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This has always been something that I draw back to when thinking about my purpose in special education. Our words hold significant value. With students with disabilities, not everyone assumes competence and can sometimes say things that could really be hurtful. This is something that can be placed around the classroom or in the halls of a school. I think it would be more appropriate inside of a high school, but it is definitely something that I believe can hold significant value.

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I found this picture while searching for mental health supports and thought that this could be a positive thing to post in your classroom for all students. Mental health can be a confusing thing for students to understand and can sometimes feel like they are battling it alone. This sign is something that could be used to initiate important conversations with students.

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Fidgets are a great resource to use as a behavior support for students! Educators can place fidgets in their classrooms as a strategy for students to use when they are feeling over stimulated or need to cool down. This can be for any age group.

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During my field experience, I learned about the zones of regulation. This was something that the staff and students practiced every single day. Students in elementary school are learning how to understand their feelings, and so the zones of regulation is posted throughout the school. Each of the zones provides students with strategies to use when they are feeling certain feelings.

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The Zones of Regulation is a conceptual framework used to teach students self regulation and self control. According to the book Zones of Regulation by Leah M. Kuypers, creating this type of system to categorize the complex feelings and states students experience improves their ability to recognize and communicate how they're feeling in a safe, non-judgmental way.

This curriculum teaches students to use strategies or tools to help them move between zones. The Zones of Regulation categorizes states of alertness and emotions into four colored zones. It is important to know that it's fine for students to experience all of these emotions while they're at school. There is no bad zone, but it is important to learn and use strategies that would help students get to their Green Zone.

What are the Zones of Regulation?

(These are the Zones as explained by Leah M. Kuypers)

The Blue Zone
The Blue Zone is used to describe low states of alertness, such as when one feels sad, tired, sick, or bored. This is when one's body and/or brain is moving slowly or sluggishly.

The Green Zone
The Green Zone is used to describe a regulated state of alertness. A person may be described as calm, happy, focused, or content when in the Green Zone. This is the zone students generally need to be in for schoolwork and for being social. Being in the Green Zone shows control.

The Yellow Zone
The Yellow Zone is also used to describe a heightened state of alertness; however, a person has some control when in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, nervousness, confusion, and many more slightly elevated emotions and states when in the Yellow Zone (such as wiggly, squirmy, or sensory seeking). The Yellow Zone is starting to lose some control.

The Red Zone
The Red Zone is used to describe extremely heightened states of alertness or very intense feelings. A person may be experiencing anger, rage, explosive behavior, panic, terror, or elation when in the Red Zone. Being in the Red Zone can best be explained by not being in control of one's body.

Strategies at Whitby

In the classroom, students are provided strategies to help them regulate their bodies and get back to the green zone. We created a visual to help remind students of the different strategies they could use in the different zones. These strategies are meant to take no more than 5-10 minutes.

The Blue Zone

Sit on a bean bag (or in a comfy spot)

Take a walk

Go for a short run or jog

Have a snack

The Yellow Zone

Meditation or use a calming jar

Wall pushups

Have a snack

Go for a short run or jog

Meditation coloring

Take some deep belly breaths

Yoga

The Red Zone

Meditation coloring

Take some deep belly breaths

Sit on a bean bag (or in a comfy spot)

Yoga

Using the Zones of Regulation at Home

While it's not mandatory to use this program at home, children may become very interested in using this outside of school. For more on this, read The Zones of Regulation - written and created by Leah M. Kuypers, MA Ed OTR/L. The book contains the lessons we are working on along with the language we provide the students with. The book contains cut-outs and other visuals that help the students visualize their various emotions.

If you are interested in using the strategies at home they can be easily implemented. You could make the four Zones signs and strategy board. In the classroom we also made a "blue zone" where it is peaceful and quiet. In this area we included a bean bag chair for students to rest, meditation drawing mandalas, a calming jar, books, and a yoga mat and yoga position cards.

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Teaching Self Control in Lower Elementary with Zones of Regulation

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The Zones of Regulation is a conceptual framework used to teach students self regulation and self control. According to the book Zones of Regulation by Leah M. Kuypers, creating this type of system to categorize the complex feelings and states students experience improves their ability to recognize and communicate how they're feeling in a safe, non-judgmental way.

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This behavior intervention includes multiple resources for PBS. There are 5 different tabs that offer what PBS is, the process of PBS, case studies that show examples on how to effectively implement PBS, resources for educators to utilize when implementing PBS, and different teaching tools for educators to use inside and outside of the classroom. This can be a huge resource that educators can use when trying to implement PBS inside of their classrooms.

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Behavior Intervention Positive Behavior Support PBS, Intensive, Individualized

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On this website, we use the term Positive Behavior Support (PBS) to describe the approach used to provide intensive individualized interventions to individual children with challenging behavior. We also refer to program-wide implementation of PBS (PW-PBS) or program-wide adoption of the Pyramid Model.

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NAMI is an organization that sets out to support educators with students that may struggle with their mental health. This resource is specific is set out to be a handout that educators may supply their student's parents as they learn to support their child. This website is all directed toward mental health and provides many greats resources for educators and parents to use.

