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Physical abuse is a common trauma to children all around the world. In general, physical abuse occurs when a parent or guardian physically assaults a child and causing physical injury and traumatic stress. Physical abuse could leave lifelong impact on a child. And it can be very hard to notice, since it mostly happened within a household, and parents have absolute authority in a abusing family.

Symptoms

Physical symptoms: red marks, cuts, bruises, broken bones etc.

Behavioral symptoms: continuously late, lack of motivation, lack of energy. Unusual quietness, escaping eye contact, protective reaction to big motions.

Response Strategy

If a child shows symptoms on the left,

reach out to the kid and ask kindly where these marks come from, or why is the child feeling down.

Actively listen to the child, encouragingly.

Always show empathy.

Report to administration, head, and counselor.

Take the child to nursery if the severely wounded.

Interventions. (2018, March 23). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/physical-abuse/interventions

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Content warning: This page contains information about relationship and sexual violence.

Prevalence
A review of research between 1990 and 2015 found that 13%-17% of girls and 3%-5% of boys of school age had experienced sexual abuse.

References:

Trauma-Informed Teaching Strategies to Implement in the Classroom (2021, February 8) American University School of Education Online Magazine.

https://soeonline.american.edu/blog/trauma-informed-teaching
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Symptoms
"Rape trauma syndrome (or RTS) is related to post-traumatic stress disorder but is more specific to sexual assault. RTS describes symptoms of trauma including disruptions to normal physical, emotional, cognitive and interpersonal behavior."

Major symptoms of RTS are:

​Re-Experiencing the Trauma: May experience recurrent nightmares about the rape, flashbacks or may have an inability to stop remembering the rape.

Social Withdrawal: This symptom has been called ‘psychic numbing’ and involves not experiencing feelings of any kind.

Avoidance Behaviors and Actions: Victims may desire to avoid any feelings or thoughts that might recall to mind events related to their sexual assault.

Increased Physiological Arousal Characteristics: This symptom can be marked by an exaggerated startle response, hypervigilance, sleep disorders or difficulty concentrating.

References:
Rape Trauma Syndrome (n.d.) Washington University in St. Louis Relationship and Sexual Violence Prevention Center.
https://students.wustl.edu/rape-trauma-syndrome/

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Response Strategies

SUPPORT, LISTEN and BELIEVE. Victims of sexual assault might reveal some graphic information. It is important not to overreact. Believe the student and let them know you do. People rarely lie about rape, sexual assault, harassment, stalking, or dating and relationship violence.

Refer students to appropriate resources on campus:

School counselors or Student Safety Director.

Sexual Assault and Rape Anonymous Helplines.

Students should call 911 if in immediate danger.

Make a report if you are a mandated reporter

Keep the student and their adviser and parents informed about any steps you are taking to report the information to the relevant authorities.

Consider adding trigger warnings to your class content if it contains mentions of sexual assault.

Let students step away from class if they feel like the material is triggering them to relive sexual assault experiences.

Give students the space to discuss their experiences with you, whether verbally or in writing, if they volunteer to do so. But do not pry or ask for specific details, which may cause the student to relieve the experience.

Make sure the student has a support network beyond just you. Make sure they are connected to the appropriate resources on campus, or that their advisers and parents are in the loop about what they are experiencing.

References:
To Help Someone Who Has Experienced Relationship or Sexual Violence (n.d.) Washington University in St. Louis Relationship and Sexual Violence Prevention Center.
https://students.wustl.edu/sexual-violence-helping-friend-survivor/

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Leave this site
Content warning: This page contains information about relationship and sexual violence.

Confidential RSVP counselors available 24/7
Email rsvpcenter@wustl.edu or call 314-935-3445 (Monday-Friday 8:30 a.m.-4:30 p.m.)

