# data[].attributes.body
Students talking while teacher is talking, bored, lack of respect

# data[].attributes.body
Student likes to hide behind boxes, chairs, or other objects, then jump out and scare the teacher. Attention seeking.

# data[].attributes.body
This could be done during instructional time and may be done to get attention. We can manage the bahavior by ignoring the noises, so as to refuse the attention they desire.

# data[].attributes.body
Reasons: students might be hungry, rough night, difficult family situation.

# data[].attributes.body
Students change faces or backgrounds frequently.

# data[].attributes.body
Reason: tired at the end of the day, don't understand the material.

# data[].attributes.body
1. Friends sitting together and may be making inappropriate jokes together or otherwise talking to keep themselves off task
2. Possibly done for attention from other students
3. Carefully chosen student groupings can help alleviate this issue

# data[].attributes.body
(lack of sleep, difficult sleeping, no place to sleep)

# data[].attributes.body
Attention seeking - borderline violent and bullying to teachers and students. Jumping out from under chairs....special needs - IED and medication discussions

# data[].attributes.body
Reason: totally distracted by devices, chatting.

# data[].attributes.body
1. Refusal to do work throughout the day
2. Cause may be unknown; student may be nervous or uncomfortable in the classroom for many different reasons
3. Build trust with the student by allowing extra time to work and a safe space to calm themselves before work. Communicate closely with all teachers to try to find the cause of the discomfort

# data[].attributes.headline
Siblings, dogs, or other family members in the background

# data[].attributes.subject
Siblings, dogs, or other family members in the background

# data[].attributes.body
Reason: student can't find private place to have online class.

# data[].attributes.body
Information broken down into small bits and the new information is connected to a keyword and gesture.

# data[].attributes.body
uses gestures to focus class onto the teacher

# data[].attributes.body
Students being quarantined and loosing out on class time or work. Testing every morning inducing anxiety to the unknown situation of leaving and being in quarantine.

# data[].attributes.body
If the student looks unhappy or stressed in the classroom. Perhaps doesn't want to engage in tasks or won't work with others in a group.

# data[].attributes.body
strategies - Breathing bubble, mediation breaks, outside breaks for some fresh air, being clear with instructions and deadlines, helping the students with clarifying tasks if needed.

# data[].attributes.body
strategies  - Letting the students go to a sleep break room/ or to the nurses office. Trying to figure out why the student is so tired, speaking to the parents, head of year, or other staff to see if it is a behaviour that is common around the school.

# data[].attributes.headline
Students being physically close to other students - Ellie Nias

# data[].attributes.subject
Students being physically close to other students - Ellie Nias

# data[].attributes.body
strategies- Let other teachers be aware, ask the school councillor. Ask more questions - are parents with the child at home or working away? Check in with students daily on home life and life outside of school.

# data[].attributes.headline
Play fighting or sitting very close to other students in class- Ellie Nias

# data[].attributes.subject
Play fighting or sitting very close to other students in class- Ellie Nias

# data[].attributes.body
Seeing students play flight with each other or want to sit very close to each other could indicate a lack of parent involvement at home. This actually was something that I noticed whilst teaching this year, I was at first irritated by students constantly 'touching' or 'play fighting' in the theatre class. After some more investigating there seemed to be a clear link between those students who needed this physical contact and a lack of parental involvement, some for example lived in a different country from their children.

# data[].attributes.body
the teachers' ability to break up information into short chunks, using large hand gestures, varying the tone of their voice by speaking loudly and then softly, quickly than slowly.

# data[].attributes.body
Get your scholars Attention (Class Yes)
Brain Engager (Mirror Words),
Teach for about one minute (Lesson Chunks)
Scholars teach their neighbor the lesson chunk (Teach Ok) Then call scholars back with a Class Yes...
Around and around the cycle you go.

# data[].attributes.body
is a concept within the Whole Brain Teaching system that positive reinforcement. Scholars are rewarded with nothing more than stars for showing significant improvement in academics, behavior, or both.

# data[].attributes.body
Educators are responsible for academic instruction but we also raise our scholars to be virtuous young adults. Character Education in WBT is taught as a unit and is infused into daily life.

# data[].attributes.headline
Whole Brain Teaching                                              Classroom Rules

# data[].attributes.subject
Whole Brain Teaching                                              Classroom Rules

# data[].attributes.body
There are only five rules based on behavior management, one rule of focus, and hand gestures that go with the rule so scholars can have better retention.

# data[].attributes.body
Whole brain learning consists on the Whole Brain approach emphasizes equally focus on both sides of the brain. Contrary to the traditional classroom curriculum, where the focus is solely on the left-brain for math, language, and analytical  processing.  The primary focus on enrichment centers to exercise the right-brain incorporates activities are aimed at training the right-brain. This can include activities like:

Art & drawings

Music and movements

Listening skills training

Eyes movement accuracy and speed training.

# data[].attributes.body
is designed to motivate your classroom. This team game allows scholars to reach a higher level of academic and social behavior.

# data[].attributes.body
will give you techiques on:
-How do we build relationships with students who don't want relationships built with them?

-How do we improve students' behavior by improving our own?

-How should we respond to minor behavior problems?

-How should we respond to major behavior problems?

-How should respond if we have battling scholARs?

-How do we begin on Day One???

-What is WBT's four-month pacing guide?

-What should we do if we think all is lost???

# data[].attributes.body
is allowing:

a child to witness violence;

severe abuse between parents, adults, or other minors,

ignoring, insulting, or threatening the child with violence

not providing the child with a safe environment and adult emotional support

showing reckless disregard for the child's well-being.   https://www.nctsn.org/what-is-child-trauma/trauma-types/physical-abuse

Tineeka Reed

# data[].attributes.body
is a scholar's exposure to intentional or unintentional acts of interpersonal violence committed in public areas by individuals. Common types of community violence that affect youth include individual and group conflicts (e.g., bullying, fights among gangs and other groups, shootings in public areas such as schools and communities, civil wars in foreign countries or “war-like” conditions in US cities, spontaneous or terrorist attacks).

https://www.nctsn.org/what-is-child-trauma/trauma-types/community-violence

# data[].attributes.body
scholar's exposure to intentional or unintentional acts of interpersonal violence committed in public areas by individuals.

Differences in brain development

Issues with attention.

Unable to regulate emotion.

Increased arousal and attentiveness

Aggression due to perceived threats is all around.

MTSS Support

scholar's exposure to intentional or unintentional acts of interpersonal violence committed in public areas by individuals.

Tier 1 scholar's exposure to intentional or unintentional acts of interpersonal violence committed in public areas by individuals.

build positive school climates

establishing clear behaviors and expectations among student

Tier 2 and Tier 3 Tier 1 Expert help need to be solicited

Psychologists

mental health professionals

social welfare professionals                                                                               https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/11-20-20_Addressing-trauma-Module1_presentation_Acc.pdf

Tineeka Reed

# data[].attributes.body
Fouad was so patient with your students distributive behavior. Applying positive reinforcement and implementing games to achieve the end goal of everyone in the class to have their camera's on.

# data[].attributes.body
Physical neglect
-basic needs, such as food, clothing, or shelter, are not met or they aren't properly supervised or kept safe.

Educational neglect
doesn't ensure their scholars are given an education.

Emotional neglect
doesn't get the nurture and stimulation they need, ignoring, humiliating, intimidating, or isolating them.

Medical neglect
isn't given proper health care, dental care and refusing or ignoring medical recommendations.

Symptoms

Looking unkempt befoul.

Being left alone or in the care of other young children.

Eating more than usual at a meal

or saving food for later

or siblings

Poor attendance at school.

Poor weight gain

or growth.

Doesn't get medical, dental, or mental health care (medical neglect)

SIDE NOTE

Report Child Abuse and Neglect to Authorities

Child Protective Services

Local Authorities

Follow School district protocols

School Supports

Expectations. Teachers can honor the strength and courage of these children by having high expectations for them.

set reasonable goals

provide the support needed for the child to feel confident

rebuild their self-esteem

Structure.

give accurate information and build trust

allowing scholars to express their feelings through different mediums

Identity.

pointing out the child's strengths.

help scholars gain a sense of personal identity

administering interest inventories

teaching decision-making

problem-solving skills.

Self-esteem.

scholars learn that they are valued

accepted

capable

Sense of belonging.

provide designated places for possessions

display work in the classroom

include scholars’ classroom activities.

teach social skills in small groups and through cooperative learning will also help abused children practice interacting in a nonthreatening atmosphere.

Social skills

build a classroom climate that fosters caring,

appreciation for differences,

consistent rules and boundaries,

recognition for small successes

Consultation

with a school psychologist, social worker, counselor, or nurse may also help teachers understand unexplainable behaviors and emotions of their students.

https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/neglect/
Tineeka Reed

# data[].attributes.body
Research suggest that approximately 25% of school age children stuffer with traumatic stress by the age of 16. A child's reaction to traumatic situations can interfere considerably with learning and behaviors at school.

# data[].attributes.body
Online learning difficult, children unequipped the necessary learning material triggers disruptive behavior. Learners with disruptive behaviors need structure and routines with high expectations. Consistency is important. Therefore, these learning models should be equipped with all of the learning materials.

# data[].attributes.body
Many times the expression on a child's face provides all signs that something is wrong. Greetings children at the doorway of the class the teacher can intervene and assist the child with whatever problem that has occurred before school.

# data[].attributes.body
(Jeanette) Students can be withdrawn and disengage socially and academically. Feeling helpless and vulnerable to others aggressions and name-calling can build up tremendous stress in a child.

# data[].attributes.body
(Jeanette) Bullying behaviors can come from a lack of stability or control in their home life. It can also come from loneliness and the need for attention and approval from peers. A victim of bullying can also become the bully due to a need for power.

# data[].attributes.body
(Jeanette) this breakdown of the types of trauma that children might face was very helpful to categorize and understand where traumatic stress might come from.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
When a child feels intensely threatened by an event he or she is involved in or witnesses, we call that event a trauma. There is a range of traumatic events or trauma types to which children and adolescents can be exposed.

# data[].attributes.body
Adolescence are in major risk for using drugs. Most of the time, use of drugs can  be resulted from a pressure of adults. In addition, children might not be aware of the risks of using drugs abuse and are not aware of choosing the right drug. Students who are in use of drugs show low attendance and grades besides violence towards others.

# data[].attributes.body
Many children can be isolated from others, since in the past, they have been rejected from from other people. This rejection caused them low self-steam which lead them to isolation. In othe times, children don’t know how to even start a friendship and interact with others. They don’t have strong social skills.

# data[].attributes.body
Some children can be exposed to physical attack from their parents or guardians. These children usually come to school with aggressive behaviors as well, or they can be isolated from others and score low grades.

# data[].attributes.body
The whole brain teaching can heal a classroom from disruptive behaviors and help with special needs.
A better understanding of dyslexia. Brain imaging could help distinguish among students with attention-deficit/hyperactivity disorder, cognitive impairments, and limited language exposure. Teachers with this information could determine which brains would respond best to which therapies.

