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Case Study 2: Mark – 1st Grade (Age 6)

Trauma History: Exposure to domestic violence and housing instability

Background:

Mark and his mother recently moved into a shelter after fleeing a violent home situation. He witnessed several traumatic events and has had little consistency in his daily life over the past year. He often appears anxious and on edge and struggles to trust adults. Mark has difficulty following multi-step directions and exhibits impulsive behavior in class.

Questions to Consider:

1. How can we reframe Mark’s challenging behaviors as communication of unmet needs?

2. What role does predictability play in helping Mark feel safe and regulated at school?

3. What supports or strategies can be put in place to help Mark manage his energy and impulse control?

4. How might we approach teaching staff about trauma responses in young children without labeling Mark?

5. What community resources might be helpful to Mark and his family during this transition?  (You can find resources on the Student Support and Wellness webpage on the Henricoschools.us site)

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Case Study 1: Sofia – 2nd Grade (Age 7)

Trauma History: Separation from a parent due to incarceration

Background:

Sofia has lived with her grandmother for the past six months after her father was incarcerated. While she is in a stable home environment, she misses her father deeply and often worries about when—or if—she will see him again. Her grandmother is supportive, but Sofia struggles with feelings of abandonment and confusion. She often masks her emotions in public, but small stressors lead to emotional meltdowns.

Questions to Consider

1. What behaviors might be misinterpreted as defiance or attention-seeking in Sofia’s case?  How can we change our language from attention-seeking?

2. How might Sofia’s separation from her father be impacting her relationships with peers and adults at school?

3. What trauma-informed strategies could help Sofia feel more secure during transitions?

4. How can we create a safe space for Sofia to express her feelings in ways that don’t overwhelm her?

5. How might we collaborate with her grandmother to support consistency between home and school?

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Sofia may struggle to form relationships with others out of fear that they may also abandon her.

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2-Creating a predictable environment with a safe and welcoming atmosphere can help Mark feel school is a safe place.

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Sofia may be super clingy to her friends causing them discomfort in fear of them leaving

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3-peer buddies, morning meeting with school counselor, and/or scheduled movement breaks. 

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3-peer buddies, morning meeting with school counselor, and/or scheduled movement breaks. 

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Sofia may walk away or refuse to work with the class, or follow class instruction.

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Sofia may feel a sense of loss or instability due to her lack of access to her father. This could show up as clingy to adult figures, or conversely, she could actively distance herself from meaningful relationships with others to help protect herself from future loss.

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#1 She may get easily upset if things do not go her way. She may have tantrums over little things as a result as well.

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Scenario 2 3. A positive reinforcement system/ check- in, where Mark is rewarded for completing multi-step directions and engaging in more mindful replacement behaviors for his observed impulsive behaviors. 

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Scenario 2 3. A positive reinforcement system/ check- in, where Mark is rewarded for completing multi-step directions and engaging in more mindful replacement behaviors for his observed impulsive behaviors. 

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Question 5:  Talking with Grandma about strategies that she's using at home that are working, and sharing what is working at school and what is not working.  Open and frequent communication with Grandma.  Connect Grandma with the Family Advocate to see what services may be available to the family unit.

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Question 5:  Talking with Grandma about strategies that she's using at home that are working, and sharing what is working at school and what is not working.  Open and frequent communication with Grandma.  Connect Grandma with the Family Advocate to see what services may be available to the family unit.

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3. Sofia might feel more secure in her school transitions if she has a small visual schedule of her day on her desk, this will allow her to see what’s transition is coming up next. She might also benefit from some prompting and verbal reminders of what they will be transitioning to next as a class.

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Try to provide a loving and safe place for Sophia to develop a healthy relationship with you. Perhaps in doing that she can be more comfortable in building other connections at school.