24/7 emergency via Provident WashU (314-935-6666), WUPD (314-935-5555) or SARAH peer counseling during the academic year (314-935-8080)

Rape trauma syndrome (or RTS) is related to post-traumatic stress disorder but is more specific to sexual assault. RTS describes symptoms of trauma including disruptions to normal physical, emotional, cognitive and interpersonal behavior.

Major symptoms of RTS are:

​Re-Experiencing the Trauma: Rape victims may experience recurrent nightmares about the rape, flashbacks or may have an inability to stop remembering the rape.

Social Withdrawal: This symptom has been called 'psychic numbing' and involves not experiencing feelings of any kind.

Avoidance Behaviors and Actions: Victims may desire to avoid any feelings or thoughts that might recall to mind events about the rape.

Increased Physiological Arousal Characteristics: This symptom can be marked by an exaggerated startle response, hypervigilance, sleep disorders or difficulty concentrating.

​Although each individual's experience is unique, people experiencing rape trauma syndrome often process their trauma in a series of stages

The Major Stages of RTS

Acute Stage

The acute stage can begin days or weeks after a sexual assault and generally lasts for between a few days and a few weeks. Often, victims begin experiencing symptoms of the acute stage after the initial shock of an assault has worn off. Symptoms at this stage may include:

Diminished alertness or hyper-alertness

Numbness

Dulled sensory, affective and memory functions

Disorganized thought content

Nausea and vomiting

Paralyzing anxiety

Obsession to wash or clean themselves

Confusion about everyday life

Acute sensitivity to the reaction of other people

Thoughts of and increased risk of suicide

Outward Adjustment Stage

​Outward adjustment often begins when the Acute stage ends, and can last for between a few months and several years, if it is not interrupted. During this stage, the victim may outwardly appear to have "moved on" from an assault, but this stage is marked by serious inner turmoil. Victims may employ a wide range of coping mechanisms, including:

​​​​Minimization (pretending "everything is fine", or that the assault "wasn't a big deal")

​​Dramatization (cannot stop talking about the assault)

​​​Suppression (refuses to discuss the incident)

​​Explanation (analyzes what happened)

​​Flight (moves to a new home or city, alters appearance)

​Victims may show a wide variety of symptoms, but some common symptoms during this phase include:

​​Poor health in general

​​Continuing anxiety

​​Sense of helplessness

​​Hypervigilance

​​Inability to maintain previously close relationships

​​Experiencing a general response of nervousness or "startle response"

​​Persistent fear

Mood swings from relatively happy to depression or anger extreme anger and hostility (more common for male or masculine victims than female or feminine victims)

Sleep disturbances such as insomnia, vivid dreams, and recurring nightmares

Flashbacks and intrusive thoughts about the assault

Dissociation (feeling like one is not attached to one's body)

Panic attacks

​Victims in the Outward Adjustment Stage may increase their reliance on coping mechanisms, some of which may be adaptive, such as relying on the support of family or friends, mindfulness​, or increased self-care, but others may be counterproductive in the long term, such as self-harm, drug or alcohol abuse, high risk sexual behaviors or disordered eating as a way of regaining control.

During this stage, victims may feel their lifestyles being changed in a variety of ways, including:

Sense of personal security or safety is damaged, which may lead to a changing of behaviors and abandonment of activities previously enjoyed

Hesitance to enter new relationships.

Questioning of sexual identity or sexual orientation (more typical of people assaulted by someone outside of their orientation).

Disrupted sexual relationships or sexuality, including difficulty re-establishing normal sexual relations, inhibited sexual response and flashbacks to the rape during sexual activity, or hyper-sexuality.