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Ensuring Your Child is Supported at School

At least 1 in 5 school-aged children is affected by a mental health condition. The two most common conditions among children and adolescents are anxiety followed by depression, but children can have other difficulties that affect their ability to fully take part in and benefit from their classroom experiences. These include attention deficit-hyperactivity, autism spectrum disorder and eating disorders.

Many children can also suffer from emotional reactions to the strain of learning issues, medical illness, family financial struggles, personal problems or other stressors. While not all mental health problems directly affect students' academic or school functioning, many do, and schools can help.

If your child's mental health condition is affecting their functioning at school, your first step should be to identify their condition with either a mental health professional or pediatrician and present this diagnostic information to the school.

With younger children (grades K-5), it may make sense to start with your child's classroom teacher, while with middle or high school students, it's usually best to start with the school's health and wellness specialist. Virtually all public and private schools have at least one person who handles student mental health concerns-generally a guidance counselor, social worker, nurse or psychologist. And keep in mind that by law, schools are required to offer some level of accommodation to students with mental health needs; the nature and extent of that support will depend on your child's particular condition and the resources at the school's disposal. Your child's school may have more resources than you might imagine, depending, of course, on your child's age, condition and particular school setting.

Your next step will be to call a meeting with that designated specialist-or, if the issues have risen to a significant level, with a broader team that includes teachers and other school personnel.

Most parents get nervous meeting with school officials when their child is having behavioral or emotional problems. To support your best state of mind, consider having your child's other parent or another close relative accompany you to the meeting. If your child is working with a mental health professional, see whether it's possible to invite this person to the meeting as well. It can be extremely helpful to have an objective observer/expert/advocate with you!

Your partnership with the school is a key ingredient in ensuring that your child receives the support he or she needs. So, here are some tips for forging an effective alliance:

1. Be honest, direct and specific. Most school personnel will respond with compassion and eagerness to help if they understand what is happening with your child and feel you are leveling with them. If you are vague, or appear to be holding back information, it will be harder for them to understand, and they may be less sympathetic.

2. Ask questions about what teachers are seeing at school. Don't assume they're seeing what you see at home. Some children hold it together all day and then melt down as soon as they get home. Conversely, some children seem fine at home but can be disruptive, distracted or unhappy in classroom environments. Ask your child's teachers about how your child presents at school. Don't assume you know the whole story any more than you would assume they know the whole story.

3. If you're not sure where the best resources are within your child's school, request to attend a staff meeting. Talking in-person with the group of players who can support your child is often more effective than sending long, detailed email messages or chatting over the phone with a single faculty or staff member.

4. Know the law regarding special education support. If your child's teachers, counselor and other staff are not able to accommodate your child in a supportive way (or if you want to make sure the school system will continue to do so from year-to-year), request an evaluation to see whether your child qualifies for special education services. Under the Americans with Disabilities Education Act, or IDEA, mental illness is grounds for "special education" needs in public schools systems provided they interfere with your child's ability to make expected academic progress. Even students whose mental health needs do not meet the criteria for IDEA may be entitled to more modest accommodations under Section 504 of the Rehabilitation Act.

There are few parenting experiences more difficult than seeing your child in emotional distress. It can be hard to think straight, and hard to believe that other adults will understand, care enough or know what to do. But your child's teacher, guidance counselor or principal has likely encountered other students with similar issues and most educators would be naturally inclined to accommodate, include and support your child. And it's their job to do so. Your job is to enlist their help.
Deborah Offner is a clinical psychologist, school consultant, and former dean of students at a Boston, Massachusetts high school. In her adolescent psychology practice in Newton, Massachusetts, she works directly with students and their parents. She also consults to school and college counselors as well as faculty, school leadership, and parent groups about student wellness and emotional health. Learn more about Dr. Offner at www.deborahoffnerphd.com.

We're always accepting submissions to the NAMI Blog! We feature the latest research, stories of recovery, ways to end stigma and strategies for living well with mental illness. Most importantly: We feature your voices.

Check out our Submission Guidelines for more information.

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how do i help my mentally ill child at school?

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Ensuring Your Child is Supported at School | NAMI: National Alliance on Mental Illness

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At least 1 in 5 school-aged children is affected by a mental health condition. The two most common conditions among children and adolescents are anxiety followed by depression, but children can have other difficulties that affect their ability to fully take part in and benefit from their classroom experiences.

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This resource is a great outlet to use when in need of finding a positive behavior support for a student. These supports are not a "one size fits all", so there are 9 different behavior supports that utilize per the students needs.

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Positive behavior supports and interventions (PBIS) are strategies that schools use to improve student behavior. PBIS provides effective interventions that guide positive behaviors and create environments to help all students succeed.

What are behavioral supports and interventions?

The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

This structure of interventions provides individualized support for students who have more robust behavioral needs. Within the multi-tiered system, students with disabilities receiving assistance from an Individualized Education Program (IEP) or special education programs have consistent guidance. This also includes students with autism spectrum disorders or developmental disabilities who may need Tier three support.