# data[].attributes.attachment_link.readable_text
Neuroscience research could provide new insights into teaching students with disabilities, but more needs to be done to connect the scientists studying the brain with special education researchers and to educators, concludes a new policy analysis from Project Forum at the National Association of State Directors of Special Education.

The report offers several examples of how helpful brain-based research could one day be to special education, with the caution that "translating brain research into classroom practice must be handled methodically."

Despite that note of caution, the analysis emphasizes the importance of using brain research in special education-and all-classrooms.

"Perhaps the most important lesson is that educational policies and practices ... should be guided by our knowledge of how brains (both typical and atypical) work and learn," writes Eve Mueller, who researched the connection between neuroscience and special education for Project Forum.

The analysis offers some examples of the promise of brain research in the lives of students with disabilities, such as:

* A better understanding of dyslexia. Brain imaging could help distinguish among students with attention deficit/hyperactivity disorder, cognitive impairments, and limited language exposure. Teachers with this information could determine which brains would respond best to which therapies.

* So-called "biomarkers," visible through brain imaging, can show cognitive or learning impairments even before a child exhibits those impairments through behavior. Research on biomarkers is now underway on specific language impairment, autism spectrum disorders, ADHD, and learning disabilities, including dyslexia and dyscalculia. Another note of caution: While early identification can benefit children, premature diagnoses could lead to discrimination or stigmatizing of children.

In addition, the paper explores three programs that base they way they teach in part on findings from the field of neuroscience. They are the Model Asperger Program at Ivymount School in Rockville, Md.; the Specialized Transition Program at Kennedy Krieger Institute, which is for students with a traumatic brain injury and is in Baltimore; and New York City's Gillen Brewer School, which serves students who have learning disabilities, autism spectrum disorders, language issues, and emotional and behavioral challenges.

Ms. Mueller found that experts agree that the primary risk of linking neuroscience and education or special education is that people hear the term "neuroscientific" and assume that means "evidence-based." But there is limited evidence that many "brain-based" software programs are effective in improving outcomes for students with or without disabilities. "Another concern is that general and special educators will hail neuroscience as a panacea," she writes.

"Neuroscience is a sexy topic. Everyone is selling it, and the field is being
seduced," Carol Kochhar-Bryant, a special education professor at George Washington University, told Ms. Mueller. The university has a doctoral program in applied neuroscience in special education. "But we have to be very cautious," Ms. Kochhar-Bryant said. "The field of education is so hungry for answers. The major message is that we must make sure findings are well grounded in research."

But when that research does catch up to the classroom, the results could be dramatic, said Monica Adler-Werner, who works at Ivymount School.

"My guess is that as much as what we're doing now is cutting edge, we'll look back in five years and see it as very primitive," she said. "We're at the beginning of a revolution in human understanding."

# data[].attributes.attachment_link.title
Report Reveals Ways Brain Science Could Improve Special Ed.

# data[].attributes.attachment_link.description
Neuroscience research could provide new insights into teaching students with disabilities, but more needs to be done to connect the scientists studying the brain with special education researchers and to educators, concludes a new policy analysis from Project Forum at the National Association of State Directors of Special Education.

# data[].attributes.attachment_link.title
Whole Brain Teaching "The Five Rules" (and Mirroring)

# data[].attributes.body
In this article and video, a teacher found out about WBT and implemented some strategies in her classes.

# data[].attributes.attachment_link.readable_text
"It's worked with EVERY SINGLE kid with behavior issues," Heidi told me. "Every single one!"

My jaw dropped. If only I'd known about this years ago, I thought.

Sooo ... what's this magic "thing" we're talking about?!

It's Whole Brain Teaching!

First grade teacher Heidi Martin is a Whole Brain Teaching (WBT) trainer who discovered WBT years ago. She had a tough class (wait till you hear how many kids ... and how many boys!!) and was desperate to find something that would help with behavior issues.

She stumbled on Whole Brain Teaching, started exploring, and the rest is history. It's totally transformed her teaching!

Annnnd...Heidi was generous enough to let me interview her the other day!

In the interview, she explains exactly what Whole Brain Teaching is (it addresses both academics and behavior) and how it can make teaching FUN again!

I was so excited that I was basically drooling throughout the interview. 😂😂😂 I'd had a very limited understanding of Whole Brain Teaching methods until we chatted-but, oh BOY, did I like what I heard!

I think you're going to love these strategies as much as I do. Watch our interview here!

Amazing, right??

Here are the links we mentioned during the interview:
https://wholebrainteaching.com/ https://www.instagram.com/droppinknowledge2/ https://www.instagram.com/wholebrainteaching/ https://www.facebook.com/Whole-Brain-Teaching-111745338861758/ https://www.youtube.com/user/ChrisBiffle
You can pin this post and save it for later using this image:

Photo Credits: wavebreakmedia, Shutterstock

Do you use WBT? I'd love to hear your experiences as I dive a little deeper myself!

# data[].attributes.attachment_link.title
How Whole Brain Teaching Can Solve Your Classroom Behavior Problems and Make Teaching Fun Again! - Learning at the Primary Pond

# data[].attributes.attachment_link.description
"It's worked with EVERY SINGLE kid with behavior issues," Heidi told me. "Every single one!" My jaw dropped. If only I'd known about this years ago, I thought. Sooo ... what's this magic "thing" we're talking about?! It's Whole Brain Teaching! First grade teacher Heidi Martin is a Whole Brain Teaching (WBT) trainer who discovered WBT years ago.

# data[].attributes.body
This is a fascinating method to use WBT in an online environment, here are some tips that the teacher did with her "students" (daughters as examples)

# data[].attributes.attachment_link.title
Whole Brain Learning Demonstration (for Virtual Learning)

# data[].attributes.body
Here are some gestures for online and in school environment

# data[].attributes.headline
Some experiences that might cause Traumatic Stress in students?

# data[].attributes.subject
Some experiences that might cause Traumatic Stress in students?

# data[].attributes.body
Physical, sexual, or psychological abuse and neglect (including trafficking)

Natural and technological disasters or terrorism

Family or community violence

Sudden or violent loss of a loved one

Substance use disorder (personal or familial)

Refugee and war experiences (including torture)

Serious accidents or life-threatening illness

Military family-related stressors (e.g., deployment, parental loss or injury)

# data[].attributes.body
This is a cool mind map that has many causes and types of traumatic stress that we can see in the students. some strategies are also written in the mind map to help the students.
I really found it very useful it contains the majority of the trauma that I read about so I thought it's like a summary about everything.

# data[].attributes.attachment_link.title
Situations that Can Cause Traumatic Stress in Students, Response ...

# data[].attributes.attachment_link.description
Situations that Can Cause Traumatic Stress in Students, Response Strategies , Symptoms (Anger / Aggression / Defiance, Easily triggered, Attention seeking and disruptive in class, Tired / Sleepy, Hungry, Poor personal hygiene, Not wanting to go home, Quiet / Shy / Few friends), Strategies to Alleviate Stress, Strategies ( (Create comfortable spaces to escape the stress of a classroom or even sleep, Foster an environment of emotional safety and mutual support, Create positive relationships with those students)),

# data[].attributes.headline
Some experiences that might cause Traumatic Stress in students

# data[].attributes.subject
Some experiences that might cause Traumatic Stress in students

# data[].attributes.body
Physical, sexual, or psychological abuse and neglect (including trafficking)

Natural and technological disasters or terrorism

Family or community violence

Sudden or violent loss of a loved one

Substance use disorder (personal or familial)

Refugee and war experiences (including torture)

Serious accidents or life-threatening illness

Military family-related stressors (e.g., deployment, parental loss or injury)

# data[].attributes.headline
Help from a teacher to traumatic students

# data[].attributes.subject
Help from a teacher to traumatic students

# data[].attributes.headline
Some symptoms that we can see in our students behaviors

# data[].attributes.subject
Some symptoms that we can see in our students behaviors

# data[].attributes.body
- Intrusive memories
- Avoidance
- Negative changes in thinking and mood
- Changes in physical and emotional reactions
- Suicidal thoughts

# data[].attributes.attachment_link.readable_text
Overview

Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event - either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event.

Most people who go through traumatic events may have temporary difficulty adjusting and coping, but with time and good self-care, they usually get better. If the symptoms get worse, last for months or even years, and interfere with your day-to-day functioning, you may have PTSD.

Getting effective treatment after PTSD symptoms develop can be critical to reduce symptoms and improve function.

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Symptoms

Post-traumatic stress disorder symptoms may start within one month of a traumatic event, but sometimes symptoms may not appear until years after the event. These symptoms cause significant problems in social or work situations and in relationships. They can also interfere with your ability to go about your normal daily tasks.

PTSD symptoms are generally grouped into four types: intrusive memories, avoidance, negative changes in thinking and mood, and changes in physical and emotional reactions. Symptoms can vary over time or vary from person to person.
Intrusive memories
Symptoms of intrusive memories may include:

Recurrent, unwanted distressing memories of the traumatic event

Reliving the traumatic event as if it were happening again (flashbacks)

Upsetting dreams or nightmares about the traumatic event

Severe emotional distress or physical reactions to something that reminds you of the traumatic event

Avoidance
Symptoms of avoidance may include:

Trying to avoid thinking or talking about the traumatic event

Avoiding places, activities or people that remind you of the traumatic event

Negative changes in thinking and mood
Symptoms of negative changes in thinking and mood may include:

Negative thoughts about yourself, other people or the world

Hopelessness about the future

Memory problems, including not remembering important aspects of the traumatic event

Difficulty maintaining close relationships

Feeling detached from family and friends

Lack of interest in activities you once enjoyed

Difficulty experiencing positive emotions

Feeling emotionally numb

Changes in physical and emotional reactions
Symptoms of changes in physical and emotional reactions (also called arousal symptoms) may include:

Being easily startled or frightened

Always being on guard for danger

Self-destructive behavior, such as drinking too much or driving too fast

Trouble sleeping

Trouble concentrating

Irritability, angry outbursts or aggressive behavior

Overwhelming guilt or shame

For children 6 years old and younger, signs and symptoms may also include:

Re-enacting the traumatic event or aspects of the traumatic event through play

Frightening dreams that may or may not include aspects of the traumatic event

Intensity of symptoms
PTSD symptoms can vary in intensity over time. You may have more PTSD symptoms when you're stressed in general, or when you come across reminders of what you went through. For example, you may hear a car backfire and relive combat experiences. Or you may see a report on the news about a sexual assault and feel overcome by memories of your own assault.
When to see a doctor
If you have disturbing thoughts and feelings about a traumatic event for more than a month, if they're severe, or if you feel you're having trouble getting your life back under control, talk to your doctor or a mental health professional. Getting treatment as soon as possible can help prevent PTSD symptoms from getting worse.
If you have suicidal thoughts
If you or someone you know has suicidal thoughts, get help right away through one or more of these resources:

Reach out to a close friend or loved one.

Contact a minister, a spiritual leader or someone in your faith community.