Underground Stage

​During the underground stage, victims may work to return to their more "normal" lives. This stage may last for years, with limited disruptions to daily life, although emotional issues surrounding the assault may continue to be unresolved. In the underground stage victims may:

Attempt to return to their lives as if nothing happened

Block thoughts of the assault from their minds and may not want to talk about the incident or any of the related issues

Have difficulty in concentrating and some depression

May experience some dissociation and/or symptoms of hypervigilance

Reorganization Stage

The Reorganization Stage can begin when there is an external trigger than moves a survivor from the Underground or Outward Adjustment stage, or when there is a life transition, or for other reasons that may not be clear to the survivor or their loved ones. The length of reorganization can vary widely, and can end when a survivor returns to Outward Adjustment or Underground, or when they are able to resolve the trauma and move to the Renormalization stage. Reorganization is characterized by a return to internal and external emotional turmoil. Friends and family may be confused by a return of feelings and behaviors in the victim that they thought were resolved. Victims may also feel surprise, fear, and confusion in this stage as strong feelings about the assault return. In the reorganization phase, victims may experience:

Fears and phobias that may be related specifically to the assailant or the circumstances or the attack, or may be much more generalized. These phobias often include:

Fear of being in crowds.

Fear of being left alone anywhere.

Fear of men or women.

Fear of going out at all.

Fear of being touched.

Specific fears related to certain characteristics of the assailant, e.g. side-burns, straight hair, the smell of alcohol or cigarettes, type of clothing or car.

General suspicious or paranoid feelings about strangers.

Appetite disturbances such as nausea and vomiting. Survivors may also develop disordered eating patterns at this time.

Nightmares and other sleep disturbances.

Violent fantasies of revenge may also arise.

Increased thoughts and risk of suicide.

Renormalization Stage

​​In this stage, survivors reprocess their experience and are able to integrate it into their lives. The sexual assault or rape is no longer a central focus, and feeling such as guilt or shame resolve. Survivors in this stage are also able to recognize and address secondary consequences of maladaptive coping mechanisms. While victims may look upon the sexual assault and its aftermath with sadness, the feelings generated by the assault in other stages are not as strong, overwhelming, or disruptive as they once were.​
​Information for this page gathered from King County Sexual Assault Resource Center, Rape Crisis Capetown Trust, RAINN Leave this site

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Rape trauma syndrome (or RTS) is related to post-traumatic stress disorder but is more specific to sexual assault.

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Extreme Bullying

Bullying is a common problem at schools and needs to be dealt with quickly. According to some research, more than 20% of students have been bullied. Extreme bullying can cause traumatic stress in students that can cause longterm problems. Students being bullied suffer from anxiety, depression, and reduced performance in school.  It is important to talk to students about bullying and stay constantly aware of any situations in the classroom before they can escalate. It is a teacher’s responsibility to create a warm and safe environment in a classroom.

Symptoms:

Decreased self esteem

Becoming aggressive

Getting into fights

Unexplained injuries

Decreasing participation in class

Self-destructive behaviors

Loss of friends or change in social group

Faking illness to get out of school

Lost or destroyed things

Difficulty sleeping- being lethargic at school

Change in habits (eating less/more eating at a different lunch table/skipping lunch)

Strategies

Be available and approachable for students to reach out

Create the classroom environment of kindness and empathy

Spend more one on one time with the student to identify the issue

Establish a class culture that is zero tolerance towards bullying

Encourage students to speak to adults about bullying

Include bullying in topics covered in class (read books about bullying etc)

Review technology access

Consistent disciplinary action towards students who are bullying others

Identify small bullying behavior before it can escalate

Make sure students are interacting with lots of social circles and are not isolated

Assistant Secretary for Public Affairs (ASPA). (2021, November 11). Warning Signs for Bullying. StopBullying.Gov. https://www.stopbullying.gov/bullying/warning-signs

Bully Stoppers: Individual strategies. (2021, October 14). Victoria State Government. https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/teachstrat.aspx

6 Ways Educators Can Prevent Bullying in Schools | Lesley University. (n.d.). Lesley University. https://lesley.edu/article/6-ways-educators-can-prevent-bullying-in-schools

Luca, D. L. (2019). The Teacher’s Role in Preventing Bullying. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01830/full

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When a child grows up in a toxic family environment it can lead to many emotional and mental health issues. Examples of toxic environments are parents constantly arguing, drug use, child neglect, violence, etc.