The ABCs of Behavior Assessment

Behavior assessment provides key data to inform effective PBIS. Teachers typically know their students very well and continue to learn more through observing challenging behaviors within their classroom. Proper analysis of behaviors can give educators insight into the diverse needs within a school or classroom and help them create appropriate PBIS.

One standard format of observing and recording behavior uses the ABCs of behavior assessment. This method of data analysis is often used within special education programs to assess and respond to ongoing student needs. The "ABC" refers to:

After using the ABC method to notice challenging behaviors, the next step is implementing the appropriate positive behavioral interventions to avoid misbehavior and build a warm, focused, and friendly school and classroom culture. With the necessary interventions, all students can be prepared to learn and excel academically.

9 Examples of Positive Behavioral Interventions

Here are nine specific examples of PBIS interventions that you can use in your classroom to reinforce positive student behavior and expectations.

Set clear routines for everything you would like students to do in your classroom, rather than assuming that students know your expectations. Be sure to demonstrate how you would like things to be done. Although it can be tedious, this is key to building a classroom environment that is consistent and predictable.

When building and executing classroom routines, remain explicit so that students clearly understand your expectations. Give students multiple opportunities to practice classroom routines, provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the consequences if students do not meet expectations.

For example, you may create hand signals for common student requests like getting water or going to the restroom or a simple gesture to use when students should wait for their turn to speak.

At times, students may become overwhelmed or overstimulated, leading to unregulated behavior choices. Students may benefit from a three- to five-minute break to reset and get focused. Consider allowing students to rest and reset before a starting new activity or transitioning to a new task.

Use breaks as a time for self-management and self-regulation. Self-management allows students to pause, reflect, and adjust problematic behavior. Helping students build these skills will let you get back to teaching and learning as quickly as possible. Breaks also help students build skills to self-regulate by assisting the students in determining when their behavior is impulsive and getting back in the mindset to learn.

For example, you can use breaks for meditation, breathing exercises, or movement exercises that help center and settle the student's mind and body.

3. Silent Signals

Create silent signals to remind your students to pay attention and remain on task. These signals can be for your whole class, or you can establish unique signals for a particular student who needs extra behavioral support.

Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class, or you all can create signals that work best for your community together. Additionally, you can create signals to express your expectations for your students, and you can also come up with signals to allow your students to express their needs to you.

4. Proximity

Proximity is another helpful silent intervention for teachers to redirect student behavior. By getting physically closer to a student, you can get them on-task without giving verbal instructions.

Use proximity when teaching a lesson, during independent work, or in transitions to a new task.

5. Quiet Corrections

When students are off task, they often seek attention. Teachers need to remove the stage when addressing them. Quiet corrections allow you to control the situation and keep the public stage out of the student interaction.

6. Special Tasks

Special tasks will give the student a chance to reset and come back and join the class. Consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task. This communicates that you are willing to provide support while encouraging interactions that help build community.

7. Positive Phrasing

Do this when establishing class rules. For example, try phrasing a class rule by saying, "we always walk in the hall" instead of saying, "don't run in the halls."

Here's another example teachers can use if a student is not completing their homework. Instead of saying, "if you don't complete your homework tonight, you will stay inside and complete it at recess tomorrow," say, "if you finish your homework tonight, you will get to go outside and play with your friends." Both express the need to complete homework, but the second statement can encourage a behavior change more effectively.

8. Behavior Statements

Simply state the appropriate behaviors you want to see or acknowledge students who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time.

For example, when students are lining up and all of them are not ready, you can quickly state the specific behavior that some students are doing correctly. In no time, other students will mimic that behavior to receive positive praise. It is essential to acknowledge and praise appropriate behaviors in your classroom constantly.

9. Tangible Reinforces

Get Started with Positive Behavior Supports & Interventions

Teachers, staff, and administrators all have challenging jobs. We must guide and mold the future leaders of our communities towards academic excellence. When adequate behavior supports and interventions are in place, educators can discourage and avoid disruptive behavior that detracts from teaching and learning.

Unified Classroom® Behavior Support helps educators manage social and emotional learning (SEL) and multi-tiered systems of support (MTSS), like PBIS, to help improve student well-being and school culture and achieve more equitable outcomes. With tools, strategies, and resources designed to support your school team, you can transform your school culture with practical implementations of PBIS and provide behavioral support for all students.

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9 Examples of Positive Behavior Supports & Interventions

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Positive behavior supports and interventions (PBIS) are strategies that schools use to improve student behavior. PBIS provides effective interventions that guide positive behaviors and create environments to help all students succeed. The PBIS framework fits within a multi-tiered system of supports (MTSS) and interventions that allow educators to target and aid all students, regardless of their needs.

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This is a great toolkit for educators to use who are working with students that have childhood trauma. Trauma can be a difficult thing to understand, especially since our trauma's are all different. This guide breaks down trauma facts for educators so that they have a better understanding of how trauma can impact an individual. It also includes the psychological and behavior impact that trauma can have on all students, and it breaks it down by age group; preschool, elementary, middle and high school students. This resource includes self-care methods for educators as well, which can be of much support when working with students who have trauma. It is easy for educators to take these traumas as their own, and feel some of the effects of it. The end of this resource is a guide for parents and guardians as they continue to work with their children.

