time out of your busy day for yourself can help with self-care.

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Greeting students as they walk in with a positive greeting and a smiling face. It's important for your students to know that you care about them and will help them as much as you can. I try to make a point so my students know that I am available to talk with them or help them even outside of class. Sometimes students just need a listening ear.

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Staff can help build a trauma sensitive school by adopting a universal approach to addressing trauma. It's important to make sure that the school and the classroom is a safe and caring environment for students to be able to learn and achieve their goals. In my position I can make sure to build relationships with my students and make sure that they are in a safe school environment.

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Adopting a universal approach to addressing trauma will help all students and teacher in addressing trauma. Many times students and teachers switch schools and even the change from  elementary to middle and middle to high school, it would benefit the students as well as the teachers in addressing trauma with a universal approach. All areas of student achievement can be impacted through addressing trauma. If trauma is addressed appropriately, in a universal way it can have a positive impact on student achievement.

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Reading is my self care, although, I have to be careful and set a timer or I will read all night! I'm going to miss the extra time I allowed myself this summer.

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I have a "chilly spot" with a favorite fuzzy chair and tools that students can use to distract themselves. They can select a book or set a timer (1 minute sand timer, max 3 flips). They can choose a stuffed animal to talk with. Students often ask to use the calming tools durng the day. We discuss on day one that they are tools not toys. I'm always available for a high five or a hug. (before Covid-19) Now, I'm going to have to come up with some other ways to fill that need.

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Our school uses Google forms to submit a request for our trauma team to talk with a student as soon as we notice a red flag. Someone from the team will come grab the student and have a chat to see if there is a need. We also have groups with similar issues who visit them regularly to build coping strategies and to hear from their peers so they know they are not alone. If a student doesn't want to talk, then we just wait and let them know that they can talkk when they are ready.

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Staff build a trauma sensitive school by practicing these skills and strategies with each other. I can create a supportive environment by being willing to ask questions in a way that shows compassion and respect allowing the student or parent to open up without feeling judgement.

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Schools should adopt a universal approach to trauma because it translates into positive relationships with students, families and the community at large. Our children move, families get transferred, divorces, etc-if all schools approached trauma this way, our future citizens and leaders would be less likely to be as highly affected by their trauma. No matter where they went, there were people ready and able to help build them up and help them succeed.

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As a teacher, creating a safe classroom environment is important in many respects. It helps students feel comfortable taking educational risks (raising their hands to answer a question, going to the board, participating in group discussions, etc.). That comfort extends to positive relationships in general. I always start the year by reading a passage from a Math Ed book that discusses how mistakes are actually helpful so students feel comfortable answering a question and not nervous that they will be wrong. Establishing classroom norms is another way that all students can feel comfortable in the classroom so that positive relationships can be built.

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My first step is to connect with the school counselor, the grade level administrator, or the Dean of Students. From there, the student can be connected with the proper resources.

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To create a trauma sensitive school, it is important for staff in all positions to be on the same page- teachers, administrators, and support staff all need to work together to create a supportive environment. Putting relationships first will foster that supportive environment. That is something that I and every staff member in any position can do.

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I garden and walk almost daily. The most important start to my day is quiet time in prayer and reading the Bible.

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I can build positive relationships with my students by letting them know that I care.   If you listen and pay attention to what students enjoy, then you can become a more relevant teacher.  I do this by incorporating music that they enjoy whenever possible.  Following up with students by asking how their basketball game went last night,  how their day has been, (etc.) can help build positive relationships.

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I notify the  guidance counselor or family liaison if a student needs to speak with them or if I feel there is something going on with the student. Once they have spoken with the student, we determine what needs to happen next.

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At our school, we are encouraged to reach out to our school counselor(s). We can also have conversations with administrators.