Some signs that show a student could be experiencing this in their life is if they’re being real quiet, seem scared, act out, filled with anger, become physical when angry, etc. They could mimic what they see in their home.

Ways this could effect the student are develop anxiety, cause mental health challenges, turn to violence.

If a student is showing signs of these behaviors a call home might be beneficial. Pulling the student aside to have a talk with him or her to let them know you are there for them if they need anything would be helpful as well. If as the teacher you do not think you can help too well then maybe suggesting the student talks to the school counselor would be a good idea.

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Trauma in early childhood can be extremely harmful and can be defined as an “event outside normal human experience”. These events are generally emotionally painful and distressing, and overwhelm a person’s ability to cope, leaving him/her powerless.

When trauma occurs early it can affect a child’s development. It can also affect their ability to attach securely, especially when their trauma occurs with a caregiver.
The subsequent behaviors will be either fight (rage, lashing out) or flight (running away or withdrawing) or freezing (dissociation).
Potentially traumatic events include:

Psychological, physical, or sexual abuse

Community or school violence

Witnessing or experiencing domestic violence

National disasters or terrorism

Commercial sexual exploitation

Sudden or violent loss of a loved one

Refugee or war experiences

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

Physical or sexual assault

Neglect

Serious accidents or life-threatening illness

Early childhood trauma is more pervasively harmful and difficult to treat than other types of traumas. While children can be resilient, at-risk children from backgrounds of chronic traumatic stress do not have the protective factors in place that lead to resilience.

References:

Understanding child trauma. (2020, April 29). SAMHSA - Substance Abuse and Mental Health Services Administration. https://www.samhsa.gov/child-trauma/understanding-child-trauma

What is childhood trauma? (2021, September 21). Blue Knot Foundation. https://blueknot.org.au/resources/understanding-trauma-and-abuse/what-is-childhood-trauma/

What is early childhood trauma? (2020, August 6). First 5 Los Angeles. https://www.first5la.org/article/what-is-early-childhood-trauma/

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Community violence is characterized by exposure to acts of violence in public areas committed by people who the witness does not know. The most common types of community violence is gang fights between individuals or groups, shootings in public areas such as schools, and terrorist attacks.

Effects:
Strong distrust of others, constant feelings of danger, anger, not feeling safe, higher percentage of substance abuse, low grades, feelings of hopelessness, low graduation rate, feel like they won't live long enough to graduate

Ways to help:
Offer professional counseling, talk with the student about their feelings, make and follow a routine to give the students a feeling of security, make a safety plan, set up safe places to go and adults to talk to when students don't feel safe

References

Child & teen counseling for anxiety: Community violence | Washburn center. (2021, February 9). Washburn Center for Children. https://washburn.org/resources/for-families/resources/children-and-distressing-events/

Community violence. (2018, May 25). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/community-violence

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Children may encounter community violence in different ways. They may be a witness, see TV news coverage or hear adults and/or peers talk about these tragic events. Children are often left with many questions. Even if a child didn't directly experience a traumatic event, it is not uncommon for children to feel anxiety and fear as they try to understand how these community events impact their lives.

While children may experience a variety of emotions in response to events occurring in their community and across the country, they may have difficulty knowing how to cope with their sadness, confusion and anger. Providing a positive, supportive relationship with a distressed child will help them to express their thoughts and emotions.

Children look to their parents and caregivers to help cope with this wide range of emotions. Here are some ways caregivers can support their child's emotional expression and establish a sense of security:

1. Make time to talk. Help your child cope by encouraging them to express their thoughts.

Ask direct open-ended questions ("How are feeling about ...?").

Model emotion expression ("I am feeling sad... I wonder how you are feeling?"). This communication helps children know that upset emotions can be tolerated.

Encourage children to ask their questions. Answer these questions with simple language.

Respect your child's feelings by listening to their concerns and fears.