Contact a suicide hotline. In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. Services are free and confidential.

Make an appointment with your doctor or a mental health professional.

When to get emergency help
If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

If you know someone who's in danger of attempting suicide or has made a suicide attempt, make sure someone stays with that person to keep him or her safe. Call 911 or your local emergency number immediately. Or, if you can do so safely, take the person to the nearest hospital emergency room.

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Causes

You can develop post-traumatic stress disorder when you go through, see or learn about an event involving actual or threatened death, serious injury or sexual violation.

Doctors aren't sure why some people get PTSD. As with most mental health problems, PTSD is probably caused by a complex mix of:

Stressful experiences, including the amount and severity of trauma you've gone through in your life

Inherited mental health risks, such as a family history of anxiety and depression

Inherited features of your personality - often called your temperament

The way your brain regulates the chemicals and hormones your body releases in response to stress

Risk factors

People of all ages can have post-traumatic stress disorder. However, some factors may make you more likely to develop PTSD after a traumatic event, such as:

Experiencing intense or long-lasting trauma

Having experienced other trauma earlier in life, such as childhood abuse

Having a job that increases your risk of being exposed to traumatic events, such as military personnel and first responders

Having other mental health problems, such as anxiety or depression

Having problems with substance misuse, such as excess drinking or drug use

Lacking a good support system of family and friends

Having blood relatives with mental health problems, including anxiety or depression

Kinds of traumatic events
The most common events leading to the development of PTSD include:

Combat exposure

Childhood physical abuse

Sexual violence

Physical assault

Being threatened with a weapon

An accident

Many other traumatic events also can lead to PTSD, such as fire, natural disaster, mugging, robbery, plane crash, torture, kidnapping, life-threatening medical diagnosis, terrorist attack, and other extreme or life-threatening events.

Complications

Post-traumatic stress disorder can disrupt your whole life - your job, your relationships, your health and your enjoyment of everyday activities.

Having PTSD may also increase your risk of other mental health problems, such as:

Depression and anxiety

Issues with drugs or alcohol use

Eating disorders

Suicidal thoughts and actions

Prevention

After surviving a traumatic event, many people have PTSD-like symptoms at first, such as being unable to stop thinking about what's happened. Fear, anxiety, anger, depression, guilt - all are common reactions to trauma. However, the majority of people exposed to trauma do not develop long-term post-traumatic stress disorder.

Getting timely help and support may prevent normal stress reactions from getting worse and developing into PTSD. This may mean turning to family and friends who will listen and offer comfort. It may mean seeking out a mental health professional for a brief course of therapy. Some people may also find it helpful to turn to their faith community.

Support from others also may help prevent you from turning to unhealthy coping methods, such as misuse of alcohol or drugs.

# data[].attributes.attachment_link.title
Post-traumatic stress disorder (PTSD) - Symptoms and causes

# data[].attributes.attachment_link.description
Post-traumatic stress disorder (PTSD) is a mental health condition triggered by a terrifying event, causing flashbacks, nightmares and severe anxiety.

# data[].attributes.body
Stressful experiences, including the amount and severity of trauma you've gone through in your life

Inherited mental health risks, such as a family history of anxiety and depression

Inherited features of your personality — often called your temperament

The way your brain regulates the chemicals and hormones your body releases in response to stress

# data[].attributes.attachment_link.readable_text
Overview

Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event - either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event.

Most people who go through traumatic events may have temporary difficulty adjusting and coping, but with time and good self-care, they usually get better. If the symptoms get worse, last for months or even years, and interfere with your day-to-day functioning, you may have PTSD.

Getting effective treatment after PTSD symptoms develop can be critical to reduce symptoms and improve function.

Products & Services

Show more products from Mayo Clinic

Symptoms

Post-traumatic stress disorder symptoms may start within one month of a traumatic event, but sometimes symptoms may not appear until years after the event. These symptoms cause significant problems in social or work situations and in relationships. They can also interfere with your ability to go about your normal daily tasks.

PTSD symptoms are generally grouped into four types: intrusive memories, avoidance, negative changes in thinking and mood, and changes in physical and emotional reactions. Symptoms can vary over time or vary from person to person.
Intrusive memories
Symptoms of intrusive memories may include:

Recurrent, unwanted distressing memories of the traumatic event

Reliving the traumatic event as if it were happening again (flashbacks)

Upsetting dreams or nightmares about the traumatic event

Severe emotional distress or physical reactions to something that reminds you of the traumatic event

Avoidance
Symptoms of avoidance may include:

Trying to avoid thinking or talking about the traumatic event

Avoiding places, activities or people that remind you of the traumatic event

Negative changes in thinking and mood
Symptoms of negative changes in thinking and mood may include:

Negative thoughts about yourself, other people or the world

Hopelessness about the future

Memory problems, including not remembering important aspects of the traumatic event

Difficulty maintaining close relationships

Feeling detached from family and friends

Lack of interest in activities you once enjoyed

Difficulty experiencing positive emotions

Feeling emotionally numb

Changes in physical and emotional reactions
Symptoms of changes in physical and emotional reactions (also called arousal symptoms) may include:

Being easily startled or frightened

Always being on guard for danger

Self-destructive behavior, such as drinking too much or driving too fast

Trouble sleeping

Trouble concentrating

Irritability, angry outbursts or aggressive behavior

Overwhelming guilt or shame

For children 6 years old and younger, signs and symptoms may also include:

Re-enacting the traumatic event or aspects of the traumatic event through play

Frightening dreams that may or may not include aspects of the traumatic event

Intensity of symptoms
PTSD symptoms can vary in intensity over time. You may have more PTSD symptoms when you're stressed in general, or when you come across reminders of what you went through. For example, you may hear a car backfire and relive combat experiences. Or you may see a report on the news about a sexual assault and feel overcome by memories of your own assault.
When to see a doctor
If you have disturbing thoughts and feelings about a traumatic event for more than a month, if they're severe, or if you feel you're having trouble getting your life back under control, talk to your doctor or a mental health professional. Getting treatment as soon as possible can help prevent PTSD symptoms from getting worse.
If you have suicidal thoughts
If you or someone you know has suicidal thoughts, get help right away through one or more of these resources:

Reach out to a close friend or loved one.

Contact a minister, a spiritual leader or someone in your faith community.

Contact a suicide hotline. In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline, available 24 hours a day, seven days a week. Or use the Lifeline Chat. Services are free and confidential.

Make an appointment with your doctor or a mental health professional.

When to get emergency help
If you think you may hurt yourself or attempt suicide, call 911 or your local emergency number immediately.

If you know someone who's in danger of attempting suicide or has made a suicide attempt, make sure someone stays with that person to keep him or her safe. Call 911 or your local emergency number immediately. Or, if you can do so safely, take the person to the nearest hospital emergency room.

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Causes

You can develop post-traumatic stress disorder when you go through, see or learn about an event involving actual or threatened death, serious injury or sexual violation.

Doctors aren't sure why some people get PTSD. As with most mental health problems, PTSD is probably caused by a complex mix of:

Stressful experiences, including the amount and severity of trauma you've gone through in your life

Inherited mental health risks, such as a family history of anxiety and depression

Inherited features of your personality - often called your temperament

The way your brain regulates the chemicals and hormones your body releases in response to stress

Risk factors

People of all ages can have post-traumatic stress disorder. However, some factors may make you more likely to develop PTSD after a traumatic event, such as:

Experiencing intense or long-lasting trauma

Having experienced other trauma earlier in life, such as childhood abuse

Having a job that increases your risk of being exposed to traumatic events, such as military personnel and first responders

Having other mental health problems, such as anxiety or depression

Having problems with substance misuse, such as excess drinking or drug use

Lacking a good support system of family and friends

Having blood relatives with mental health problems, including anxiety or depression

Kinds of traumatic events
The most common events leading to the development of PTSD include:

Combat exposure

Childhood physical abuse

Sexual violence

Physical assault

Being threatened with a weapon

An accident

Many other traumatic events also can lead to PTSD, such as fire, natural disaster, mugging, robbery, plane crash, torture, kidnapping, life-threatening medical diagnosis, terrorist attack, and other extreme or life-threatening events.

Complications

Post-traumatic stress disorder can disrupt your whole life - your job, your relationships, your health and your enjoyment of everyday activities.

Having PTSD may also increase your risk of other mental health problems, such as:

Depression and anxiety

Issues with drugs or alcohol use

Eating disorders

Suicidal thoughts and actions

Prevention

After surviving a traumatic event, many people have PTSD-like symptoms at first, such as being unable to stop thinking about what's happened. Fear, anxiety, anger, depression, guilt - all are common reactions to trauma. However, the majority of people exposed to trauma do not develop long-term post-traumatic stress disorder.

Getting timely help and support may prevent normal stress reactions from getting worse and developing into PTSD. This may mean turning to family and friends who will listen and offer comfort. It may mean seeking out a mental health professional for a brief course of therapy. Some people may also find it helpful to turn to their faith community.

Support from others also may help prevent you from turning to unhealthy coping methods, such as misuse of alcohol or drugs.

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Post-traumatic stress disorder (PTSD) - Symptoms and causes

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Post-traumatic stress disorder (PTSD) is a mental health condition triggered by a terrifying event, causing flashbacks, nightmares and severe anxiety.

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10 Ways to Help Students Who Struggle With Anxiety

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10 Ways to Help Students Who Struggle With Anxiety

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-Practice those deep breaths
-Take a break and go outside
-Talk openly about anxiety
-Get kids moving
-Try walking and talking
-Focus on the positive by having students keep a gratitude journal
-Remind kids to eat healthy and stay well
-Share a story with your students.
-Create a space where kids can express their anxiety
-Offer individual accommodations

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Chances are you've seen a significant increase in the number of students who struggle with mental health over the past several years. According to JAMA Pediatrics, even before the pandemic, the rate of child and adolescent anxiety increased 27% between 2016 and 2019. By 2020, more than 5.6 million youths were diagnosed with anxiety. With symptoms such as trouble concentrating, an upset stomach, or sleeplessness, anxiety can be one of the most debilitating challenges students face in classrooms today.

We know anxiety is more than just "worries." It can influence classroom performance just as much as any other learning disability. Kids who are worried and anxious aren't doing it on purpose. The nervous system acts automatically, especially when it comes to worry (which often stems from fight-or-flight reflexes). That's why phrases like "just relax" or "calm down" aren't helpful. But with practice, kids can learn to slow down their anxious brains, and we can learn to help them. Here are a few ways you can help anxious kids in the classroom.

1. Educate yourself about anxiety

The more you understand about anxiety, the more you can arm yourself with strategies to help your students. This article from district superintendent Jon Konen provides a definition of anxiety, its causes, how to recognize it, types of anxiety disorders, and, most importantly, how you can help as a teacher.

2. Create strong bonds

Building strong bonds and connecting to youth can protect their mental health. Schools and parents can create these protective relationships with students and help them grow into healthy adulthood. Try these 12 Ways To Build Strong Classroom Community.