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To help build a trauma sensitive school, staff can treat others with respect. If staff are aware of triggers, then we can more easily help students avoid crisis situations at school. I can create a supportive environment by showing students that I care about them by trying to get to know them.  Students need to have a safe learning environment and it is helpful for me to have clear and predictable routines established.   Establishing daily goals can also be an effective strategy to create a supportive environment.  It is also important to prime students for changes in routines so that they know what to expect.   When teachers set clear expectations and are consistent, it aids in the creation of a supportive learning environment.  When consequences are given it is important to be aware of student's reactions and the goal should always ultimately be restoration for the student and trying to avoid triggers.  By looking for strengths in each student and praising students for those strengths, positive behavior is reinforced.

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Schools should adopt the universal approach to addressing trauma because childhood trauma is happening at an alarming rate. This trauma is causing substantial learning and behavior issues. We do not want to cause more harm by overlooking trauma in a child. Schools have an opportunity to protect children from the damaging effects of trauma and take steps to prevent it.  By using the universal approach we are helping ensure children dealing with trauma are not slipping through the cracks and that additional resources are available to students that need them.  Students are more likely to take responsibility and be engaged learners through this approach.

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Me time! I find time each week to do something that makes me happy. Sometimes that means spending time with my family, hiking, kayaking, or walking. By allowing time to enjoy myself I am making myself a better teacher.

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In order to build healthy relationships with my students I need to be open and inviting. If I come in with a poor attitude everyday then my students aren't going to want to talk to me. However, if I come in with a better attitude and am more aware of how I address issues or concerns then my students will be more open to talking to me. I also enjoy learning new things about my students so that it opens up a door for conversation with them.

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If I noticed a possible case of trauma in our school I would reach out for guidance in the situation. I would first contact our guidance counselor or our family liaison depending on what I knew about the student. Especially if that student had a hard time opening up to me or the other students in the class.

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If staff are aware of trauma and how it effects students then we can prevent triggers. As educators we should be aware of our students needs and mold our lessons, classrooms, and attitudes towards those needs. In my position as a classroom teacher I can ensure that my room is the best possible learning environment for my students.

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Schools need to have an approach for trauma to encourage learning. Many students who are effected by trauma can't learn because of it. As educators it is our job to make the best possible learning environment for our students. By having a universal approach to trauma it would ensure that we are meeting those needs. Then, we would be able to have a higher level of student achievement in struggling areas.

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Self care has always been a struggle of mine. It is so hard to go home and be present knowing what some of these babies have to endure. I have learned that I am doing the best I can do and I can't provide for my students or my family without taking care of me. I started doing bible study which has helped me a lot. I also enjoy taking trips and time with family and friends.

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As a pre-k teacher, I always like to start my day by greeting my students and allowing them to "check in." It allows me to see what feelings my children have before coming into my room in the morning. I enjoy playing with each student in their center daily and having conversations to learn about what my student likes and dislikes. I have made a cozy corner in my classroom for students to be alone when they have strong feelings. Also, all of my children have access to a journal at any time of the day. I teach my children they can use these journals to express their feelings and if they "need me" they can come get me so we can talk about their journaling. I like to know something personal about each of my students by one month in.

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In our school, we utilize our guidance counselors to avoid asking probing questions. In my classroom, I tend to use journaling for my younger students.

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To create a trauma sensitive school, we first need to focus on making safe and supportive learning environments.  We can do this by building relationships with our students. In addition, we can focus on social and emotional needs in our classroom and work to build a classroom community.  As a teacher, I can allow students breaks when needed, provide safe places for students, allow journaling when students are having "hard days" and learn how to ask non-probing questions, but also when to not ask anything at all.  I can teach my students to learn facial cues and how to give each other space when needed. Lastly, I can maintain routine with my children.

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Schools are pivotal in providing supporting and safe environments for all children.  The prevalence of trauma among students has increased throughout the years and it is important to use an universal approach, because you may never know which students have experienced trauma.  Many students use coping mechanisms that could be defined as misbehavior among schools.  Understanding that children may have experience trauma, gives staff a new lense to look at situations to help support all students.  Using an universal approach impacts academic and social development among students.  By using different supports, we can give each student what they need.

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A couple of things I do for self care is go out to lunch or dinner at least two or three times a month with friends just to talk and hang out.  I also like to walk and listen to music.  Most importantly each night I have devotions which helps me relax so I get a good night's sleep.

