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This article relates to mental and emotional health, and was taken from PBS News. Since 2020 the leading cause of death for children has been guns. The children who have survived gun violence endure lifelong physical and mental health challenges. A new study found that children should be provided mental health services after suffering from a firearm injury, but there are barriers for children to access it. Some of these barriers include workforce shortages, specifically in the areas that have high poverty and communities that the most firearm incidents take place. This information can be taught in the classroom because teachers can share the importance of children asking for help when they need it, and how it can help them in the long run. It's important for teachers to learn about the effects of gun violence because as sad as it is, it has become a reoccurring event happening all around in different schools. This can also allow them to see the effects it has on children who also experience it first hand and the ways they can support them.

Rogin, A., & Corkery, A. (2023, June 17). Many children who survive gun violence face barriers to mental health care. PBS. https://www.pbs.org/newshour/show/many-children-who-survive-gun-violence-face-barriers-to-mental-health-care

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Many children who survive gun violence face barriers to mental health care

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Firearm-related injuries among children have been on the rise, with nearly 16 in 100,000 children experiencing gun violence, according to the latest data. Dr. Jennifer Hoffmann, a pediatric emergency medicine physician at Lurie Children’s Hospital of Chicago and a lead author of the new study, joins Ali Rogin to discuss the impact this is having on children’s mental health across the country.

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This article falls under the prevention of tobacco use and was taken from the CDC. This source provides the effects tobacco use has on youth, teens, and young adults, and ways people can stop/ prevent the use of tobacco. This information can be taught in the classroom by informing the students the affect tobacco can cause to their health, and promote a club that the school may have such as Just Say No if offered and the importance of it. This topic is important for teachers to learn about, because it is very common for younger people to be influenced to use tobacco products. Teaching about prevention at an early age can help them in the future.

Centers for Disease Control and Prevention. (2023, October 25). World No Tobacco Day: Protect Our Youth. Centers for Disease Control and Prevention. https://www.cdc.gov/tobacco/features/world-no-tobacco-day/index.html

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Centers for Disease Control and Prevention

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Using any kind of tobacco product is unsafe, especially for kids, teens, and young adults. But worldwide, at least 14 million young people age 13 to 15 currently use tobacco products, according to CDC's 2006-2017 Global Youth Tobacco Survey. Tobacco companies, meanwhile, spend billions of dollars every year on marketing tobacco products, including cigarettes, cigars, e-cigarettes, and others.

Since 1988, the World Health Organization (WHO) has used World No Tobacco Day to highlight the harmful effects of cigarettes and other tobacco products on a person's overall health. This year, WHO is focusing on preventing youth tobacco product use and the tobacco industry's attempts to attract youth.

This World No Tobacco Day, learn what individuals and communities can do to help keep young people tobacco-free, or help them quit for good.

In 2019, about 40% of U.S. middle and high schoolers reported ever using any kind of tobacco product-including e-cigarettes -and 23% said they had used a tobacco product in the past 30 days.

Studies show that most adults in the United States who regularly use tobacco products started before the age of 18. Using any tobacco product, including e-cigarettes, is unsafe for young people. Tobacco products-including cigarettes, smokeless tobacco, and most e-cigarettes-contain nicotine, which is an addictive drug. Being exposed to nicotine can also harm brain development, which continues through the teen years and up to age 25. Exposure to nicotine during these important years can harm the parts of the brain that control attention, learning, mood, and impulse control.

At least 500 million people younger than 15 in 21 countries are exposed to secondhand smoke.

It's a problem in the United States:

1 in 4 Americans, or about 58 million people, are exposed to secondhand smoke.

Children (age 3-11) have the highest exposure to secondhand smoke compared to any other age group.

African American children are more likely to be exposed to secondhand smoke than children of other racial/ethnic groups.

Quitting smoking and adopting smoke-free policies helps protect the health of people who do not smoke.

The younger a person starts using tobacco products, the more likely they are to become dependent on nicotine. The tobacco industry uses this information to attract youth and young people to their products through ads and sponsorships in stores, online, in media, and at cultural events.

Studies in the U.S. and other countries have shown that the more ads for tobacco products a young person sees, the more likely they are to use tobacco products. The U.S. Surgeon General has also said that seeing people smoke in movies makes youth more likely to smoke. Although the number of movies rated PG-13 or lower that feature smoking has gone down in the past 15 years, the films that do show smoking show it more often.