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Weekly social, behavioral and emotional skills lessons

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Weekly social, behavioral and emotional skills lessons

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Starr Commonwealth is a resource that provides weekly lessons that educators may utilize when working with students. These lessons provide teachers with interactive and organized ways to seamlessly incorporate behavioral, social, and emotional skills into our everyday classrooms activities.

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Courageous Classrooms: Skill of the Week - Starr Commonwealth

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Starr Commonwealth’s Courageous Classrooms: Skill of the Week is more than a program...it’s access to a community of caring and dedicated professionals. Courageous Classrooms provides teachers and schools with interactive, organized ways to seamlessly incorporate social, emotional, and behavioral le…

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1-800-720-9619
This is ODE's Ohio CareLine for individuals struggling with addiction and mental health to call when they are in need.
This is a resource that an educator may use when they see that their student is struggling with their mental health or addiction.

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Schools and districts play an essential role in supporting the needs of the whole child. Schools have the opportunity to provide a variety of protective factors in the lives of students. This toolkit is designed to explore the social, emotional and behavioral considerations schools and districts may reflect upon. The following topics are included in the toolbox:

Building and Sustaining Relationships

Positive school climate starts with positive relationships. Taking time to build meaningful relationships with students increases feelings of student safety, sense of belonging and focus on the academic environment.

The following are ways schools can maintain connectedness and a positive school climate:

Sense of Community: Create a school and classroom environment that shows each member serves an important role.

Positivity: Prioritize uplifting staff and students by sharing positive actions and behaviors through announcements, social media posts, newsletters and bulletin boards.

Summer Contact: Offer connection opportunities during the summer months so students can connect with peers and staff.

Build Familiarity: Help young children get familiar with their new environment with pictures, social stories, videos of the building or meet and greets with teachers.

Belonging Routines: Create a classroom motto, song or chant that is repeated at the beginning or end of class every day.

Relationship Building: Provide an outlet for staff and students to share about their personal lives through show and tell, pictures, stories or virtual tours.

Shared Project: Complete a class project together to encourage collaboration and communication.

Resources for FOSTERING CONNECTIONS

The following are additional resources that support the establishment of trusting relationships:

Adult Self-Care

As schools and districts focus on supporting students, it is equally important for adults to focus on their own self-care and well-being. As school personnel prioritize their own self-care, students may observe and follow this lead. Districts and schools can ensure school personnel have regularly scheduled time for networking, social connections and support. School personnel cannot effectively support students if they are stressed or burned out.

To start, here are some ideas for self-care:

Set boundaries by creating and sticking to a schedule, saying "no" when feeling overburdened and asking for space or help when needed.

Recognize and acknowledge feelings.

Recognize what is and is not within one's control.

Focus on the positive. Keep a gratitude journal.

Practice self-care throughout the day by getting enough sleep, eating healthy, drinking plenty of water and having movement breaks.

Use coping strategies such as mindfulness to help reduce stress.

Ask for support from coworkers and administration.

Complete personal pulse checks. Regularly stop and take stock of what is working and what isn't, then make adjustments.

ADULT SELF-CARE RESOURCES

The following are additional resources that support adult self-care:

Building Resiliency through Social and Emotional Learning

Social and emotional skills allow staff and students to support each other. Facing a challenging experience and moving through it increases confidence and builds resiliency. School personnel play an important role in helping children recover from stressors and becoming more resilient.

Social and emotional learning teaches students skills such as self-awareness, emotional regulation, flexible thinking, relationship building and responsible decision-making. Developing these skills is an important part of meeting the needs of the whole child and supports their abilities to adapt . Many schools in Ohio are implementing social and emotional programs and curricula to teach these skills to students. Ohio's Birth through Kindergarten Entry Learning and Developmental Standards and K-12 Social and Emotional Learning Standards provide helpful information and resources for schools that wish to improve their existing efforts or those starting the process.

Social and emotional learning and resiliency-building initiatives are supported by Ohio's Prevention Education and Student Well-being Supports. Districts have been partnering with their local educational service centers and alcohol, drug and mental health boards to assess prevention needs and provide evidence-informed prevention education services for all students in all grades. Prevention education aims to build resiliency and reduce risky behaviors, including substance use, suicide, bullying and other harmful behaviors. Social and emotional learning and prevention education initiatives help students develop coping skills and make healthy decisions. Information on Ohio's prevention education initiatives can be found here.

The following social skill activities can help students overcome existing stressors:

Coping skills: Teach, model and practice coping skills to support self-regulation (deep breathing, progressive relaxation, physical activity, drawing or writing).

Reframe and empower: Assist students with reframing negative thoughts into empowering statements. First, validate the child's feelings, then offer a different perspective. For example, a student may say, "I can't play football with my friends at recess. This is the worst. I hate school." Staff validate the feeling and reframe. "It sounds like you miss playing football with your friends. That's frustrating. This is a great opportunity to learn a new game or hobby. I wonder what else you would really like?" Keep in mind, some children will express negative feelings through behavior and may not be able to verbally express their feelings.