Discuss the ways or things that you as a caregiver/parent do to keep your child safe so they know they have your help and support.

If your child is fearful that he or she will be in a violent situation, discuss ways to resolve conflicts peacefully and make smart decisions to protect themselves.

2. Take a media break. Limit your child's television and internet viewing about current events, as the media often repeats coverage of these types of events.

3. Maintain routine. Routine provides children with a sense of security. Keeping with your normal day-to-day activities can lessen the feeling that the world is out of control.

4. Create a safety plan. Identify adults your child can talk to if they feel threatened. Discuss places that are safe for your child to go to in times of immediate need when you are not with them (for example a neighbor's or relative's house, your church, school, or the police station).

5. Seek support. Consider seeking the help of a mental health professional to help treat prolonged symptoms of distress. These symptoms can include: changes in behavior and emotions, increased irritability or defiance, difficulty in school, challenges with sleep or eating, trouble concentrating, and increased emotional outbursts, worries, fears, separation anxiety or regressive behaviors.

Washburn Center encourages parents to engage in dialogue with their children and shares these resources from The National Child Traumatic Stress Network (NCTSN) to help understand how community violence and the media coverage of these events may be affecting children and youth.
Community Violence: Reactions and Actions in Dangerous Times Psychological Impact of the Recent Shooting Helping Young Children with Traumatic Grief: Tips for Caregivers Helping School-Age Children with Traumatic Grief: Tips for Caregivers Helping Teens with Traumatic Grief: Tips for Caregivers

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Child & Teen Counseling for Anxiety: Community Violence | Washburn Center

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Children may encounter community violence in different ways. They may be a witness, see TV news coverage or hear adults and/or peers talk about these tragic events. Children are often left with many questions.

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Traumatic Grief (Loss of a Loved One) - Hee Joo Jang

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Traumatic Grief (Loss of a Loved One) - Hee Joo Jang

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What is Childhood Traumatic Grief?
Some children have ongoing difficulties after a loss of a loved one that get in the way of everyday life and make it hard to recall think about this person. They are not able to get past the traumatic aspects of this death, and therefore try to avoid thinking about anything related to this person. They could also avoid people, places and things that could act as triggers for them in remembering this person. Children can experience traumatic grief especially if the death was sudden and unexpected, but it can also happen if it was anticipated. A child is said to experience Childhood Traumatic Grief when this condition is severe or prolonged.

What are the symptoms & signs?
Being overly preoccupied with how the important person died
Reliving or re-enacting the traumatic death through play and/or artwork
Showing signs of emotional and/or behavioral distress when reminded of the loss
Showing signs of increased aggression
Attempting to avoid physical reminders of the traumatic death, such as activities, places, or people related to the death.
Withdrawing from important aspects of their environment
Showing signs of emotional constriction
Being excessively “jumpy” or being easily startled
Showing signs of a loss of a sense of purpose and meaning to one’s life
Displaying poor academic performance
Having persistent emotional distress
Showing signs that the student is depressed, withdrawn, and non-communicative
Expressing thoughts of suicide or homicide, or signs that the student is intentionally hurting him- or herself (for example, a child cutting himself)
Increasing in antisocial or delinquent behavior

How can you help?
Prepare and plan for school reentry
Create a supportive school environment
Listen and be available
Accept a range of responses
Answer a child’s questions
Understand angry or aggressive outbursts.
Raise the awareness of school staff and personnel in the school community
Understand and minimize traumatic reminders in the school setting
Modify teaching strategies
Support families
Inform others and coordinate services
Realize that it can be difficult to acknowledge or deal with traumatic events and death
Make referrals
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(n.d.). The National Child Traumatic Stress Network. https://www.nctsn.org/sites/default/files/resources/fact-sheet/childhood_traumatic_grief_information_for_school_personnel.pdf

Traumatic grief. (2021, March 1). The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief

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Traumatic stress during COVID 19 and pandemics - Herman Lombard