The flavors in tobacco products, including e-cigarettes, make these products appealing to kids and teens. Since 2009, tobacco companies have not been allowed to sell cigarettes in flavors other than menthol in the U.S. Still, youth are more likely than adults to smoke menthol cigarettes. Flavoring is also a major driver of e-cigarette use among young people. More than 2 out of 3 youth who currently use e-cigarettes use flavored e-cigarettes, and flavors are a major reason they report starting to use e-cigarettes.

Since 2014, most U.S. youth who said they had ever used tobacco products reported using e-cigarettes, and the percentage has grown over time. E-cigarettes typically contain nicotine, and newer e-cigarettes use a new form of it called nicotine salts, which make it easier to inhale higher levels of nicotine.

Because of the recent rise in e-cigarette use by US middle and high school students, CDC offers resources for parents [PDF - 1 MB] , teachers [PDF - 614 KB] , and healthcare providers [PDF - 975 KB] to help them talk to kids about e-cigarettes.

Everyone-from those who influence youth directly to whole communities-can help prevent children, teenagers, and young adults from trying and using tobacco products.
Parents and other caregivers can:

Set a good example by being tobacco-free (call 1-800-QUIT-NOW or visit smokefree.gov for help with quitting)

Talk to kids about the harms of tobacco products, including e-cigarettes

Know what children watch, and talk about tobacco use onscreen

Tell kids you expect them not to use tobacco products, or to stop using them

Refuse to give tobacco products to kids, teens, or young adults

The Office of the Surgeon General has more tips for parents and caregivers [PDF-5 MB] to help keep young people tobacco-free.
Healthcare providers can:

Talk to their patients about the dangers of tobacco use (in a 2015 survey, only 1 out of 3 U.S. high schoolers said their doctor brought up smoking during a visit)

Ask patients if they use tobacco products, and advise them to quit

CDC offers resources and tools to help providers start the conversation about tobacco and quitting.
States and communities can:

Fund state tobacco control programs at the level CDC recommends

Work to limit tobacco product advertising

Use science-based strategies to prevent and reduce tobacco use, like tobacco price increases, hard-hitting media campaigns, adopting comprehensive smoke-free laws, licensing tobacco sellers, and limiting where tobacco products can be sold

Provide barrier-free access to treatments proven to help people quit

If everyone works together to keep youth safe from the harms of tobacco use, we can move further toward a healthier, smoke-free world.

In 2019, more than half of current youth tobacco product users in the U.S. reported that they were seriously thinking about quitting the use of all tobacco products. Quitting as soon as possible is the healthiest choice for mind and body.

Your state quitline can connect you to resources like text support, counseling, and web-based chat. Call 1-800-QUIT-NOW to find out what your state offers. There are also quitlines available in Spanish, Chinese (Cantonese and Mandarin), Korean, and Vietnamese.

1-855-DÉJELO-YA (Spanish)

Asian Smokers' Quitline

1-800-838-8917 (Cantonese & Mandarin)

1-800-556-5564 (Korean)

1-800-778-8440 (Vietnamese)

SmokefreeTXT for Teens is a free mobile text messaging program for youth aged 13 to 19.

Download the quitSTART app on your phone for custom tips, inspiration, and challenges

At any age, it's never too late to quit. U.S. adults who want to quit can call 1-800-QUIT-NOW or

1-855-DÉJELO-YA (Spanish)

Asian Smokers' Quitline

1-800-838-8917 (Cantonese & Mandarin)

1-800-556-5564 (Korean)

1-800-778-8440 (Vietnamese)

Visit CDC.gov/Quit or Smokefree.gov, where you can sign up for texting programs and download mobile apps.

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This 2020 World No Tobacco Day article focuses on what individuals and communities can do to help keep young people tobacco-free, or help them quit for good.

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This article falls under the category death/grief/loss, and was taken from the National Library of Medicine. Children experience grief differently depending on their age. When dealing with grief children will rely heavily on the adult around them. When teachers are dealing with a child who may have experienced a sudden death, it is important for them to be aware of how they can handle talking with a student. Teachers can share with the students what grief is and how the students can handle it if needed.