Show gratitude: Create gratitude journals, jars or collages where students identify the positive things in their lives. This can be done as a class wide project or as individual projects.

Relationship building: Build relationships and connections with students.

Reflection on past experiences: Have students identify a previous challenge and how they overcame it. Point out the skills they used to persevere.

Teachable moments: For young children, identify challenges in the moment as "teachable moments." For example, a child exhibits frustration and the teacher acknowledges and validates the child's feeling in the moment and supports the child in problem-solving.

Book reflection: Use book characters to discuss challenges and how the characters overcame the challenges.

Examples in history: Facilitate class activities that research historical times of challenge and crisis. Discuss how people during that time may have felt and how they overcame the situation.

SOCIAL AND EMOTIONAL LEARNING RESOURCES

The following are additional resources that support social emotional learning:

Supporting Behavior

Sometimes educators may notice significant changes in student behavior in response to stressors. Young children do not have the cognitive ability or verbal skills to understand and articulate strong emotions. Early childhood staff may see behaviors such as crying, aggression, helplessness and difficulty with separation. Similarly, older children and teenagers may struggle to identify, express and manage the complex emotions they are feeling.

It is common for individuals to compensate by demonstrating behaviors that provide an increased sense of control. For some students, this may be demonstrated through externalizing behaviors such as refusal to attend and participate in school, defiance or verbal and physical outbursts. Students may demonstrate internalizing behaviors such as withdrawal, changes in sleeping and eating patterns and increased physical complaints (headaches, stomach aches). Teachers may see changes in students' abilities to focus and remain on task.

The Positive Behavioral Interventions and Supports (PBIS) framework provides the foundation for planning and implementing activities throughout this resource. Schools implementing PBIS demonstrate improved relationships and school climate, as well as reductions in behavior disruptions, office discipline referrals and out-of-school discipline. Ohio recognizes high-quality implementation through the Ohio PBIS Recognition System. Schools are eligible to receive awards at the bronze, silver or gold level of distinction. Further information about the PBIS Recognition System and award-winning schools that are available for networking can be found here.

Districts and schools can receive PBIS training through state support teams (SSTs) or educational service centers (ESCs). These entities will continue to expand their current PBIS training menus as a part of Ohio's School Climate Transformation Grant.

TEACHING BEHAVIOR EXPECTATIONS

At the start of the school year, school staff use the first few weeks to teach, model and practice the schoolwide expectations, rules and routines. These practices and routines then become habits throughout the year.

In addition to teaching the typical behavior expectations, staff can:

Promote familiarity with school routines;

Review their PBIS Implementation. Schools implementing PBIS should review and update their behavior matrix;

Set clear expectations. Review expectations, such as being respectful or being kind, and how these expectations can be used for the prevention of harassment, intimidation and bullying; and

Recognize good behavior. Acknowledge appropriate behavior frequently at the start of the year, and transition to intermittent acknowledgement as the year progresses. Depending on the location of school, adaptations may need to be made in how acknowledgement and reinforcement is provided.

TIERS OF SUPPORT TO ADDRESS STUDENT NEED

Providing tiered behavior and academic supports, known as a Multi-Tiered System of Support, is needed to address each child's unique needs. School teams should consider how they will gauge the needs of all students and create decision rules for determining when additional supports are needed. When challenging behaviors arise, looking at the "why" behind the behavior, staying proactive and addressing the student's needs rather than immediately reacting to behaviors with a disciplinary measure are key for creating safe and supportive environments.

School staff will benefit from professional development on behavior supports, the impact of stress and trauma on behavior and learning, and how to recognize, respond and refer for mental health needs. Schools can collaborate with mental health agencies to provide services for students and consultation for staff regarding behavior supports and interventions in the classroom.

DISCIPLINE PROCEDURES

While it is important for school teams to address behavior concerns, the focus should be on helping students understand behavior missteps and reinforcing proper behaviors. A goal should be to keep students in the classroom and in school as much as possible. School teams benefit from creating a continuum of discipline practices that avoid exclusionary approaches such as suspension and expulsion. Alternatives to suspension and expulsion may include interventions such as restorative practices and mentoring programs, both of which focus on relationships and re-engaging students.

SAFETY AND USE OF RESTRAINT

Teams should plan for safety concerns where a student is at risk of harming him or herself or someone else. To limit the use of physical restraint as much as possible, staff should attempt to isolate the concern by removing other students and staff and use de-escalation techniques. Physical restraint should only be used as a last resort. School teams should consider training staff in de-escalation techniques at the start of the school year to prepare staff to address unsafe behaviors. See the Ohio Department of Education's resources on restraint and seclusion here.

BEHAVIOR SUPPORT RESOURCES

The following are resources that support effective behavior support practices:

Trauma-Sensitive Practices

Understanding students have various experiences is essential to meet students where they are. It is the responsibility of school personnel to create a building that feels safe for all students and staff.

PROTECTIVE FACTORS AND RELATIONSHIPS

Protective factors reduce the impact of traumatic experiences. One of the most influential protective factors in a child's life is a supportive, healthy relationship with a trusted adult. Relationships between students and staff and among peers should be developed and nourished throughout the year. It is important to create connections through social and emotional learning activities and focus on healing through relationships early in the year to help students feel safe from the start.