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Teaching middle schoolers with hormones all over the place can make building relationships difficult. One thing I learned early on is to make a point to attend a sporting event, choir, drama or band performance and compliment them on the good job they did.  Also I think it is important to greet students personally each morning and ask them about something they did the night before.

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At our school we are encouraged to get in touch with guidance. We have also talked with  the student and let me tell us an adult they trust and would like to speak with. Our admin team is also good at getting students outside help when issues are really serious.

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I believe staff can help build a trauma sensitive school by building relationships with students in their classroom. This is critical to me because if you don't build those relationships you run the risk of not knowing the child is dealing with trauma and most importantly a relationship with that child keeps you from retraumatizing him/her.  In my position as a classroom teacher I need to work to form relationships with those students who walk in my classroom. To me that relationship is more important than a test score.

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I think schools should adopt a universal approach to address trauma in order to create less trauma on the student.  I had a foster child and one of the first things the counselor was concerned about was if I would be able to keep her in the same school.  She immediately told me that relationships and trust had been built with the teachers. I was fortunate that I was able to keep her in the same school, but I could not help think what if I had to move her.  It would be important to have procedures in place at both schools to help support her academic and emotional needs.

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I use the 45 minute drive home to decompress. I may listen to a podcast. At home, I go walking with friends or I may read.

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I walk everyday. During the school year, I walk with other teachers after the school day. It gives us time to decompress before going home to our own kids.

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I feel this may be an area of weakness for many educators!! Part of the job title is giving of yourself! While it is an area of weakness for me, saying no sometimes. We have very full plates and it is okay to say no. Exercise is important! What a great stress relief and self care in one. Also we have to remember, we cant fix everything. We may want to and try to but we cant always.

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I try to build positive relationships with students the first time I meet them and throughout the year. Greeting them when they come in the classroom or when you see them in a different part of the building or outside of school. Asking them questions about their day, weekend, week. Listening to them when they share something. Check in with them during class. Sometimes an incident may happen in class that you are not aware of. Connect with students.

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Sometimes it's as simple as a smile and a "welcome" or "how are you today?". Standing at the door with a smile and welcoming demeanor can go a long way. Students, and teachers, will have more success when there is a respectful, fun, and welcoming environment. Students love to tell you about activities they are doing outside of the classroom. Get to know them. They are pretty cool and they have so many talents that we need to show interest in to be able to build a positive, caring relationship with them. We can learn from the students just as they learn from us.

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I think is so important to give students a clean slate each day. Offering a smile goes a long way also. A simple "good morning" and change an attitude as a students walks into your class. At the middle school level, students often invite you to come watch a game for a team they have made. This always makes them super happy to see their teacher in the stands.

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We have a wonderful guidance team that we can refer our students to. Sometimes it's helpful to go with the child, so they know they have your support plus the support of the guidance counselor. Some students have trust issues and may feel more confident and relaxed if they have you (someone they already have relationship with) there as support.

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I always try to let a student know I am concerned and if they are willing to talk, of course listen. However, there are people that may be more helpful such as administration and guidance staff so sending them there may be more helpful if needed!

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If a student is retraumatized, I try to talk with the student to get an idea of how they are feeling. I try to help if I can. If not, I may seek help from guidance or administration. As mentioned before, we try to build relationships with our students and they may feel more comfortable speaking with you first. Before I seek guidance or administration, I ask the student if it is ok that I address their concerns with guidance/admin. They usually agree because they know you are going to guidance/admin in support of their needs/concerns. I may reach out to parents as well to share with them the feelings the student is having.

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At the middle school level, the relationship with parents is often very different than at the elem level. Parents are often less involved and we sometimes may not reach out to parents as much due to age and striving for a mature future.

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Through staff development, we can ensure all staff know how to approach students and build relationships. Students need to feel emotional and physical safety. As staff, we need to support choice, control, and empowerment. We need to collaborate so everyone is approaching students the same.

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Staff can help build a trauma sensitive school by building relationships and trust with students, parents, and community, As a teacher, I can create a safe, understanding, and respectful classroom environment. Every student needs to feel welcome and cared for.