Alvis, L., Zhang, N., Sandler, I. N., & Kaplow, J. B. (2022, January 28). Developmental manifestations of grief in children and adolescents: Caregivers as key grief facilitators. Journal of child & adolescent trauma. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8794619/

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Developmental Manifestations of Grief in Children and Adolescents: Caregivers as Key Grief Facilitators

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The death of a loved one represents one of the most distressing and potentially traumatic life events in childhood and adolescence. Grief reactions in youth are influenced by ongoing developmental processes and manifest differently depending on the child’s…

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This article relates to healthy eating, and was taken from the CDC. Nutrition education is important to allow students to learn about healthy eating and the ways they can make healthy choices. This article provides way nutrition can be brought into schools.Teachers can use the information from this article to teach kids the importance of healthy eating. They can demonstrate ways to eat healthy, and the different foods they can eat. Students can create a MyPlate and fill it with the different fruits vegetables, grains, and dairy they can eat.This is important for teachers to read because they can learn the way's they can bring topics about healthy nutrition into the school day and in other ways then just a health lesson.

Centers for Disease Control and Prevention. (2023, January 10). Healthy Eating Learning Opportunities and nutrition education. Centers for Disease Control and Prevention. https://www.cdc.gov/healthyschools/nutrition/school_nutrition_education.htm

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Healthy eating learning opportunities includes nutrition education and other activities integrated into the school day that can give children knowledge and skills to help choose and consume healthy foods and beverages. ¹ Nutrition education is a vital part of a comprehensive health education program and empowers children with knowledge and skills to make healthy food and beverage choices. 2-8

US students receive less than 8 hours of required nutrition education each school year, ⁹ far below the 40 to 50 hours that are needed to affect behavior change. 10,11 Additionally, the percentage of schools providing required instruction on nutrition and dietary behaviors decreased from 84.6% to 74.1% between 2000 and 2014. ⁹

Given the important role that diet plays in preventing chronic diseases and supporting good health, schools would ideally provide students with more hours of nutrition education instruction and engage teachers and parents in nutrition education activities. 5, 12 Research shows that nutrition education can teach students to recognize how healthy diet influences emotional well-being and how emotions may influence eating habits. However, because schools face many demands, school staff can consider ways to add nutrition education into the existing schedule. ¹¹

Nutrition education can be incorporated throughout the school day and in various locations within a school. This provides flexibility allowing schools to use strategies that work with their settings, daily schedule, and resources.

In the Classroom
Nutrition education can take place in the classroom, either through a stand-alone health education class or combined into other subjects including 2,5:

Counting with pictures of fruits and vegetables.

Learning fractions by measuring ingredients for a recipe.

Examining how plants grow.

Learning about cultural food traditions.

Nutrition education should align with the National Health Education Standards and incorporate the characteristics of an effective health education curriculum.

Farm to School
Farm-to-school programs vary in each school or district, but often include one or more of the following strategies:

Purchasing and serving local or regionally produced foods in the school meal programs.

Educating students about agriculture, food, health, and nutrition.

Engaging students in hands-on learning opportunities through gardening, cooking lessons, or farm field trips.

Students who participate in farm-to-school activities have increased knowledge about nutrition and agriculture, are more willing to try new foods, and consume more fruits and vegetables. ¹⁴⁻¹⁷

School Gardens
School garden programs can increase students' nutrition knowledge, willingness to try fruit and vegetables, and positive attitudes about fruits and vegetables. ¹⁸⁻²² School gardens vary in size and purpose. Schools may have window sill gardens, raised beds, greenhouses, or planted fields.

Students can prepare the soil for the garden, plant seeds, harvest the fruits and vegetables, and taste the food from the garden. Produce from school gardens can be incorporated into school meals or taste tests. Classroom teachers can teach lessons in math, science, history, and language arts using the school garden.

In the Cafeteria
Cafeterias are learning labs where students are exposed to new foods through the school meal program, see what balanced meals look like, and may be encouraged to try new foods through verbal prompts from school nutrition staff, ²³ or taste tests. 24-25 Cafeterias may also be decorated with nutrition promotion posters or student artwork promoting healthy eating. ²⁴

Other Opportunities
Schools can add messages about nutrition and healthy eating into the following:

Morning announcements.

School assemblies.

Materials sent home to parents and guardians.²⁴

Staff meetings.

Parent-teacher group meetings.