Solid trauma-informed approaches incorporate a strengths-based approach. Identifying and emphasizing a student's strengths, such as the protective factors in his or her life, will assist with addressing any needs the student may have.

CREATING SAFE ENVIRONMENTS

It is important for all students to return to school in a safe and predictable environment. The PBIS Tier I practice of teaching behavior expectations can help create predictable environments (see Supporting Behavior). Providing healthy outlets for students also can assist with setting up a safe environment. For example, teachers may choose to introduce fidgets or other sensory objects within their classrooms.

When challenging behaviors arise, looking at the "why" behind the behavior, staying proactive and addressing the student's need rather than immediately reacting to behaviors with a disciplinary measure are key to creating a safe, trauma-sensitive environment.

ADULT TRAUMA

As important as it is to be sensitive to trauma in students, it is equally as important to be aware that adults - educators, school personnel and caregivers - also have been impacted by trauma. Adults should practice self-care (see Adult Self-Care) to provide the best care to students. As educators and school personnel work with families, it is important to consider the adults in the home may have experienced trauma.

Schools can find ways to support families in managing stress and providing safe environments for students everywhere. Providing parents and caregivers with tips or resources to practice their own self-care and wellness, while also structuring a safe space for learning, are key to helping each student.

Educators should empower families through a strengths-based approach and take preventative measures for increasing safety even when students are not with them. The Preventing Abuse and Neglect section on the Ohio Department of Education's website may be a helpful resource for educators to help keep students safe.

SUPPORTIVE ACTIVITIES

Below are some ideas to consider for implementing trauma-sensitive practices in the school:

Professional development: Beginning at the start of the school year, provide ongoing professional development for staff about stress and trauma.

Self-care space: Have a staff self-care space in the break room with items for staff and a process for teachers to support each other emotionally while at work.

Needs survey: Conduct a needs survey for students and staff to gain a sense of what may need to be addressed.

Trauma response plan: Consult with school mental health staff or work with community partners to make a plan for how to address trauma in the school.

Fidgets: Create a list of budget-friendly fidgets and prepare staff and students for how these can be used effectively in the classroom.

Relationship building: Facilitate activities that nurture relationships between students and adults and help create new trusting relationships with students.

Mindfulness: Facilitate activities that teach skills like mindfulness. Breathing exercises, yoga or meditation can be taught and practiced as a standalone lesson or incorporated as part of another lesson. Practice these skills and re-teach as necessary.

Self-calming: Facilitate lessons that teach students self-calming strategies. Practice these strategies and provide feedback to students.

Nutrition and exercise: Create opportunities to teach and explain how nutrition and exercise directly impact the brain and mental health.

Journaling: Have a journal available for each student and start the day with a journal entry. Students can have the option to share or not.

Family Pictures: Allow each student to bring picture of a caregiver to keep in his or her book bag for the day.

Group processes: Work with a school counselor on setting up groups that may address trauma needs presented by students needing additional supports (Tier II).

Allow breaks: Allow opportunities for students to take breaks when needed from challenging tasks. When it is time for them to start again, help the students make plans. Providing one to three "break cards" may be helpful when implementing. Students may use the break cards for water breaks, chatting with a trusted adult or time to stretch, to name a few. Be sure to set guidelines for how break cards may be used.

Classroom jobs: Allow opportunities for helping and classroom jobs. Jobs can rotate between students, such as line leader or paper passer. If a child has a relationship with a trusted adult, such as a cafeteria staff member, allow the student to help that person on a regular basis.

Schedules: Have structure and posted schedules that create predictability and consistency. For some students, schedules should include visuals and be posted at eye level.

Trusted adult interaction: Allow for children to visit trusted adults if time and schedules allow. Give students opportunities to write notes to trusted adults (home or school) and have the option to deliver these notes.

Counseling referrals: Plan with staff to discuss any counseling referrals that may be needed. Have a shared process and plan in the building for how and when students will be referred.

Calm kit: Create individualized calm kits with children where they can have things like a fidget, putty, paper and pencil, pipe cleaners or other things they can use to calm themselves or help regulate.

Classroom environment: Set up the classroom in a manner that is aware of sensory needs, such as dimmed lighting, reducing smells and calm music

TRAUMA-SENSITIVE PRACTICES RESOURCES

The following are additional resources that can support trauma-sensitive practices:.

Suicide Awareness and Prevention

Suicide is the second leading cause of death among adolescents 15-19 years old ( Centers for Disease Control, 2020). Schools and districts should provide information for families to connect with mental health resources, including Ohio's CareLine. Additionally, they should create comprehensive protocols for suicide prevention, intervention and postvention. In challenging times, youth most frequently seek support from their peers. Suicide prevention models that include training for youth and strengthen peer-to-peer identification and notification have proven successful.

School staff should be prepared to the warning signs of suicide, by offering support and for medical or mental health assessment and intervention when needed. The information below is a helpful reminder of these steps but should not take the place of more in-depth training.