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Traumatic stress during COVID 19 and pandemics - Herman Lombard

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Children with identified histories of trauma may be especially vulnerable to the significant changes in schedule, routine and expectations resulting from social distancing, canceled classes, remote learning, and reliance on caregivers for academics. The stressors and conditions of this crisis can place all children at additional risk for trauma and loss. Other students may also be at additional risk during this time, including those students:
1. With a history of anxiety; Who have had episodes of depression or suicidal ideation;
2. With learning and attention disorders; With a history of child abuse or domestic violence;
3. Whose families may have lost jobs or income; 4.
4. With loved ones particularly vulnerable to the COVID-19 virus.
Educators and school staff can consider the following strategies during this time, to help identify which students might be experiencing traumatic stress and need further intervention during this crisis. Use existing knowledge of your students to be aware of who may be at greater risk, and find opportunities for short, individual check-ins to see how they are doing. Consider doing an activity such as a reflective circle, to provide an opportunity for students to share their feelings about the crisis. Note any changes in students’ behavior. For example, is a student acting more tired or listless than normal, or having more difficulty concentrating? Is a child who is usually relatively focused now unable to stay with one train of thought? Does a normally social child seem more withdrawn? These may be normal reactions to the change in environment and the current circumstances, or they may warrant further assessment by a mental health professional.

Educators and school staff can consider the following strategies during this time, to help students and families strengthen their sense of safety, connectedness, and hope:
- Reach out, provide space, and encourage students to connect with educators or other trusted adults or counselors to talk about their safety concerns.
- Offer students a way to connect privately if there is something that they need help with or are worried about.
- Encourage students to talk to friends or family members on the phone or via video chat.
- Suggest that families maintain as much of a regular routine as possible, and plan family activities such as going for walks or hikes or playing board or video games together.
- Make time to ask students about something fun they are doing right now.
- Greet students by name and create a touch-free or virtual routine (similar to a handshake, a hug or a high five) to invite connection, either online or at meal pick-up.
- Consider putting students together in small groups to work on projects or activities online or by phone.
- Solving virtual puzzles or doing online scavenger hunts are good examples.
- Have students contact a person in their family or community that they respect and ask that person how they stayed hopeful in troubled times, then ask the student to share what they learned.
- Teach about other historical times of crisis, including how these ended and how communities rebounded.
- Encourage students to get fresh air and to move when possible.

References

ABC News. (2021, September 2). How schools are addressing students' mental health needs due to trauma of COVID-19. https://abcnews.go.com/US/schools-addressing-students-mental-health-due-trauma-covid/story?id=79562926

(n.d.). The National Child Traumatic Stress Network |. https://www.nctsn.org/sites/default/files/resources/resource-guide/trauma_informed_school_strategies_during_covid-19.pdf

Supporting students experiencing trauma during the COVID-19 pandemic. (n.d.). Institute of Education Sciences (IES), a part of the U.S. Department of Education. https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog30_supporting-students-experiencing-trauma-during-COVID-19-pandemic.asp

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NDs include hurricanes, earthquakes, tornadoes, wildfires, tsunamis, &floods... extreme weather events such as blizzards, droughts, extreme heat, &wind storms.

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Adversities of Natural Disasters on Children:
"These events can lead to many adversities for children and families, including displacement, loss of home and personal property, changes in schools, economic hardship, loss of community and social supports, and even the injury and death of loved ones."
(The National Child Traumatic Stress Network, 2018)

Symptoms of Children effected by Natural Disaster Trauma:
Children of different ages may experience different effects from natural disaster trauma. Symptoms can also gradually change over time.
Ex: Difficulty Concentrating (Immediate) ---> Poor School Performance (Intermediate) ---> Poor Academic Outcomes (Long term)

A Few Common Symptoms include:

Asking lots of questions about the event or future

Being more clingy and having fears of separation from loved ones, homes, pets

Feeling grumpy and losing temper

Difficulty interacting with peers and adults

Difficulties with everyday functioning (example: not completing homework,
forgetting to pack bags, bring swim gear)

Playing, drawing and re-enacting parts of the trauma

(KENARDY et al., 2011, p. 06)
Response Strategies in the Class:
As a teacher there are a lot of things that you can do to help students who are going to disaster related traumas. The most important being, remain consistent with regular routines.