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While at school, students need to feel safe and protected. As a public school, we provide so much more than academics for our students. With everyone on the same page, we can do what's best for each child in a traumatic situation.

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I think schools should adopt a universal approach to addressing trauma to help guide students throughout their school career, If all schools, teachers, and administrators are on the same page, we can help protect our children and have a positive influence on their future. We all need to be prepared to help so that no students are unnoticed.

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Schools need a unviversal approach to addressing trauma so all students feel safe and protected. If all students feel safe and protected, then it will have a positive impact on students and schools. The positive impacts would be seen in student behaviors and learning.

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I've really tried to make physical activity something I do daily. A workout in general helps me release some stress and anxiety but running has really become an outlet for me. I also pray a lot. During the quarantine I've started really enjoying kayaking. The water is so peaceful and helps me relax.

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I try to get to know my students' likes and dislikes. My grade level partner and I have a questionnaire they fill out with us on Business Day, and I really try to learn the information and use it within the school day when I can. I try to use it in word problems, drop it in conversation, and include it in rewards offered. If students are involved in outside activities like sports, I try to go to their games or recitals when I can. I've been to their churches for plays and baptisms. I give them each a high five when they leave at the end of the day. My goal is for students to know I love and care about them as a whole, not just when they are in my classroom.

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I will usually talk with our family liaison, guidance counselor, and/or our administrator if something seems to be going on.  One of the perks of being a smaller school is that those three are able to really get to know the students and their families during their time with us.  They will usually have some background knowledge they can share with me, or they will usually help by taking the student for a mental break by going for a walk.  I've talked with previous teachers to see strategies that worked with the student in the past.

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Staff help build a trauma sensitive school by working together and remembering the purpose of education.  Being focused on helping the kids learn how to navigate their way through hurdles, whatever they may be and however different they may be for each student, is one of our main goals as educators.  We need to remember to keep our feelings in check when we deal with a student, parent/guardian, or colleague that is showing an unexpected behavior.  I need to be flexible in how things are done in my classroom - some students might need to do things differently than how I typically do things and that's okay.

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I think schools should adopt a universal approach to addressing trauma so we are all consistent in how we handle situations whether we are dealing with a student, parent/guardian, or colleague that has experienced trauma.  One of the main things I feel that we need to keep universal in our thought is that there could be something triggering the behavior response we see from the student, parent/guardian, or a colleague, and we need to think of this when we try to deal with the situation.  There could be more to the story than just what it seems like to someone looking on from the outside.   The term universal to me means we need to think about this in every part of our day, not even just at school.  The things we say and the actions we take affect people wherever we are, and we sometimes have no idea why it affects them in that way. That is something we should be aware of and try to think about before we say and do anything.  I feel like we could have a huge impact on our community in general by using this approach with the families and people we work with as well as the people we come into contact with outside of school.  All areas of student achievement would be impacted by using this approach. I hope all that made sense.

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I have many hobbies-running, reading, playing piano, and Netflixing.

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I stand at the door and greet students as they come in and ask about things they care about. When students put each other down, I address it, and I never shame students for wrong answers-I ask questions to help them get the right answer.

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A guidance referral would be appropriate when a situation requires more than can be done by me.

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I can interact with students in a way that shows I care about them and take interest in their well-being. I can keep trauma in mind when I make classroom policies (for example, accepting late work). I can offer supports to students who need them and work with them to create solutions.

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We can't presume to know what students are facing, and many are experiencing circumstances that affect their learning and overall well-being. Teachers teach because they want to make a difference in the lives of students, not just impart information. If we adopt these practices for all students, it can help even those who are not experiencing adverse circumstances.

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There are a lot of ways you can practice self-care, it just depends on the person.  Exercise is a good one, but also doing something as simple as taking the time just to relax and unwind can help.  Ex: Reading, swimming, painting, coloring, etc.  I personally like working with my dogs because they are adorable and I like the results I see afterward.   I also will just sit and take the time to do my nails, or a hair treatment.  Just makes me feel good to see the results after I do these things.