These strategies can help reinforce messages about good nutrition and help ensure that students see and hear consistent information about healthy eating across the school campus and at home. 2

Shared use agreements can extend healthy eating learning opportunities. As an example, an after-school STEM club could gain access to school gardens as learning labs.

1. Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR Morb Mortal Wkly Rep. 2011;60(RR-5):1-76.

2. Joint Committee on National Health Education Standards. National Health Education Standards: Achieving Excellence. 2nd ed. Atlanta, GA: American Cancer Society; 2007.

3. Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool, 2012, Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2012. Available at http://www.cdc.gov/healthyyouth/hecat/index.htm. Accessed April 9, 2019.

4. Price C, Cohen D, Pribis P, Cerami J. Nutrition education and body mass index in grades K-12: a systematic review. J Sch Health. 2017;87:715-720.

5. Meiklejohn S, Ryan L, Palermo C. A systematic review of the impact of multi-strategy nutrition education programs on health and nutrition of adolescents. J Nutr Educ Behav. 2016;48:631-646.

6. Silveira JA, Taddei JA, Guerra PH, Nobre MR. The effect of participation in school-based nutrition education interventions on body mass index: A meta-analysis of randomized controlled community trials. Prev Med. 2013;56:237-243.

7. County Health Rankings and Roadmaps. School-based Nutrition Education Programs website. http://www.countyhealthrankings.org/take-action-to-improve-health/what-works-for-health/policies/school-based-nutrition-education-programs. Accessed on April 9, 2019.

8. Results from the School Health Policies and Practices Study 2014. Atlanta, GA: Centers for Disease Control and Prevention; 2014.

9. Connell DB, Turner RR, Mason EF. Results of the school health education evaluation: health promotion effectiveness, implementation, and costs. J Sch Health. 1985;55(8):316-321.

10. Institute of Medicine. Nutrition Education in the K-12 Curriculum: The Role of National Standards: Workshop Summary. Washington, DC: The National Academies Press; 2014.

11. Murimi MW, Moyeda-Carabaza AF, Nguyen B, Saha S, Amin R, Njike V. Factors that contribute to effective nutrition education interventions in children: a systematic review. Nutr Rev. 2018;76(8):553-580.

12. Hayes D, Contento IR, Weekly C. Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: comprehensive school nutrition services. J Acad Nutr Diet. 2018; 118:913-919.

13. Joshi A, Misako Azuma A, Feenstra G. Do farm-to-school programs make a difference? Findings and future research needs. J Hunger Environ Nutr. 2008;3:229-246.

14. Moss A, Smith S, Null D, Long Roth S, Tragoudas U. Farm to school and nutrition education: Positively affecting elementary school-aged children's nutrition knowledge and consumption behavior. Child Obes. 2013;9(1):51-6.

15. Bontrager Yoder AB, Liebhart JL, McCarty DJ, Meinen A, Schoeller D, Vargas C, LaRowe T. Farm to elementary school programming increases access to fruits and vegetables and increases their consumption among those with low intake. J Nutr Educ Behav. 2014;46(5):341-9.

16. The National Farm to School Network. The Benefits of Farm to School website. http://www.farmtoschool.org/Resources/BenefitsFactSheet.pdf. Accessed on June 14, 2019.

17. Berezowitz CK, Bontrager Yoder AB, Schoeller DA. School gardens enhance academic performance and dietary outcomes in children. J Sch Health. 2015;85:508-518.

18. Davis JN, Spaniol MR, Somerset S. Sustenance and sustainability: maximizing the impact of school gardens on health outcomes. Public Health Nutr. 2014;18(13):2358-2367.

19. Langellotto GA, Gupta A. Gardening increases vegetable consumption in school-aged children: A meta-analytical synthesis. Horttechnology. 2012;22(4):430-445.

20. Community Preventative Services Task Force. Nutrition: Gardening Interventions to Increase Fruit and Vegetable Consumption Among Children. Finding and Rationale Statement.. https://www.thecommunityguide.org/sites/default/files/assets/Nutrition-Gardening-Fruit-Vegetable-Consumption-Children-508.pdf. Accessed on May 16, 2019.

21. Savoie-Roskos MR, Wengreen H, Durward C. Increasing Fruit and Vegetable Intake among Children and Youth through Gardening-Based Interventions: A Systematic Review. Journal of the Academy of Nutrition and Dietetics 2017;11(2):240-50.