Monitor symptoms over time

Knowing symptoms of this type of trauma is key to helping students through a natural disaster trauma. Keep an eye on them as they play or during art where they may be more open to express their feelings in a drawing.

Maintain routines

As stated earlier, maintaining consistent routines is the best thing a teacher can do. Children respond well to structured environments. This can help lower their stress levels and help them feel safe.

Talk about the traumatic event

For students who may have a lot of questions try to find an age appropriate way to discuss the event that happened. Be aware on how you talk about the event. Also be sure to set boundaries and time limits.

Set clear and firm limits/expectations of behavior

As it is important to keep routines consistent it is also great to keep expectations consistent as well. For students who may show signs of emotional outburst or grumpiness, remind them of the school or classrooms behavior expectations and consequences.

Use a ‘buddy’ or ‘support’ system

For students who may show signs of clinginess or who are having difficulty interacting with peers and adults you can implement the buddy system. This allows emotional support and ensures that they aren't left alone.

Safe ‘relaxation’ spaces

This is meant to give students time and space to gather themselves when certain feelings arise during the day. It can be a simple as a seat outside or as much as an area in the classroom with different calming objects. This is also a great option for students who are feeling grumpy or feel they may lose their temper.

Provide choices – regain control

Giving students choices such as choosing class activates or homework assignments can help children regain their sense of power. This can help students in who showcase symptoms such as trouble concentrating or difficulties with everyday functions.

References:

KENARDY, J., DE YOUNG, A., LE BROCQUE, R., & MARCH, S. (2011). CHILDHOOD TRAUMA REACTIONS: A GUIDE FOR TEACHERS FROM PRESCHOOL TO YEAR 12. University of Queensland Australia. https://schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf

The National Child Traumatic Stress Network. (2018, May 25). Disasters. https://www.nctsn.org/what-is-child-trauma/trauma-types/disasters

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Expat Child Syndrome (ECS) refers to the inability of some children to adapt to international moves. Increasing numbers of children move to other countries due to their parents' jobs or other reasons. They are forced to leave behind friends, relatives, familiar places, belongings, and other attachments. Some children make multiple international moves in their lifetimes. These so-called "Third Culture Kids" are given the added stress of learning new languages, making new friends, being interpreters for their parents. Often their parents are also stressed by each new move and do not have time to check in with their child to make sure they are adjusting.

Symptoms of ECS are drastic mood swings, hitting and biting, sleep issues, abnormal attachment to parents, loneliness, disruptive behavior, depression, irritability. In the classroom this often plays out as a lack of confidence, misbehavior, or "quietness". Some research has even shown that a significant percentage of high-profile school shooters were "Third Culture Kids".

Suggested responses include building relationships with these kids. Listen to them and empathize. Validate their experience.
If necessary, refer them to counseling resources.
Communicate with parents to work together to help.
Help them make friends and find networks of other kids with similar experiences.

References

Expat child syndrome: 10 signs and how to help your child. (2020, December 16). Expat Therapy 4U. https://www.expatherapy4u.com/expat-child-syndrome-10-signs-and-how-to-help-your-child/

Pollock, D. C., & Reken, R. E. (2001). Third culture kids: The experience of growing up among worlds. Nicholas Brealey International.