3. Practice those deep breaths

When people slow down their breathing, they slow down their brain. When I notice that one of my kids is struggling with anxiety, I'll often lead the whole class in a breathing exercise. It helps the child who is overwhelmed and usually a few other kids too. Sometimes I'll do it just because the whole class is squirrelly and we need to focus. Slow, deep breaths are the key. This article about belly breathing describes the process I like to use with my kids. It works every single time.

4. Take a break and go outside

Being out in nature can also calm an anxious brain. Sometimes just a change of scenery is what makes the difference. Breathing the cool air or making time to notice chirping birds can also calm an overactive worrier. Asking students to carefully observe their environment can help them turn the focus away from their worries and toward something more tangible: How many different kinds of trees do you see? How many different bird songs do you hear? How many different shades of green are in the grass?

It doesn't hurt for us to take a mental break sometimes too. Check out 20 Terrific Guided Meditation for Teachers.

5. Talk openly about anxiety

Don't set anxiety up as something you want (or should) get rid of. It's part of life, and it's not realistic to think it'll go away completely. You can help students see and understand this in your own actions. Check out this great article of what you should (and shouldn't) do when working with kids dealing with anxiety.

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6. Tackle the topic with a good book

Often, when one of my kids is struggling, the school counselor will come and share a picture book about managing anxiety with the entire class. Some kids may not be receptive to direct, one-on-one intervention, but they will respond beautifully if they know the whole class is receiving the same information. Check out this list of great books for kids with anxiety.

7. Get kids moving

Exercise helps anyone who is feeling anxious. Anxiety can end up looking like anger, so if you see this, try taking a movement break. You probably already have some favorite ways to do this, but if you're looking for some ideas, check out our video above. You can also get the free set of printables for that right here.

8. Try walking and talking

Building on the moving idea, if you have a student that needs some one-on-one attention, try the " On My Walk " activity. I used to have a student who struggled a lot with anxiety, and this worked great with her. After a couple of loops around the playground with me, everything would feel a little better. Our walk served three purposes: 1. It removed her from the situation. 2. It gave her a chance to explain the issue to me. 3. It got her blood pumping, which clears out the anxiety-producing energy and brings in the positive exercise endorphins.

9. Focus on the positive by having students keep a gratitude journal

The brain is incapable of producing anxious thoughts while it is producing positive thoughts stemming from gratitude. If you can trigger a positive train of thought, you can sometimes derail the anxiety. I knew a teacher who had his fifth graders keep gratitude journals, and every day they would record at least one thing they were thankful for. When his students seemed overwhelmed by negativity or mired in anxiety, he'd encourage them to reread their journals.

Check out the video above for another inspiring teacher or these 22 videos to help kids understand gratitude.

10. Validate students' feelings

Before trying to problem-solve with students who are in the midst of racing thoughts or have completely shut down, Phyllis Fagell, a school counselor and therapist based in Maryland and Washington, D.C., recommends validating their feelings. For instance, saying, "If I was afraid I might look dumb, I'd be worried about raising my hand too," may reduce the impact of anxiety and help a student relax, develop trust, and feel understood. Fagell also reminds teachers not to shame anxious students. For more, check out the full article from WGU.

11. Remind kids to eat healthily and stay well

For the most part, teachers don't really have a lot of control over what students eat and how much they sleep, but these things do matter when it comes to managing anxiety. Not surprisingly, a healthy diet and plenty of sleep make a difference in how well a student is able to handle situations that could be overwhelming. It's one of the reasons that snack and rest time are an essential part of the day for preschoolers!

For your younger students, check out 17 tasty books that teach kids about nutrition and healthy eating habits for a list of picture books about healthy eating.

12. Encourage families to make sure their children are getting enough sleep

With all the extracurricular activities available to kids, not to mention the allure of high-stimulus technology, many kids are just not getting the amount of healthy sleep they need. According to the CDC, children ages 6-12 need as much as 9-12 hours of sleep each night. Preschoolers need even more (10-13 hours), and teens need between 8 and 10 hours. A solid night's sleep does wonders for improving mood, concentration, and outlook. Good sleep quality is also essential. Encourage healthy sleep habits in your students with these Tips for Better Sleep.

13. Create a space where kids can express their anxiety

You've probably heard of classroom safe spaces, and this is a great option to offer if you have students dealing with anxiety. A safe space is a comfy zone in the classroom where kids can go to decompress and regroup. Many teachers include glitter jars, headphones, books, or other items to help kids get back on track.

14. Use fidgets

Another helpful idea, which can stand on its own or be part of your safe space, is offering students classroom fidgets. Sometimes this can work wonders in just giving kids an outlet for their amped-up energy. Here are 39 of our favorite classroom fidgets.

15. Try aromatherapy

Aromatherapy is thought to help activate certain receptors in the brain, potentially easing anxiety. Whether in the form of essential oil, incense, or a candle, natural scents like lavender, chamomile, and sandalwood can be very soothing. Check for sensitivities among your students before introducing a scent to the whole class. An alternative could be an unlit candle, dried herbs, or a sachet treated with essential oil kept in the classroom safe space for students to use individually.

16. Teach kids to recognize their warning signs

Everyone experiences anxiety differently. For children, signs may include shortness of breath, stomachaches, or inability to settle down and concentrate, among others. Coaching students to recognize their unique triggers and warning signs can help them know when to take a step back. Integrate social-emotional strategies throughout the day to help students learn to manage their anxiety.

17. Incorporate Zones of Regulation strategies

Students with anxiety need concrete, easy-to-use strategies to help them cope. Rooted in cognitive therapy, Zones of Regulation is a curriculum developed to help kids understand and learn to manage their emotions. This informative article offers 18 helpful strategies.

18. Offer individual accommodations

For older students, accommodations can make all the difference. Many students struggle with performance anxiety, especially when it comes to tests. When a student is feeling anxious, their brain simply can't function as effectively. When we can set up our tests and assignments so anxious kids are less stressed, they'll likely perform better. Extended time and cue sheets could help kids who suffer from test anxiety. For other accommodations for kids who struggle with anxiety, check out this list from Worry Wise Kids.

The good news about anxiety is that it is one of the most manageable mental-health struggles that children face in the classroom. With the right support and strategies, most children are able to develop strategies that help them manage their anxiety.

The Child Mind Institute offers a " Symptom Checker " to help inform you about a student's possible diagnoses and information and articles to help facilitate a conversation.

19. Mind your classroom management

Schools play a critical role in helping students manage anxiety by creating environments where all students feel that they are cared for, supported, and belong. Certain classroom management approaches strengthen school connectedness. From teacher expectations and behavior management to student autonomy and empowerment, these strategies make a difference.

20. Teach inclusivity

Poor mental health is a growing problem for children and adolescents. According to a JAMA Pediatrics meta-analysis of 29 studies including 80, 879 youths, the prevalence of depression and anxiety symptoms has significantly increased, remains high, and therefore warrants attention.

And some groups are affected more than others. In a report by the CDC, feelings of anxiety and depression were found to be more common among lesbian, gay, or bisexual students and female students. Almost half of lesbian, gay, or bisexual students and nearly one-third of students not sure of their sexual identity reported they had seriously considered suicide-far more than heterosexual students. It is essential that schools put serious effort into creating safe, inclusive classrooms and invest in curricula that supports equity. Here are 50 Tips for Facilitating a More Inclusive Classroom and 5 Ways Social-Emotional Learning Can Help Your Class Become a More Inclusive Community.

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20 Ways To Help Students Who Struggle With Anxiety

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If you have students with anxiety in your classroom, words like "relax" don't help. Instead, try these ideas.

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Be assertive when breaking up fights
Respond calmly but firmly to an aggressive student
Consider giving the student a time out
After the aggressive student cools down, talk with him privately
Have the student apologize
Have students who were involved in a conflict fill out a behavior form

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Dr. Ken Shore's Classroom Problem Solver

In dealing with a student who is acting aggressively toward his classmates, you want to send a strong message that aggressive behavior will not be tolerated in your classroom. In addition, you want to help him develop more appropriate ways of settling disputes with his peers. Be sure, however, to avoid harsh punishment or humiliation. Harshly disciplining an aggressive student might fuel his anger and make him more determined to continue the aggressive behavior.

WHAT YOU CAN DO

Be assertive when breaking up fights. If two elementary school students are engaged in a fight, use a strong loud voice to stop it. If that doesn't work, you might say something odd ( "Look up! The ceiling is falling!") to divert their attention. If they still don't stop and you can't separate them, send a student to the office to get help. If a crowd of children is gathering, insist that they move away or sit down, perhaps clapping your hands to get their attention. After the incident is over, meet with the combatants together so they can give you their versions of what happened and you can help them resolve any lingering problems. Also notify the parents.

Respond calmly but firmly to an aggressive student. Speak in a firm, no-nonsense manner to stop a student's aggressive behavior; use physical restraint as a last resort. When responding to the student, pay attention to your verbal as well as non-verbal language. Even if he is yelling at you, stay calm. Allow him to express what he is upset about without interrupting him and then acknowledge his feelings. Avoid crossing your arms, pointing a finger or making threats; any of those actions could intensity his anger and stiffen his resistance.

Consider giving the student a time out. You might conclude that a student's aggressive behavior warrants separating him from the rest of the class, either to send him a strong message that what he did merits a serious consequence or to protect the other students. You can do that by giving him a time out in class or by sending him to the office. In the classroom time-out area, have him sit in a chair and instruct him to remain quiet. Let him know that he can return to the class activity after a predetermined number of minutes. If he leaves the chair or acts in a disruptive manner, reset the timer to zero.

After the aggressive student cools down, talk with him privately. Although he might expect you to react punitively, surprise him by reacting supportively. Express your confidence that he can resolve problems without being hurtful to his peers. Tell him that you think he must be upset about something to lose control as he did and you want to understand what might be bothering him. If he does open up to you, listen attentively without interrupting. Speaking in a calm voice, tell him that you understand why he was upset, but stress that he has to find a way to express his anger with words rather than with his hands.

Have the student apologize. You don't want to force an aggressive student to say he is sorry because that might fuel his anger, however, you do want to strongly encourage him to make amends with the student he hit. If he is willing to do that, it will help soothe hurt feelings and avoid future conflicts.

Have students who were involved in a conflict fill out a behavior form. After the fighting students have calmed down, have them complete a form describing what triggered the conflict, how they behaved, and how they could have handled the situation differently. Meet with both students to discuss their responses. The form provides a record of the incident that you can use when meeting with parents and/or administrators, and it helps students learn to reflect upon and modify their behavior.

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In dealing with a student who is acting aggressively toward his classmates, you want to send a strong message that aggressive behavior will not be tolerated in your classroom. In addition, you want to help him develop more appropriate ways of settling disputes with his peers.

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Talk to the student in private.

Remain calm and stay in control.

Take the student’s disclosure as a serious plea for help.

Ask the student directly about feelings and plans.

Express care and concern, and assure the student that you will help her/him reach a professional.