22. Schwartz M. The influence of a verbal prompt on school lunch fruit consumption: a pilot study. Int J Behav Nutr Phys Act. 2007;4:6.

23. Fulkerson JA, French SA, Story M, Nelson H, Hannan PJ. Promotions to increase lower-fat food choices among students in secondary schools: description and outcomes of TACOS (Trying Alternative Cafeteria Options in Schools). Public Health Nutr. 2003;7(5):665-674.

24. Action for Healthy Kids. Tips for Hosting a Successful Taste Test website. http://www.actionforhealthykids.org/tools-for-schools/find-challenges/classroom-challenges/701-tips-for-hosting-a-successful-taste-test. Accessed on May 19, 2019.

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Healthy Eating Learning Opportunities and Nutrition Education

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Nutrition education teaches students to make healthy food and beverage choices. Learn ways schools can provide these skills throughout the day.

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This article relates to personal health and wellness and was taken from the CDC. Children's health is important to take care of. If a child is feeling sick they should stay home. They should always wash their hands, cover their mouths when sneezing, and if needed they can get the vaccines or boosters. This information can be addressed in the classroom by setting daily reminders to the students throughout the day. There can also be posters around the room to remind the children the steps they can follow to prevent getting sick. During the sick season it is important for teachers to teach their students the ways they can prevent getting sick. They should constantly remind them to always wash their hands and when coughing or sneezing they should cover their mouths.

Centers for Disease Control and Prevention. (2023, April 27). Protect Your Child From COVID-19, the flu, and Other Illnesses. Centers for Disease Control and Prevention.

https://www.cdc.gov/coronavirus/2019-ncov/communication/people-with-idd/help-child-stay-healthy-at-school.html

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Centers for Disease Control and Prevention

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Important update: Healthcare facilities

CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more

Protect Your Child from COVID-19, the Flu, and Other Illnesses

Help Your Child Stay Healthy at School

COVID-19 vaccine recommendations have been updated as of April 19. Learn more.

What You Need to Know

During the school year, kids tend to get sick more often - and spread germs to their friends and classmates.

COVID-19 can cause serious health problems, so it's more important than ever to protect your child's health.

You can help your child stay healthy and protect the people around them all school year long.

Ask your child's doctor what vaccines and boosters they need

Vaccines help protect kids from getting very sick from COVID-19, the flu, and other illnesses. Ask your child's doctor what vaccines and boosters they need to stay healthy. If it's been a while since your child has seen the doctor, now is a good time to make an appointment for a checkup.

Who needs to get vaccinated?

Children ages 6 months and older should get vaccinated against COVID-19 and the flu.

Children ages 5 years and older should also get a COVID-19 booster.

It's especially important for children who have disabilities or chronic health conditions to get vaccinated, because they are more likely to get very sick if they catch COVID-19 or the flu.

Learn More: Stay Up to Date with COVID-19 Vaccines Including Boosters

My child has a disability. How can I support them when they get their vaccine?

Sometimes, children and teens with disabilities may struggle with vaccines. When you're making an appointment for your child to get vaccinated, you can let staff or volunteers know your child might need some accommodations.

For example, you could:

Ask if your child can get vaccinated in your vehicle or in a quiet room away from crowds

Ask for sensory modifications, like turning off bright lights

Ask the vaccine provider to explain what they're going to do and when they're going to do it, so your child
knows what's going to happen

Ask the provider to give your child any other vaccines they may need during the same appointment

Learn More: Getting Your COVID-19 Vaccine

Where can my child get vaccinated?

In addition to doctor's offices, many pharmacies, clinics, and health departments offer vaccines. You can visit vaccines.gov and enter your ZIP code to find a vaccine location near you. To find a COVID-19 vaccine, you can also:

Text your ZIP code to 438829

Call 1-800-232-0233 (TTY: 888-720-7489)

Keep your child home if they're not feeling well

Staying home when sick can lower the risk of spreading infectious diseases like COVID-19 and the flu to other people. Children who have symptoms of respiratory or gastrointestinal infections, like cough, fever, sore throat, vomiting, or diarrhea, should stay home.

Learn More: Isolation and Precautions for People with COVID-19

Remind your child to wash their hands

When your child heads off to school, remind them to wash their hands before and after eating, after using the restroom, and after recess.