Recognizing Warning Signs of Suicide. The following are some of the most common warning signs reflected in student behaviors:

Expressing feelings of hopelessness or having no reason to live. These could be comments such as: "I don't even know why I'm here, I never asked to be born," or "things are never going to get better."

Talking about feeling trapped or not being able to identify possible solutions to major stressors, problems or concerns.

Changes in sleeping and eating patterns (too little or too much).

Withdrawing from others.

Demonstrating risky, self-destructive or self-harming behaviors.

Talking about being a burden to others.

Talking about wanting to die or killing themselves.

Responding to Suicidal Comments: These are initial responses adults can take to respond to warning signs:

Note the warning signs noticed and express concern for the student's well-being.

Emphasize the student's worth.

Ask the student to say more about his or her feelings.

Do not dismiss his or her feelings or perceived problems.

Ask the student if he or she is thinking of killing him or herself or suicide.

Let the student know help is available. Share information about local counseling supports, the Ohio CareLine, National Suicide Prevention Hotline or Ohio Crisis Textline (see Help Lines below).

Referring for Medical or Mental Health Assessment and Intervention

If a student is expressing suicidal statements, the staff should follow referral protocols established for the school and district.

Inform the parent or guardian of the concerns and available resources.

SUICIDE AWARENESS AND PREVENTION RESOURCES

Below are resources to support districts and schools with suicide prevention and intervention.

HELP LINES

Ohio Crisis Text Line: Text the keyword "4hope" to 741 741 to be connected to a trained Crisis Counselor within five minutes.

Ohio CareLine: 1-800-720-9619 - The Ohio CareLine is a toll-free emotional support call service created by the Ohio Department of Mental Health and Addiction Services and administered in community settings. Behavioral health professionals staff the CareLine 24 hours a day, seven days a week. They offer confidential support in times of personal or family crisis when individuals may be struggling to cope with challenges in their lives. When callers need additional services, staff will provide assistance and connect callers to local providers.

National Suicide Prevention Lifeline: 1-800-273-8255

The Trevor Project Get Help Now: The Trevor Project is the leading national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, queer and questioning youth. Those needing help can contact the TrevorLifeline at 1-866-488-7386; chat online through the website; or text Start to 678-678.

Questions

Questions regarding the topics in this document can be sent to the Office of Whole Child Supports at WholeChild@education.ohio.gov.

Visit these websites for additional resources:

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Schools and districts play an essential role in supporting the needs of the whole child. Schools have the opportunity to provide a variety of protective factors in the lives of students. This toolkit is designed to explore the social, emotional and behavioral considerations schools and districts may reflect upon.

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National Education Association is a group that raises awareness for trauma inside of the education setting. Within this website, NEA addresses the issues with trauma and how ACE scores influence students throughout life. Within the resource, there are multiple topics that you are able to download:
- Addressing the Epidemic of Trauma in Schools Report
- Teaching Children from Poverty and Trauma
- Trauma Sensitive Schools
- Understanding Trauma: key takeaways
- Know me, Know my Name Plan
- Trauma Toolkit for Educators

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NEA's COMMITMENT

The National Education Association (NEA) is committed to ensuring that school is a safe, welcoming, and inclusive place where all students can thrive, regardless of circumstance or ZIP code, and where educators have the support and resources they need to be successful. We believe supporting students who suffer from childhood trauma requires whole school involvement and transformation. All school employees play a crucial role in supporting students impacted by childhood trauma. In keeping with this vision, the Association and its affiliates are actively engaged in finding ways for schools and educators to address the issue of trauma and its implications for learning, behavior, and school safety.

FRAMING THE ISSUE OF TRAUMA

From school shootings that shock the nation with grim regularity to the daily toll of violence, poverty, abuse, and addiction in our communities that rarely makes headlines, America's students and their families often experience traumatic events that can shape their lives forever.

Decades of research and studies have established that children who experience adverse childhood experiences (ACEs) not only are more likely to exhibit negative behaviors at school, but are more likely to develop risky behaviors. They are more likely to face a host of negative health consequences over their lifetimes, including reduced life expectancy. Data from the 2016 National Survey of Children's Health (NSCH) showed that 46 percent of America's children had experienced at least one adverse childhood experience with the number rising to 55 percent for children aged 12 to 17. One in five U.S. children had two or more ACEs.

Given the pervasiveness of ACEs across the population, most educators encounter trauma-affected students throughout their careers, whether they know it or not. Often these students exhibit a sudden change in behavior, from social withdrawal to violent outbursts or self-harm. When an educator frequently interrupts instruction to address disruptive behavior, teaching and learning for the entire class can suffer.

These outbursts and the punishments that often follow affect the psychological well-being and safety of both educators and students and, left unexamined, contribute to the school-to-prison pipeline that NEA is committed to eradicating.

ADDRESSING THE ISSUE OF TRAUMA

Unions and districts across the country are working together to address the epidemic of trauma in schools with students' and educators' needs in mind. They are collaborating to transform schools into "trauma-informed" or "trauma-sensitive" environments, taking deliberate steps to become safe havens for every student and safe working environments for every educator.