If immediate therapeutic assistance is indicated, escort the student to the Counseling Center

Psychiatric and medical assistance

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Although suicide is a rare event, it is the second leading cause of death among college students. Suicidal states are often associated with major depression, a combination of acute anxiety and depression, post traumatic stress disorder, and bipolar disorder. Suicidal people often tell people about their thoughts or give clues to others about their feelings.

Some factors associated with suicide risk are:

suicidal thoughts

pessimistic view of the future

intense feelings of hopelessness, especially when combined with anxiety

feelings of alienation and isolation

viewing death as a means of escape from distress

personal or family history of depression or psychosis

personal or family history of suicide attempts

substance abuse

history of self- mutilation

A suicidal student who confides in someone is often ambivalent about suicide and open to discussion.

Students who are at high risk usually have a specific plan, have a means that is lethal (e.g., medication, knife, gun), and tend to be or feel isolated.

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Helping Students in Distress - The Student with Suicidal Tendencies

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The Counseling Service is the oldest and largest division of the Counseling Center. Currently staffed by 12 permanent counselors, two temporary part-time counselors, and four doctoral interns, the Counseling Service is the largest mental health facility on campus. All services are free and strictly confidential.

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Figure out why the child is isolated
Coach the student in social skills
Arrange social interactions with classmates
Help classmates recognize the child's strengths and talents
Organize a lunch club
Encourage the student's parents to foster peer relationships

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Help the Socially Isolated Student | Education World

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Support isolated kids before self-esteem and grades suffer.

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Students spend a lot of time in school sharpening their academic skills. However, sometimes what gets ignored is a more robust understanding of one's own social and emotional development.
Most individuals develop social and emotional skills by observing their immediate social surrounding, but some kids might find it difficult to pick up on socio-emotional cues in other people and reflecting on them to develop their own.
This calls for a conscious decision to teach these skills to the students, and not leave it up to chance. Academic skills are very important but it renders useless if the kid doesn't learn the optimum way of handling their socio-emotional environment, as that might lead to different problems like depression, anxiety, social awkwardness.
SEL is thus the structured approach to teaching, where teachers not only think about the academic cognitive pieces of a lesson, but also find ways of drawing emotional responses in those activities, by promoting collaborative work.

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CASEL, the leader in the field of SEL Instruction, has established a framework of core competencies that should be covered in a SEL curriculum.

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My favorite resource for digital citizenship including cyberbullying is called common sense media. I have linked their specific page regarding this topic which I think is extremely valuable info. There are a lot of support ideas and strategies here to try, for parents, teachers, and students.

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Parenting, Media, and Everything in Between

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Get advice about Cyberbullying from Common Sense Media editors.

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Self-Awareness.

Self-Management.

Social Awareness.

Relationship Skills.

Responsible Decision-Making.

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(Matt) Top strategies for SEL management

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(Matt) Top strategies for SEL management

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Thresholding to greet students at the door: This is an old strategy that gained new importance during remote learning this year.

Brain breaks: Brain breaks can be used to manage emotions and promote self-management.

Social-emotional learning check-in surveys: Daily or weekly check-ins can help you gain a deeper understanding of students and foster relationships.

Class meetings: Creating a safe space for students to discuss academic and non-academic subjects fosters community through teacher-to-student and peer-to-peer relationships.

Office hours: Offering office hours for group and 1:1 student meetings helps teachers establish relationships with students.

Families and caretakers: Creating and maintaining relationships with families and caretakers this year presented teachers with challenges as well as opportunities for innovation and connection.

The power of Yet: When students express that they can’t do something, help them re-frame that thought to, “You can’t do it…yet.”

Create a safe space that allows for growth and risk-taking: Teach students about the importance of risk-taking.

Setting goals & reflective journaling: Help students to set academic and non-academic goals at the beginning of the week, and then reflect on their progress at the end of the week.

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In my role I am often dealing with cases of cyberbullying. Much of it happens outside of school hours and outside of school platforms so it is very difficult to police and manage. But what is not difficult is to see the stress and anxiety it causes students who are the victims. Much of my effort goes towards promoting "upstanding" meaning students who are aware of what is going on but are not the bully nor the victim also have an important support role to play. We did a fake bullying scenario in class in December which turned out to be quite powerful.

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Use of drugs abuse can be resulted from:

lack of mutual attachment by parents or caregivers

• ineffective parenting
• inappropriate home environment
• no strong and healthy relationship with a caring adult
• a caregiver who abuses substances, usually suffers from mental illness.

Strategies can be like: preventions
programs, rehabilitations and Applied Behavior Analysis.

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Strategies:

Learn social skills, Schedule social interaction between the student and peers, ask parents to encourage their child to make peer interaction and most important, ask students about the reason of them being isolated.

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The Impact of SEL for Behavior in the Classroom.-Chevela 

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The Impact of SEL for Behavior in the Classroom.-Chevela 

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Social-emotional competencies empower kids to grow self-aware and confident, to manage difficult emotions and impulses, and to embody empathy, which translates to not only improved behavior but to test scores. Emotional influences include motivation, persistence, and self-regulation. Behavioral influences include what students do and how teachers direct and respond to that behavior. By establishing rules and activities that promote safety – physical, emotional and social – and teach respectful, kind and compassionate ways to think and behave.

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Class Jobs and Disruptive Behaviors-Chevela

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Class Jobs and Disruptive Behaviors-Chevela

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Classroom permits ownership with the learning environment. Children with disruptive behaviors rely on responsibilities to improve neglect behaviors. Classroom jobs translate leadership and this invokes positive self-esteem. Offering opportunities of leadership and expressing those exceptions student during morning huddle.

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Talking about the way another Student speaks

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Talking about the way another Student speaks

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The virtual classroom example is a student making fun of another students dialect. The teacher had a discussion with the student explaining why social awareness is important and how the world is different and filled with people from all walks of life. It's important to have an open mind and be willing to learn and appreciate different things in this life.

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For the in-person setting when placing 2 students in a group with one student aggressively stating that he didn't want to be in the group with the other student. The teacher had a dialogue with that student explaining why "Relationship Skills" are important now and in the students future life.

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This video highlights the difference in learning brain vs. survival brain. A student who's been bullied has been conditioned to feel that they are always threatened, on the verge of being attacked or belittled and may very well withdraw from class for fear of being exposed again. Keeping an keen eye on students by greeting them with eye contact and checking in can help a teacher keep tabs and notice when a student's quietness/withdrawal or other behaviors are worrisome. If a student seems withdrawn it would be good to check with other faculty & see if there's a pattern. If there is, the counselor should be contacted. If not, the teacher should observe what about the particular class environment/classmates is causing this and eventually contact student, counselor and/or parents.

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Understanding Trauma: Learning Brain vs Survival Brain

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The PLC Model for Student Behavior Management

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The PLC Model for Student Behavior Management

The team of professionals collaborating together to design and implement a behavior plan and intervention that can be used by the whole grade level or even as a schoolwide.

The PLCs collaboratively design behavior guidelines.

Common language: it is important that the expectations are clear for students. Use of common language will avoid confusion and discrepancies in expectations, consequences, and consistencies.

Consistency: the PLCs collaborating together and having a universal approach to behavior management will allow consistent behavior expectations and consequences. If a student gets away with bullying in PE class but in the homeroom there is more accountability , that student may continue to misbehave in PE class. So consistency is key.

Data Driven: have a system to document behavior so that all parties concerned have access to the document for furthering the plan of action such as contacting parents or principals. It becomes handy when a teacher has to refer a student for the next level intervention or consequence. Without data it’d be difficult to decide and reach agreement with other concerned parties.

Planning Intervention: When there are behavior issues, it is important to go beyond treating the symptom in this case the behavior and find the cause of the behavior. If the student has issues that need to be addressed such as ADHD or problems at home that can be addressed by using help from the school psychologist or counselors to do tests and plan action, the PLCs documentation will be a key input to all of that.

Parent Communication:  when a teacher communicates students’ behavior issues with parents, using the PLCs data relieves the teacher by making it clear to parents that it is not the teacher’s personal opinion on their child but other members of the PLCs have also observed theses behaviors and hence validating the concern on the student.

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Effective schools create safe, engaging learning environments through high standards and clear expectations for students and teachers.

The teaching and learning process is the core of the school, and other activities are secondary to the basic mission of academic achievement. Many educators view problem behavior as a separate challenge to learning instead of considering it a deficit-like math and reading deficits-that can be practiced and developed by teaching new strategies.

Problem behavior often interferes with the ability to teach information that engages students and increases academic success. Students need to be taught how to manage stress and frustration in a safe way, and teachers deserve consistent support to upgrade their skill set when it comes to developing behavior interventions.

One way for educators to shift their perception of problem behavior is to view it as a skill deficit just as math and reading challenges are viewed. There is a correlation between problem behavior patterns and academic deficits, and as students progress in school, the gap becomes even more extreme. Teaching prevention and intervention strategies and positive replacement behaviors in the same way that a missing academic skill is taught may provide new strategies for students to manage their behavior. Unfortunately, students are expected to have these skills even if they've never been taught, and they're punished when these skills are missing.

When a math or reading intervention is established, a student is enrolled in an intervention for 4-6 weeks and monitored for progress during that time. As the student makes progress, the intervention is viewed as successful, although the student may still not be proficient in that content area. At the end of the intervention process, the student is evaluated and may continue in the intervention or be upgraded to the next intervention that will help develop a missing skill. A child may remain in a math or reading intervention the whole school year if this process is encouraging academic growth.

If behavior interventions were similarly established as proactive, ongoing support to build missing skills, rather than as a reactive approach like being sent out of the classroom, student growth in missing social and emotional skills could be monitored and supported differently.

Students needing this behavior intervention support for the whole year would be viewed as making progress (but not yet proficient) in the specific social and emotional skill, and they would be encouraged to continue the intervention process without it being viewed as "not working."

When a leader is willing to view problem behavior as a missing skill and support educators in developing intervention strategies, it helps teachers understand how to provide new strategies and ask for support instead of struggling silently. Collaborating with staff to determine school-wide expectations related to the goals of the school when addressing struggling learners, whether the problem is behavior or academics, allows for individual growth while building unity. This sends a message that as a team, educators are helping to shift the perception and culture of the school norms instead of the administrator doing it for them.

Leaving school-wide discipline as an "each to their own" concept neglects opportunities for students to receive behavior interventions and get the support they deserve to meet their social, emotional, and academic needs. When examining the role of the school in designing healthy and safe classrooms that create optimal learning for students, it consists of more than being sure that they pass the standardized tests each year. However, a student's physical and emotional needs are a concern that often becomes secondary to academic needs and is neglected when establishing goals for the year (Murray, Hurley & Ahmed, 2015). Working to support the whole child can be an exhausting task when educational leaders have experienced an increase in stress related to attaining high academic scores.

Collaborative working time such as PLC's (Professional Learning Communities) will provide professional development for teachers so that they are able to teach the whole child and meet the social and emotional needs alongside the academic needs. Incorporating a structured agenda for this meeting time will encourage working toward school-wide goals.