Learn More: Handwashing

Teach your child to cover coughs and sneezes

Ask your child to cover their mouth and nose with a tissue when they cough or sneeze. Then, throw used tissues in the trash. If there aren't any tissues nearby, encourage your child to cover their nose and mouth with their elbow.

Consider having your child wear a mask to school

Children ages 2 years and older can also wear masks to school. If your child has a disability or chronic health condition, wearing a mask can give extra protection to help them stay healthy. Masks also help to prevent children from spreading COVID-19 to other people around them. Make sure the mask covers your child's nose and mouth.

Learn More: Masks

Take care of your child's mental health

The past few years have been a stressful time for many families, and some children may have trouble adjusting to new routines and relationships at school. Changing routines can be especially challenging for children with cerebral palsy, intellectual disabilities, or developmental disabilities such as autism.

Talk to your child's doctor if you have concerns about the way your child behaves at home, in school, or with friends.

Learn More: Mental Health Resources to Help Support Children

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Important update: Healthcare facilities CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more Protect Your Child from COVID-19, the Flu, and Other Illnesses Help Your Child Stay Healthy at School COVID-19 vaccine recommendations have been updated as of April 19. Learn more.

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This article falls under the trauma category and was taken from the Substance Abuse and Mental Health Services Administration. About 2 thirds of children have been reported to at least one traumatic event by the age of 16. There are multiple traumatic events that may have happened such as neglect, sudden or violent loss of a loved one and more. For elementary age students they may become anxious or fearful, feel guilt or shame, have difficulty sleeping and more. The information from this article could be addressed in the classroom by introducing the topic to the students, and assist them in learning about the different steps they can take when they feel as if they are in a dangerous situation. They can also be taught about how to tell if a situation is putting them in real trouble and if so, to seek help from a trusted adult. The teacher can also have the students practice different meditations to help calm their bodies and relax.

Substance Abuse and Mental Health Services Administration. (2023, March 17). Understanding Child Trauma. Substance Abuse and Mental Health Services Administrations.

https://www.samhsa.gov/child-trauma/understanding-child-trauma

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Fast Facts

At least 1 in 7 children have experienced child abuse and/or neglect in the past year, and this is likely an underestimate. In 2019, 1,840 children died of abuse and neglect in the United States.

Each day, more than 1,000 youth are treated in emergency departments for physical assault-related injuries.

In 2019, about 1 in 5 high school students reported being bullied on school property in the last year.

8% of high school students had been in a physical fight on school property one or more times during the 12 months before the survey.

Each day, about 14 youth die from homicide, and more than 1,300 are treated in emergency departments for violence-related injuries.
It's important to recognize the signs of traumatic stress and its short- and long-term impact.
The signs of traumatic stress may be different in each child. Young children may react differently than older children.

Preschool Children

Fear being separated from their parent/caregiver

Cry or scream a lot

Eat poorly or lose weight

Have nightmares

Elementary School Children

Become anxious or fearful

Feel guilt or shame

Have a hard time concentrating

Have difficulty sleeping

Middle and High School Children

Feel depressed or alone

Develop eating disorders or self-harming behaviors

Begin abusing alcohol or drugs

Become involved in risky sexual behavior

The Body's Alarm System

Everyone has an alarm system in their body that is designed to keep them safe from harm. When activated, this tool prepares the body to fight or run away. The alarm can be activated at any perceived sign of trouble and leave kids feeling scared, angry, irritable, or even withdrawn.

Healthy Steps Kids Can Take to Respond to the Alarm

Recognize what activates the alarm and how their body reacts

Decide whether there is real trouble and seek help from a trusted adult

Practice deep breathing and other relaxation methods

Impact of Trauma

The impact of child traumatic stress can last well beyond childhood. In fact, research has shown that child trauma survivors may experience:

Learning problems, including lower grades and more suspensions and expulsions

Increased use of health and mental health services

Increase involvement with the child welfare and juvenile justice systems

Long-term health problems (e.g., diabetes and heart disease)

Trauma is a risk factor for nearly all behavioral health and substance use disorders.
There is hope. Children can and do recover from traumatic events, and you can play an important role in their recovery.
A critical part of children's recovery is having a supportive caregiving system, access to effective treatments, and service systems that are trauma informed.

Get Help Now
SAMHSA Behavioral Health Treatment Services Locator The National Child Traumatic Stress Network: Get Help Now Healthcare Toolbox: Basics of Trauma-Informed Care
Not all children experience child traumatic stress after experiencing a traumatic event. With support, many children are able to recover and thrive.