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Parental Separation/ Divorce- Norina Khan

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Parental Separation/ Divorce- Norina Khan

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Children are heavily impacted in the presence of family arguments and parental separation.  Especially in young children, this can be an especially confusing time as they struggle understand the reasons of separation.  Young children may worry that the divorce is their fault, or that their parents will stop loving them.  Teenagers may become angry and resentful.   The leaving of a family member can translate as a feeling of abandonment in the child's mind.  The challenges that follow about custody and visitation rights only add to the child's stress and insecurity. They feel a  loss of the "whole" family they once had.   Financial hardships resulting in smaller homes and fewer material resources are also common following a divorce.
As new changes begin to take place, children feel fearful, helpless, and uncertain as their life becomes unpredictable and uncontrollable.   This trauma can be overwhelming and can leave short term or long lasting effects on the child.

Symptoms can include:

Excessive crying, bed wetting, regressing to younger behaviour

Increased fears

Behavioral problems: attention seeking, conduct disorders, conflict with peers

Risk-taking behaviors: substance use, early sexual activity

Poor performance in school

Apathy / Dissociation

Anger and aggressiveness

Repetitive questioning

Anxiety

Mood swings

Depression

Gastrointestinal issues

Respiratory constrictions

It has also been found that school dropout rates are likely to increase. Reasons include metal and physical wellbeing, parental conflict, reduced parental support, and decreased commitment from step-parents.

Strategies:

Avoid conflict in front of children.

Avoid labelling: We often hear the term "broken home" used to describe a divorced family. The wording's negative connotations further establishes that the child is different from others, and adds to their hopelessness and shame.

Educate all children that families can come in all sorts of shapes and sizes.  Understanding the possibilities before experiencing it can make it less traumatic.

Monitor adolescents closely: who they're spending time with and what they're doing.

Allow the child to express their feelings and experiences to help make sense of them.

Keep the child informed about changes.

Give the child a say in decisions that have to be made. (Especially about visitation)

Communicate with both (and new) parents. Keep up to date with changes in the family, as well as discuss with the family about the child's social/ emotional/ academic situation.

Be flexible in expectations about the child's behavior and academic performance.

Empower children: teach children coping skills, problem solving skills, and that they have the mental strength to handle difficult experiences.

Seek professional help if mood or behavioral problems persist.

References
Amy Morin, LCSW. “The Psychological Effects of Divorce on Children.” Verywell Family, Verywell Family, 22 Feb. 2021, https://www.verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170.

Coleman, Patrick A. “This Is the Age When Children Are Most Traumatized by a Divorce.” Fatherly, 7 Dec. 2021, https://www.fatherly.com/parenting/age-children-traumatized-divorce/.

“The Trauma of Separation and Divorce.” Australian Childhood Foundation Professionals, 17 Apr. 2019, https://professionals.childhood.org.au/prosody/2019/04/the-trauma-of-separation-and-divorce/.

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Emotional Abuse at home - Julie Mcclelland

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Emotional Abuse at home - Julie Mcclelland

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Emotional abuse is one of the most difficult forms of abuse to recognize. It is a pattern of behavior that damages a students' sense of self-worth and negatively impacts their emotional development, damaging the students' self-esteem. Emotional abuse can occur along with physical and sexual abuse.

Signs

There might not be any obvious, outward signs abuse is taking place. Sometimes, a child's behavior is the only indicator that there are problems at home. Research shows symptoms of emotional abuse can last until persist into adulthood. Some things can include:

Changes in behavior- acting immature, anxiety, depression, low self-esteem, complaints of headaches, etc.

Attachment issues- seeking attention.

Behavioral and social problems- poor performance at school, loss of interest, delayed emotional development.

Repeating the cycle of abuse

Suicide and mental illness- desire to hurt themselves or others.

How to help

Spend time with the student, ask the questions, gather more information, be supportive show love, care, and understanding.

Share your concerns so an investigation can begin.

Provide the student with in-school therapy sessions.

Recommend services outside of schools such as parenting classes and child Therapy.

Report to social serves

References
How to recognize if a child is being emotionally abused. (n.d.). Verywell Family. https://www.verywellfamily.com/what-is-emotional-child-abuse-4157502