Collaboration about helpful behavior interventions or strategies used to increase student success has not traditionally been incorporated into PLC agendas. Usually only academic areas are discussed and planned for during PLC meetings. Often, admitting that there are behaviors that are challenging can be viewed as a weakness for the teacher. This creates doubt amongst the team and can interfere with the positive working environment that has been created. Providing a consistent opportunity for discussion around behavior struggles and solutions will create a safe environment to make mistakes as teachers and learn to receive suggestions from peers, in the same way academic ideas are discussed and shared.

Establishing a PLC rotation for the month to include math strategies, reading strategies, behavior interventions/strategies and allowing for an "open slot" to include relevant topics that come up will prevent boredom and unproductive discussions during the PLC meetings. Including these topics will support educators in developing effective strategies for both lack of content knowledge and behavior that can interfere with student growth.

Being willing to use new resources to develop a best practice framework for staff will help build a positive school climate. When behavior discussions are included in the PLC structure, willingness to hear different opinions and ideas becomes a way to grow best practice teaching strategies. This also shows that behavior topics are worth investing in when it comes to planning so that change can be supported.

Creating a safe learning environment for educators is the only way that new ideas will be shared. Feeling safe enough to become vulnerable encourages reflection so that adults can be part of the solution when it comes to supporting permanent behavior changes. One way to create safety amongst staff is to provide monthly team building activities. This not only builds connections amongst the team, but also encourages a deeper relationship with trust as the core outcome.

Below are some articles to use for PLC meetings that will encourage reflection and discussion around shifting perception of problem behavior. You can also watch Dr. Becky Bailey's webinar on the Power of Perception.
Barker, E. (May 19, 2017). New neuroscience reveals 4 rituals that will make you happy. Entenman, J., Murnen, T.J., & Hendricks, C. (2005). Victims, Bullies, and Bystanders in K-3 Literature. Reading Teacher, 59(4), 352-364. Fecser, M. E. (2015). Classroom strategies for traumatized, oppositional students. Reclaiming Children & Youth, 24(1), 20-24. King, M.A., & Janson, G.R. (2011). Beware Emotional Maltreatment. Principal, 91(1), 18-21. Nance, J.P. (2016). Dismantling the school-to-prison pipeline: Tools for change. Arizona State Law Journal, 48(2), 313-372 Schwartz, K. (April 21, 2016). 20 tips to help de-escalate interactions with anxious or defiant students.

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Including Discussion of Behavior Intervention Strategies in the PLC Agenda | Conscious Discipline

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The teaching and learning process is the core of the school, and other activities are secondary to the basic mission of academic achievement. Many educators view problem behavior as a separate challenge to learning instead of considering it a deficit-like math and reading deficits-that can be practiced and developed by teaching new strategies.

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According the the American Psychiatric Association, a person with separation anxiety disorder is excessively fearful or anxious about separating from the people they feel attached to.

To meet criteria for separation anxiety disorder, a child must have anxious feelings about separating that would not be expected based on their age. The feelings must persist for at least four weeks and they must cause problems with functioning.

Only a trained professional such as a developmental pediatrician, psychiatrist, or psychologist can diagnose separation anxiety disorder.

A person with separation anxiety disorder may be persistently worried about losing the person closest to them, may be reluctant or refuse to go out or sleep away from home or without that person, or may experience nightmares about separation.

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1. Refusal to come to school or any activity that requires stepping away from the person they feel attached to.
2. Not willing to sleep alone.
3. Irrational worry for the safety of the person they are attached to.

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PLC - Classroom Management: CPSE 402-004: Educ Stdnts w/Disablts in ScEd

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1. Planned collaboration between school and parents
2. Gradual lengthening of the school hours
3. Being supportive yet firm - parents and school teachers advised to hear out the reasons why the student doesn't want to go to school or do a certain activity, but cannot give in to the tantrums
4. Established routine in a school day
5. Empathize and use SEL to show the bigger picture of learning and socialising

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Research has found that kids struggle the most during the first year or two after the divorce. Kids are likely to experience distress, anger, anxiety, and disbelief. Many kids seem to bounce back. They get used to changed in their daily routines and they grow comfortable with their living arrangements. Others, however, may experience ongoing - possibly even lifelong - problems after their parents' divorce.

1. Divorce may increase the risk for mental health problems in children and adolescents. Depression and anxiety rates are higher in children from divorced parents.

2. Children from divorce families may experience more externalizing problems, such as conduct disorders, delinquency, impulsive behavior and conflict with peers.

3. Adolescents with divorced parents are more likely to engage in risky behaviors, such as substance use (alcohol, marijuana, tobacco and drugs) and early sexual activity and/or higher number of sexual partners during adolescence.

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Parental Separation/ Divorce Symptoms of Stress (Adi)

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Parental Separation/ Divorce Symptoms of Stress (Adi)

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1. Declining performance/ grades in school

2. Behavioral problems like attention seeking, "acting out".

3. Mood swings or prolonged sadness/depression.

4. Apathy or loss of interest in places or activities they once enjoyed.

5. Less interest in spending time with friends.

6. Unwillingness to cooperate with everyday activities/defiance.

7. Low self-esteem and withdrawal.

8. Regressing to younger behaviours in an attempt to return to childhood, clinginess.

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Parental Separation/ Divorce - Teacher Strategies (Adi)

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Parental Separation/ Divorce - Teacher Strategies (Adi)

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1. Creating a safe environment for the student to be able to speak freely
2. Helping the student develop a rounded understanding of parental divorce
3. Develop deeper connection with the parents and student so that they feel secure to reach out to you
4. Encouraging parents to focus on their children's best interest
5. Consistency with classroom norms, routines and procedures
6. Include students in collaborative and friendship building activities both in the classroom and playground
7. Focus on building an inclusive classroom which maintains an openness and respect for non-traditional families
8. If severe psychological stress is observed, include the school psychologist/ counsellor at an urgent basis

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Parents Divorce: this is one of the factors that can cause a student traumatic stress. Children often feel like this happens because they are not worthy, unloved, abandoned, guilty, etc. They are not yet able to understand that grown ups go through difficulty themselves. The pain of parents divorcing may not be undone by the teacher but the teacher may use strategies to ease the tension so students can continue to learn.

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Serious Illness: A students suffering from serious illness having to spend a lot of time in the hospital missing school, being asked by students "Where have you been?" and such questions may put the student in a traumatic stress.

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Natural Disaster: A student coming from a place where hurricane, earthquake, and the likes have destroyed his/her home, causing the loss of family members, friends, or neighbors can be in a traumatic stress making learning very difficult. A constant fear or worry or feeling of being unsafe can trigger the part of the brain where negative feelings are turned on may be a difficult situation to be. reassuring that the student is safe now and that these things happen to people and people can get help and that life goes on can be a way to address the trauma.

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War: Where I am from, there is an active civil war going on and I know students whose family members were imprisoned, killed, whose hometown was bombed, etc. Student may feel unsafe and worried who is going to be affected next. It causes constant fear and uncertainty making learning impossible. Using social stories, history and counselling can help the students feel cared for and safe.

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Parents Divorce: this is one of the factors that can cause a student traumatic stress. Children often feel like this happens because they are not worthy, unloved, abandoned, guilty, etc. They are not yet able to understand that grown ups go through difficulty themselves. The pain of parents divorcing may not be undone by the teacher but the teacher may use strategies to ease the tension so students can continue to learn. Some of the symptoms may include difficulty concentrating,being quiet or withdrawn, getting upset easily, and  underperforming. Strategies we can use may be building positive relationships, involving parents in the solution plan, involving counselors and having therapists help.

Natural Disaster: A student coming from a place where hurricane, earthquake, and the likes have destroyed his/her home, causing the loss of family members, friends, or neighbors can be in a traumatic stress making learning very difficult. A constant fear or worry or feeling of being unsafe can trigger the part of the brain where negative feelings are turned on may be a difficult situation to be. Some strategies that can help may be reassuring that the student is safe now, teaching calming down strategies, having mindfulness activities such as yoga, making available help from therapists.  Use social stories to teach that that these things happen to people and people can get help and that life goes on can be a way to address the trauma.

Serious Illness: A students suffering from serious illness having to spend a lot of time in the hospital missing school, being asked by students "Where have you been?" and such questions may put the student in a traumatic stress in addition to the illness itself. Symptoms may include inattentiveness, underperformance, eating problems, being withdrawn from participation and engaging in learning, etc. Some strategies we may use are provide extra help in school work, provide after school strategic tutoring, make modifications to allow students to finish work later and not be punished for late submission, show care and encouragement.

War: Where I am from, there is an active civil war going on and I know students whose family members were imprisoned, killed, whose hometown was bombed, etc. Student may feel unsafe and worried who is going to be affected next. It causes constant fear and uncertainty making learning impossible. Symptoms exhibited may be day dreaming, inattentiveness, being tearful and sad, benign scared or express scary thoughts, loss of appetite, etc. Some useful strategies may be using social stories and history to teach about how other people in similar situation have dealt with such hardship yet succeeded, teach calming down strategies, allow relaxation as per students’ choices, and provide counseling and therapy to help the students feel cared for and safe.

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Educators work hard to provide high school students with the necessary skills to succeed in the classroom and beyond. While grades and test scores are often the focus in high school, many districts are bringing social-emotional learning (SEL) into their portraits of a graduate -recognizing that students need both academics and SEL for college and career readiness.

SEL is important for all young people, from elementary through high school, but you may feel like you have to choose between teaching academic subjects or social-emotional skills.

What if you could have both? Here are five SEL activities for high school students that you can incorporate directly into classroom curriculum and lesson plans.

Gather baseline information on your high schoolers' social-emotional skills with the Panorama SEL Survey.

Why is Social-Emotional Learning Important for High School Students?

Social-emotional learning skills can improve students' attitudes, relationships, mental health, and academic performance. Research from the College and Career Readiness and Success Center shows that strong social-emotional skills can help students regulate their own emotions, make friends, resolve conflicts, avoid engaging in risky behaviors, and make ethical and safe choices, all of which are integral to post-secondary success.

Integrating social-emotional learning into academic lessons can strengthen both areas for students. When students have strong social-emotional skills, they are more likely to achieve academic goals and thrive in the classroom. Likewise, academic lessons can be enhanced when paired with SEL strategies and provide an excellent platform for practicing SEL skills.

Below, you'll find activities that address CASEL's core competencies of SEL:

Through Pro Tip: Panorama's Playbook, educators can access research-backed lesson plans and SEL interventions from leading SEL curriculum providers such as Second Step , Character Strong, and many others.

1. Fist to Five

Courtesy of CharacterStrong

Overview: Use this research-backed, formative assessment strategy to gauge students' opinions, level of comfort on a topic, and/or readiness for a task. This interactive technique is quick, can be done several times throughout a lesson or discussion, and provides instant feedback to the lesson.