As a caring adult and/or family member, you play an important role.

Remember To:

Assure the child that he or she is safe.

Explain that he or she is not responsible. Children often blame themselves for events that are completely out of their control.

Be patient. Some children will recover quickly while others recover more slowly. Reassure them that they do not need to feel guilty or bad about any feelings or thoughts.

Seek the help of a trained professional. When needed, a mental health professional trained in evidence-based trauma treatment can help children and families cope and move toward recovery. Ask your pediatrician, family physician, school counselor, or clergy member for a referral.

Visit the following websites for more information:

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Recognize the signs of child traumatic stress and the impact that trauma may have on children. The infographic developed by SAMHSA's National Child Traumatic Stress Initiative (NCSTI) provides information on the prevalence and impact of traumatic events on children, and what actions can be taken to support children who experience traumatic events.

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This article is about personal safety and stranger and was taken from the Cleveland Clinical. It is important that children stay safe and are aware of their surroundings. This article provides tips for how to teach children about stranger awareness and what to do in a situation when you see a stranger. This article pertains to teaching pre-k to fourth grade children, because it provides teachers/ adults the different ways they can teach children about the importance of stranger awareness. In the classroom the teacher can have student come up with a list of ways they can stay safe when they are in different places. The teacher can also create different senecios the children can act out, to provide experience of what they can do in the different situations.

Children's Health. (2024, January 31). How to Teach Your Kids About Stranger Danger. Cleveland Clinic.

https://health.clevelandclinic.org/teach-stranger-danger-in-4-easy-steps

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You want your child to be safe, but not anxious. Aware of their surroundings, but not living in fear. Confident that they can go out and face the world, but not be reckless.

It's a fine line that parents and caregivers walk.

You know all too well that the world can be a scary place. You've read the news and listened to one too many true-crime podcasts not to have gotten that message. And you know your top job is to keep your kiddos safe.

But how? How can you raise a child who is both secure in their place in the world and aware that it's also home to bad people who should be avoided?

How can you teach your kids about stranger danger without traumatizing them?

"Start early and talk often," advises pediatrician Richard So, MD. "Unfortunately, kidnapping can happen whether we're talking about a toddler wandering away for a split second or a teenager driving a car. So, it's important for caregivers to continue to share the message that kids and teens should stay away from people who could harm them."

How do you get started? Dr. So offers advice.

How to teach your kids stranger awareness

Stranger awareness, or 'stranger danger,' is an age-appropriate warning to kids to be cautious around people they don't know. It's a reminder to kids not to interact with people who aren't familiar to them.

Stranger awareness is a matter of teaching kids rules to keep them safe from unfamiliar adults, like:

Not wandering away from safe and trusted adults.

Not talking to or sharing personal information with strangers.

Not accepting rides from people they don't know.

Not opening the door to their house to people they don't know.

Not accepting presents from people they don't know, like food, candy or toys.

Keeping their distance from unknown adults.

Knowing what to do if a stranger approaches them or makes them feel uncomfortable.

1. Start young

As adults, we know that the world isn't all sunshine and rainbows. But little kids might not.

Developmentally, toddlers and preschoolers often don't have the experience to recognize that the adults they encounter aren't always good people.

The world is an easier place in children's eyes. Naivety is part of childhood. But it can also leave kids vulnerable to people with bad intentions. So, incorporating lessons on stranger danger is important for your child's development and safety - just like learning to look both ways when crossing the street or wearing a bike helmet.

"As soon as your kids begin school, and even before, start talking about stranger danger," Dr. So suggests. "Remind them to keep close to you in the store because you are their trusted adult."

Explain to young kids that adults they don't know shouldn't ask for help from children. Safe adults don't need kids to help them find their lost dog. Safe adults don't need children to give them directions. Safe adults who need help ask other adults - they don't approach kids.

2. Define 'stranger'

Make sure your kids know that a stranger is anybody who is unfamiliar to them - even people who seem friendly. After all, not everyone who has bad intentions looks like a Disney villain or gives off "bad guy" vibes.

And expect that it can be tough for some kids to come to terms with the difference between "stranger" and "not a stranger." For example:

" That guy' s not a stranger, I saw him walking his dog by the house yesterday." Or " That lady in the park isn't a stranger, she told me her name. "

Or the opposite happens.

That aunt you only see on special occasions is now a stranger in their eyes. Or that friend who you ran into at the coffee shop for the first time in years? Stranger.

So, they clam up. They glue themselves to your leg. They're on stranger awareness high alert.

That's OK and developmentally appropriate.

"This is the child's natural defense mechanism," Dr. So shares. "Tell those outer-circle adults that the child is learning stranger danger. Tell your child if you say someone is safe, then they talk to them or give them a hug, if they want to. But remind them, too, that also they don't have to talk to people or hug people who make them feel uncomfortable."

Fine-tuning the definition of a stranger can take some time. So, keep the conversation going. They'll get there.

3. Normalize safe behaviors

Dr. So says different families use different methods for teaching lessons in stranger awareness.

"Kids like certainty and predictability," Dr. So emphasizes. "Reiterating what to do around strangers helps take the uncertainty out of a risky situation should one occur."

You can try:

Role-playing and practicing how kids should respond in different stranger danger scenarios.

Creating a family code word. Anyone you send to pick up your child must use the code word so your child knows it's safe to get in the car.

Pointing out safe adults, like police officers or trusted neighbors, who children can go to if they sense danger.

Explaining to your child what to do if they get lost while you're in public. That could mean identifying a "meet up place" where your child should go if they get separated from you. Or pointing out what people who work there are wearing and telling them to find a staff member if they can't find you.

Establishing guidelines for being home alone, such as how to answer (or not answer) the door or phone.

What you say and the way you teach your kids about stranger danger is up to you and based on your child's maturity and personality.

If your child is naturally more cautious, talk about strangers, but don't harp too hard. Notice if they become anxious, and back off when you need to.

Got a social butterfly who introduces themselves to everyone they meet? Keep the lessons flowing.

4. Be (age-appropriately) honest

Honesty is the best policy when it comes to talking about stranger danger. It's important for kids to know that bad things can happen and that they need to watch out for unsafe situations.

That doesn't mean you have to sit down and watch 48 Hours with your first-grader. Or that your pre-teen needs a city-wide tour of the local kidnapping hotspots.

But don't withhold information or worry too much about scaring your kids.

"Kids are a lot stronger than we give them credit for," says Dr. So. "Talk to them as one person to another. Tell them they need to be responsible for protecting themselves."

Consider these age-appropriate stranger danger warnings:

Toddlers and preschoolers: "When we're at the playground, I need you to stay where I can see you and keep you safe. There are strangers at the park, and we don't talk to them because they might be bad people."

Elementary school kids: "If a person you don't know tries to talk with you while you're riding your bike with your friends, tell them to go away, and ride quickly to a safe place. Safe adults don't talk to kids."

Pre-teens: "Don't give your name, address, phone number or other personal information to people online. People on the internet are strangers, no matter how much you think you know them. They can use that information to hurt you."

Teens: "If someone makes you uncomfortable, trust your instincts, get away and don't worry that you're overreacting. If you feel unsafe, chances are you're right. And you need to defend yourself."

Even with year after year of reminders, bad things still happen to good people. And we know that abductions aren't always at the hands of strangers. Kids should be taught that even people they know can pose risks, too.

Remember that staying safe from strangers is a lesson your child will continue to develop throughout their life. Balance the fact that the world isn't always safe and fair with the reality that not everyone has bad intentions. Meet them where they're at, but don't shy away from the conversation. Their safety and well-being are too important.

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How To Teach Your Kids About Stranger Danger

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It's never too early for kids to learn that unknown adults can pose a danger. Here's how to start the conversation and keep the lessons flowing.

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This article is about physical activity and was taken from the CDC. The age of a child dictates how much physical activity they need during the day. For children ages 6 through 17 they need about 60 minutes of physical activity a day. When having a child participate in physical activity it is important to make sure they are age appropriate. Teachers can implement activities that allow for the students to move around such as brain break videos that have the students dancing. Teachers can also teach students the importance of physical activity and the different ways they can get it.

Centers for Disease Control and Prevention. (2023, June 30). How Much Physical Activity Do Children need. Centers for Disease Control and Prevention. https://www.cdc.gov/physicalactivity/basics/children/

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How much physical activity do children need? | Physical Activity | CDC

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Children and adolescents should do 60 minutes (1 hour) or more of physical activity each day. Learn more...