Instructions for Implementation: Pose a topic and allow participants to share their feelings on it by holding up a number representing where they fall on the scale of 0 (fist) to five (all five fingers up). A fist indicates that they are feeling very uneasy and need more support or instruction. A five indicates that they are comfortable, excited and ready to go! For example, after introducing a new math concept, you could ask your students to use "Fist to Five" to indicate how well they understand the information.

Pro Tip: Work with students to create a description for each number. What does a "1" mean to students in your classroom? What does a "4" mean? This will help everyone establish the differences between each level.

2. Different Perspectives in Literature

Courtesy of Second Step

Overview: Build students' perspective-taking skills by prompting them to consider the perspectives of fictional characters in different situations. The ability to take others' perspectives is a key skill for empathy and pro-social behavior.
Instructions for Implementation:

1. Have pairs of students select two characters from a book that you are currently reading in class or that students are reading on their own.

2. Have students each write a brief paragraph about how the character they chose might feel about or respond to the situation. Then have students switch characters with their partners and write another paragraph.

3. Have pairs of students compare their paragraphs. For example, they can discuss how their ideas about the characters' responses were similar and different. They can also discuss how the characters' perspectives about the situation were similar and different.

4. Invite pairs of students to read their different perspectives to the class.

Pro Tip: This activity can also be modified for use in a social studies class. Ask students to consider the perspectives of historical figures or people living during different time periods. How can they empathize with people from different times and places? What similar challenges do they face, or what joys do they share?

3. Social Contract
Courtesy of CharacterStrong
Overview: Establish an agreed-upon set of classroom values, expectations, and consequences that all students help create and sign. A social contract gives students a voice in creating their own class environment and deciding how their ideal class should look, sound, and feel. It also serves as a tool for addressing behaviors with clear, logical consequences that the teacher and students have already agreed upon and committed to.

Instructions for Implementation:

1. Share Context About the Contract (5-10 minutes): Share with the class that -- because you believe all people in the room should have a voice in how the class functions -- you are all going to work together to create a set of classroom expectations. Explain that this will become a contract that everyone signs, and that it will be posted up as a reminder of what they created together and agreed to as norms.

2. Posing Questions for the Contract (5-10 minutes): Ask students to individually respond to the following questions. They can use both words as well as images to help paint a picture. (Remind students that they need to be realistic when responding because we really want to use their ideas.)
* How do you want to be treated in class? What does that look/sound/feel like?
* How do you believe I want to be treated as your teacher? What does that look/sound/feel like?
* What does the ideal learning environment look/sound/feel like?

3. Group Work + Share Out: Have students share their ideas with each other and see if they can create a single inclusive vision for each question. Ask groups to share out as a class asking a few students to volunteer to write the key words and phrases on the board.

4. Collaborate to Create the Contract: Work together as a class to summarize their ideas into a class contract that is posted on the wall, then have everyone in the class sign it.

Pro Tip: While this can be used to guide any classroom, it fits in particularly well with history and social studies subjects. What social contracts, written and unwritten, have people lived with in the past and present? How is your contract similar? How is it different? How does culture inform a social contract?

4. Meaningful Online Messages
Courtesy of Second Step
Overview: Much of students' communication takes place online. Knowing how to understand and convey meaning in an online message can help students avoid conflicts. Use this activity to help students identify how differences between in-person and online communication affect perception, and explore how to avoid misinterpretations of online messages.

Instructions for Implementation:

1. Write a simple sentence where students can see it, then read the sentence using different tones of voice. For example, write, "That was great" and read it with the following tones of voice: neutral, excited, sarcastic, uncertain, and so on.

2. Discuss with students how when we send messages online, the tone of voice is missing so the message can be misinterpreted. Discuss what other elements are missing when communication takes place online.

3. Have students offer ideas about what they could add to the message to communicate its meaning in the absence of the sender's tone of voice, facial expressions, and body language.

4. Working in pairs or small groups, have students come up with their own examples of messages that could be misinterpreted. Have them add emoticons, abbreviations, punctuation, and so on to help convey the sender's true meaning. Encourage students to stick to positive messages! Invite students to share their examples.

5. Discuss ways to handle online messages that can be misinterpreted before jumping to conclusions about their meaning. For example, students could check with the sender about the true meaning, they could pause and think about things from the sender's perspective before they assume its meaning, and so on.

6. Click here to access instructions for adapting this activity for virtual use.

Pro Tip: You can stretch this activity to discuss how certain terms and words hold different meanings for different people and explore ideas of "impact vs. intent." How can understanding meaning and context improve our communication skills? How can understanding meaning aid in conflict resolution?

5. Responsible Citizens

Courtesy of Second Step
Overview: Help students identify their responsibilities as citizens in a select community. When students recognize their responsibilities as members of a community, it can help them develop empathy, respect, and a sense of commitment to teamwork to improve the community.

Instructions for Implementation:

1. Discuss the different communities students are a part of (for example, classroom, school, city, state, province, country) and how, as members or citizens, each individual has rights and responsibilities.

2. Choose one community that all students are a part of. Have students work in pairs to brainstorm their responsibilities as citizens of the chosen community. Have student pairs share their lists with the class.

3. In pairs or as a class, discuss the following:
* How does having empathy and respect for others make you a better citizen in your community?
* Why is it important to listen to others in your community?
* How can showing compassion for others help your community?
* Why is it important to be able to understand other people's perspectives when you are part of a community?

4. Create a "Bill of Responsibilities" for the chosen community that identifies specific things citizens are responsible for in order to improve their communities.

Pro Tip: Use this activity to elevate civics lessons or literature analysis.

Download the Panorama Social-Emotional Learning Assessment with topics and questions for students in grades 6-12.

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5 Social Emotional Learning Activities for High School

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Learn how to integrate social-emotional learning (SEL) into high school classrooms. Explore 5 social-emotional activities for high school students.

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PLC's for student behavior - Andrew Barker

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PLC's for student behavior - Andrew Barker

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Professional Learning Communities (PLC) are becoming more and more popular in school environments. In fact, three of our group members have worked in schools using the PLC model, and each of our schools paired their PLC model with a Positive Behavioral Intervention System (PBIS).

Using the PLC framework with PBIS allows us to answer three questions of PLC's and make a schoolwide plan to implement a positive and collaborative plan.

What are students expected to do/know?
- Here is where we have schoolwide behavior expectations. This allows students to know their expectations deeply, practice them often, and know them in every situation on school grounds. Within PBIS, these expectations should be focused on the positive aspect of behavior, rather than the negative.

How do we know students are achieving expectations?
- This evidence centered approach allows the whole school to see what is working and what is not. We will understand if individual students need interventions to help them achieve expectations, or if intervention and reteaching needs to be done on a school level... or if the school and staff need to make adjustments.

What do we do if students are not achieving expectations?
- Clearly defined expectations and procedures are essential to a PLC and it allows us to control the environment around interventions. The known aspect of it allows teachers to communicate consequences easily and follow through with them consistently. Using PBIS, we will always try a positive intervention that goes beyond rewards and punishments first, like private chats with the student focused where teachers can focus on the student's needs with positive communication. Interventions will then follow a standardized and evidence-based tier-system where new interventions may be attempted.

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Duane Graber is an elementary counselor at Briarcliff Elementary School, a professional learning community in the North Kansas City School District in Kansas City, Missouri.

Two years ago, our school decided to implement PBIS (Positive Behavioral Interventions and Supports). We felt that we had a good handle on the academic side of the PLC, but something was missing. After studying this management system, it was clear to us that PBIS fit very well into the PLC model.

The three critical questions we always ask in a PLC are:

1. What do students need to know and be able to do?

2. How will we know if they have learned it?

3. What will we do if they haven't learned it?

So, the first thing we asked ourselves is will these questions work with PBIS? And the clear answer was yes indeed. But, how do these questions apply to behavior?

First: What do we want our students to know and be able to do when it comes to behavior? The staff decided on the behaviors that we wanted our students to know and demonstrate. We also decided on the places where we wanted to monitor student behavior. We chose the hallway, bathroom, classroom, lunchroom, bus, and playground. Then we decided on specific behaviors we wanted students to demonstrate in each of those areas. We also agreed on our Behavioral Expectations, which are:

Clever, since we are the Bears and the first letter of each expectation put together spells BEAR!

As in a PLC, it is important to also let students know what they are expected to know and do. So the matrix was presented to all the classes. I think the most important part of helping students understand the matrix was to have our Procedure Day. During this time, each grade level went to each of the areas on the matrix, and the behaviors were demonstrated by staff or, in some cases, older students. Then the class practiced the behavior. There was no doubt by the end of Procedure Day as to the expectation at each station.

It was also important to have common language throughout the school. We decided that a straight line in the hall would be called a "show line." So when students hear "show line" from any staff member, they immediately line up in a straight line, voices off and hands to their side. It is just beautiful to hear and watch how students respond.

The second question, "How will we know if they know it?" is easy to manage. We look at our office referrals, which are almost none, and we look at the number of students missing recess due to inappropriate behavior. So, just as in a PLC and looking at data, we have our behavioral data that we can look at to see how students are responding and make adjustments as needed.

The third question, "What do we do if they don't know it?" is also part of our plan. If a student has a repeated behavior that he or she is having difficulty with, we reteach the behavior to the student. It is part of the intervention, just like an academic intervention. It works beautifully, and we do not assume students know how to behave. We actually teach them the behavior we want them to demonstrate.

Celebrations are an important part of any PLC. In our school, we have Bear Bucks. Students earn Bear Bucks as they demonstrate the positive behaviors in each of the areas mentioned earlier. Individuals can earn them, and they can also be earned by an entire class. A menu of rewards is presented to the students, so as goals are being met, they can turn their Bear Bucks in for a reward. Classroom celebrations are also held.

Our school has truly been transformed. Now our students learn academics as well as behaviors, and in the end, we have a school culture that is positive, relationships are key, and our students are spending more quality time learning in a positive learning environment.

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Duane Graber is an elementary counselor at Briarcliff Elementary School, a professional learning community in the North Kansas City School District in Kansas City, Missouri. Two years ago, our school decided to implement PBIS (Positive Behavioral Interventions and Supports). We felt that we had a good handle on the academic side of the PLC, but something was missing.

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Fouad you were so so patient with your "students", wow! And I absolutely love using games to get students involved: whether it is online or in person and I will be incorporating more games into my classroom. The virtual background game was really fun, please tell us how to do that next time (I am such a "noob" at all this...I want to learn how to do that!) The other technique I loved was from Chevela and I will be applying this to my classroom: "gimme some shine today."  (Insert wiggly fingers) I just love that and I think my students will get into it too. Great video everyone, loved it.

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Fouad you were so so patient with your "students", wow! And I absolutely love using games to get students involved: whether it is online or in person and I will be incorporating more games into my classroom. The virtual background game was really fun, please tell us how to do that next time (I am such a "noob" at all this...I want to learn how to do that!) The other technique I loved was from Chevela and I will be applying this to my classroom: "gimme some shine today."  (Insert wiggly fingers) I just love that and I think my students will get into it too. Great video everyone, loved it.

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A parent travels for work (Andrew Barker)

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A parent travels for work (Andrew Barker)

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Students who have parents that travel for work may respond very differently. Rachel mentioned in an above comment, which I thought was interesting, about that exactly.

I have one student in particular who is very interested in his studies and tries his best when his dad is home. But when his father leaves for work he avoids all the tasks that he can.

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Even students who manage well, or are less affected by, their trauma, may deal with some some difficulties which may affect their schooling or self-confidence.

One of my students has a mother living with addiction. I met her once outside of school hours and she was quite drunk while caring for children. Another time she entered the school after consuming alcohol to complain about the school lunches. On these days, my student, usually very outgoing, was very quiet and reserved and even apologized to me for his mother's behavior. I told him never to apologize on her behalf... he was 11 years old at the time

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Symptoms -
- Low self-esteem
- Poor performance at school
- Higher risk for anxiety, depression, and experimentation with drugs
- Higher risk for all types of abuse

Causes -
- Child spends excessive time helping the parent and isolates themselves from friends and hobbies
- Listening to age-inappropriate stories when parent is intoxicated
- Using drugs with the parent due to pressure, guilt, or bonding

Strategies -
- Make a police report of possible neglect in the home
- Keep a journal to develop a sense of self identity
- Enroll in after school activities
- Schedule time to speak with a school counselor or psychologist

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Impact of Addiction in Parents

Regardless of our age, we are always deeply influenced by the people who raise us. These influences include not only the genes inherited from biological parents, but also the behaviors, habits, values, and communication styles that we learn from our adult caregivers. This same pattern applies to the way we use alcohol or drugs. The National Institute on Drug Abuse estimates that 25 percent of American kids grow up in households where substance abuse is present. In homes where one or more adults abuse alcohol or drugs, children are approximately twice as likely to develop addictive disorders themselves, according to Current Drug Abuse Reviews. These children are also more likely to experience:

Poor performance in school

Emotional and behavioral problems

Low self-esteem

A higher risk of physical, verbal, or sexual abuse

A higher risk of developing anxiety or depression

Earlier onset of experimentation with drugs or alcohol

A greater chance of becoming addicted once they start using drugs or alcohol

On a positive note, children can have a powerful impact on the adults in their lives if they have access to the right resources and support services. Learning about these support systems, and how to use them to get help for addicted parents, can change the course of a child's future and may help a parent begin the recovery process.

Helping the Addicted Parent: A Role Reversal

In a healthy parent-child relationship, the parent takes on the role of the caregiver, providing physical shelter, emotional support, and financial security for a young person who is still developing. In parent-child relationships that involve substance abuse, however, these roles are often reversed, and the child assumes the role of the caregiver. Many children are not even aware that they have taken on this responsibility.

Some of the "duties" of a child-parent are obvious, like helping an intoxicated father clean up after a night of heavy drinking or getting a part-time job to help cover the cost of groceries. But these responsibilities may also involve a level of emotional intimacy that exceeds the boundaries of a healthy parent-child relationship.

In all of these scenarios, the child is asked to assume a level of maturity that they may not be ready for. Addicted parents often infringe on the emotional boundaries that allow children to develop independently, turning the child into an expert caretaker who lacks social skills or a sense of personal identity.

According to the Partnership for Drug-Free Kids, the emotional and mental stress of having to care for themselves and for intoxicated parents can harm a child's brain development. In addition, children who must provide for themselves because their parents are physically or mentally absent are at higher risk of injury, exposure to crime, malnutrition, and isolation from their peers. Children whose parents are often drunk or high may be embarrassed to bring their friends home. As a result, their lives may become so restricted that they fail to develop strong relationships with their peers.

Worst of all, a lot of kids believe that the parent's addiction is somehow their fault - that if they were better behaved, earned better grades in school, or took care of all the chores at home, their parents wouldn't be so tired or stressed and wouldn't have to medicate themselves with drugs. Young people who find themselves in this situation need to feel empowered to step outside of the caregiving role and get help for themselves.

Seeking Help outside the Home

For children who are trying to be their own caregivers or who are parenting their parents, it isn't always easy to find help outside the home. Children of addicted adults are often discouraged - sometimes through outright intimidation or emotional manipulation - from talking with other grownups about problems they're experiencing. Parents with substance abuse issues may become angry or abusive if they feel that a child is "betraying" the family by exposing its secrets to a school counselor, teacher, doctor, or a friend's parent. Many parents are also afraid of the very real possibility that if their substance abuse is exposed, they might lose legal custody of their children and face criminal charges.

To make matters worse, growing up in a home affected by substance abuse can damage a child's self-esteem, making it even more difficult to approach a sober adult or the authorities. This situation can lead to extreme anxiety, fear, and a profound sense of helplessness. The National Council of State Legislatures (NCSL) lists parental substance abuse as one of the most common reasons that children run away from home or become homeless. In addition, NCSL reports that 46 percent of underage runaways are the victims of physical abuse, and 38 percent are the victims of emotional abuse - both of which are common in homes where an adult abuses alcohol or drugs.

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Overcoming the Stigma of Substance Abuse

Our society's opinions about substance abuse play a big part in the way we respond to those who get addicted to intoxicating substances. Although addiction is now recognized as a chronic disease of the brain, many substance users who desperately need help are still judged or condemned. Parents, in particular, are vulnerable to judgment, criticism, and legal repercussions because of the effects of substance abuse on their children.

Condemning parents does not necessarily help them or their children. Instead, the social stigma against addicts and alcoholics discourages both parents and children from reaching out for help. In her account of her childhood growing up with an addicted father, author Alana Hope Levinson describes how the shame of having a parent who abused drugs prevented her from reaching out to others for support. Levinson writes that this social bias against addiction leads to a "conspiracy of silence," in which society ignores the needs of young victims of abuse and neglect. As a result, many of the kids who grow up in households affected by addiction continue to suffer poor mental and physical health as adults.

When you're struggling with a sense of shame, or with the fear of voicing your needs, make a list of your rights as a child or teen and repeat them to yourself. Say them out loud until you feel comfortable with them, until they become part of the way you think about yourself.

Help for Adult Children of Addicted Parents

The repercussions of growing up with addicted adults do not end with adulthood. In a landmark study of the long-term effects of childhood neglect, researchers found that children who grow up in abusive home environments had a higher risk of developing chronic health problems as adults. Through this project, the Adverse Child Experiences (ACE) study, data was collected from 17,000 adults participating in physical exams through Kaiser Permanente.

Revisiting the past can be painful, and it can be extremely uncomfortable to confront aging family members about past behaviors. With the support and guidance of a counselor, 12-Step fellowship, or spiritual leader, reviewing the past can be much more productive and rewarding. Adults who are current substance abusers can find healing and self-discovery through a rehabilitation program that includes medical detox, intensive counseling services, peer group support, and family or couples therapy.

Convincing a Parent to Seek Treatment

Talking to a parent about getting help for substance abuse can be extremely intimidating. To some kids, addressing the problem seems like a betrayal of the parent's trust; to others, it might be a frightening violation of authority. One of the most important things to remember about addiction is that it can distort the user's sense of reality, hiding the true impact of the disease. Many parents may not be aware of the effects of their drug use on their kids. They may be so deep in denial that they don't realize how chaotic their children's world has become.

Listed below are seven steps you can take to make a conversation with your parent more successful, whether you're a young person who's still dependent on your parent or the independent adult child of an addicted person.

Types of Rehab Treatment for Parents

Inpatient or residential rehab: Many clients, especially those who have a long history of substance abuse or severe addiction, choose to go to an inpatient treatment center or residential rehab facility after detox ends. This stage may take place in a hospital, specialized inpatient unit, or a dedicated recovery facility. During this time, your parent may be away from home if they need 24-hour care. At an inpatient facility, clients participate in individual therapy sessions, group counseling, family therapy, support groups, and other activities that will help them learn how to avoid alcohol and drugs in the future.

Outpatient rehab: Clients who are motivated to quit and stable in their early sobriety may go straight from detox to outpatient rehab. Outpatient rehab involves going to classes and therapy sessions in a treatment facility or clinic outside the home while going home at night. Some people continue to work while they are in outpatient rehab, while others spend the entire day in recovery activities. Outpatient programs typically last four or more weeks. Clients who have finished an inpatient program may transfer to outpatient rehab when they no longer need a highly structured, supervised environment to stay sober.

Aftercare services and sober living homes: After a rehab program ends, many facilities provide aftercare support services. These services may include therapy sessions at the facility, access to self-help groups, membership on social media sites, family weekends, workshops, volunteer activities, recreational events, and more. For clients who need a transition between rehab and their former life at home, sober living houses provide a place to live in the community while practicing new coping skills.

After Rehab Treatment

Parents who have been through a rehab program can experience a wide range of emotions, from gratitude and joy to depression, anxiety, and anger. Kids must remember that these emotional responses are natural, and they should be handled with the help of a professional therapist or support group.

In the months following rehab, it's more important than ever that young people have their own support system - including therapists, friends, and sober family members - to help them understand the nature of addiction and recovery, and to know what to expect from their parents after rehab. Sobriety is not always easy, and kids may be surprised or frightened by their parents' new behaviors.

Recovery for Kids and Adult Children

According to family systems theory, addiction is a disease that arises from dysfunction in a family unit, not just from one individual's behavior. By the same token, recovery from addiction must encompass the whole family, not simply the person who drinks too much or abuses drugs. For the children of addicted parents, no matter what their age, recovery often begins with regaining self-confidence and learning how to build trusting relationships with family and peers. The checklist below can help you find a recovery program that will address these needs as well as others:

Peer support groups where members can share their experiences with addiction in a supportive, safe environment

Confidential access to a team of therapists, counselors, and social workers who specialize in helping family members affected by addiction

Individual therapy to reinforce self-esteem, enhance motivation, and gain new coping strategies to build a sober life

Family therapy programs that engage parents and their children in the work of recovering from addiction

Assessment and treatment for mental health disorders that can occur with substance abuse, such as depression, bipolar disorder, anxiety disorders, or post-traumatic stress disorder (PTSD)

Grief and trauma therapies for children, teens, or adults who have been victims of abuse

Activities that support the emotional and spiritual side of recovery, such as experiential therapy, art therapy, meditation, and journaling

Activities that support physical health, such as nutritional counseling and exercise programs

Opportunities to learn about 12-Step recovery principles and attend meetings of fellowships like Al-Anon or Alateen

An aftercare program that provides resources and support for clients who have completed detox and rehab

Finding a good rehab program that meets your needs can be the first step in a lifelong journey of recovery. You can start that journey by researching programs in your community and by talking with people who have experience in substance abuse treatment. Our parents' behavior shapes who we are, but it doesn't have to limit our future or prevent us from becoming strong, successful, sober individuals.
ELEMENTS OF A REHAB PROGRAM FOR CHILDREN OF ADDICTED PARENTS

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Children of Addicted Parents Guide: How to Deal With Addict Parents

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Children can have a powerful impact on drug addicted parents if they have access to the right resources. Learn how and where to get help.

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