ACEs awareness and engagement on a national level is imperative to ensure students are healthy, safe, engaged and supported so that they are ready to learn. Trauma-sensitive and trauma-informed environments allow educators the opportunity to collaborate in a way that supports a student's mental and physical health so that learning can occur. School communities that engage in paid professional development, practice and support for all school employees create a culture that builds resilience for all students. Trauma-sensitive focus on education fosters a school climate where students feel safe and confident in their ability to learn, can differentiate between trauma induced behavior and appropriate behavior, and connect with adults and peers in a positive manner.

NEA believes that supporting students' needs around the issues of trauma will enable them to come to school ready to learn and meet academic challenges that reinforce the development of life skills, mental stimulation, and student learning. When schools become trauma sensitive, they strive to ensure that all students are receiving the supports they need to succeed.

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Supporting students who suffer from childhood trauma requires whole school involvement and transformation. NEA and its affiliates are actively engaged in finding ways for schools and educators to address the issue of trauma and its implications for learning, behavior, and school safety.

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This is another resource that is giving a background of trauma and how prevalent it is inside the educational setting today. This resource gives insight into who experiences trauma and how it affects individuals inside of school. This resource provides evidence-based and evidence-supported approaches that educators can use inside of the field.

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This resource provides multiple outlets for individuals to use to help support during transition planning. Within the site, it offers many transition supports as well as disclosures to help support during the transition process. These disclosures include disability laws that are there to support students, as well as federal employment opportunities.

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The National Down Syndrome Society Scholarship Opportunity - The mission of the O'Neill Tabani Enrichment Fund is to offer financial assistance to young adults with Down syndrome - 18 and older - who are continuing to enrich their lives by taking classes or enrolling in postsecondary educational programs.

For any questions or concerns regarding the O'Neill Tabani Enrichment Fund, please either send an email to otef@ndss.org or call 1-800-221-4602.

Office of Learning Resources (University of Dayton): Being aware of the differences in K-12 and college environments as well as the college level expectations can help better prepare you for a successful transition. This website provides several things that you should consider as a student with a disability.

HEATH Resource Center - a national clearinghouse on postsecondary education for students with disabilities.

The National Center on Secondary Education and Transition (NCSET) - NCSET offers technical assistance and disseminates information about transition options for youth with disabilities.

PACER Center - PACER Center is a parent network that fosters educational opportunities and enriched quality of life for youth and young adults with disabilities.

US Office for Civil Rights (OCR) - OCR seeks to ensure equal access to education through enforcement of civil rights.

DO-IT Center - DO-IT offers a variety of resources and information to students with disabilities pursuing postsecondary options and educators.

AHEAD - AHEAD is the premiere professional association committed to full participation of persons with disabilities in postsecondary education.

DisabilityInfo.gov - The federal government's one-stop Web site for information of interest to people with disabilities, their families, employers, service providers and many others.

" Resource Guide for People with Disabilities ", developed and distributed by Center for Disabilities, call 1-800-658-3080 for a free copy.

PepNet - Our goal is to improve postsecondary outcomes for individuals who are deaf or hard of hearing, including those with co-occurring disabilities.

Family Resource Center for Disabilities and Special Needs - Transition Toolkit for Parents and Students

Career and College Planning Resources - This page provides links for students and guidance counselors including resources to self assessments, career planning, career development and college planning. Additional career exploration resources for younger students are found on the Career Guides page. For a more complete list of career and technical education resources in each state visit the State Career and Technical Education Resources page.

Ohio Center for Autism and Low Incidence (OCALI) - OCALI serves families, educators, and professionals working with students with autism and low-incidence disabilities, including autism spectrum disorders, multiple disabilities, orthopedic impairments, other health impairments, and traumatic brain injuries.

PEATC's IEP Checklist iPhone app - The Parent Educational Advocacy Training Center (PEATC) is pleased to announce Version 2 of the IEP Checklist iPhone app. The IEP is an Individualized Education Program designed to support the educational needs of school aged students with disabilities. The IEP Checklist App helps parents of students with special needs become better-informed advocates by making IEP information easier to access. Version 2 has active links to the relevant language in the federal regulations; allows users to record the IEP meeting or record notes; and has the capacity to print out notes and click on a checklist as requested items are discussed. The IEP app is offered free of charge.

Doing Your Homework (WrightsLaw) - Making the Transition from School to Work & Future Education

Opportunities for Ohioans with Disabilities (OOD) - OOD is the State of Ohio agency that partners with Ohioans with disabilities to achieve quality employment and independence. We also make determinations on Social Security disability.

Think College! - College programs for students with intellectual and other developmental disabilities
College Advice for Deaf and Hard of Hearing Students Supporting Deaf And Hard Of Hearing Students Support for Students with Intellectual Disabilities
College Resources for Students with Disabilities - Support, Advocacy and Assistive Technology to Facilitate the Transition to Higher Education

Studying with ADHD - Common Challnges for College Students & How to Overcome Them

Going to College with Asperger's & Autism - Resources to Prepare Parents & Students with ASD

What College Students Should Know About Their Rights - The Importance of Title IX, Transgender, and Disability Rights
Financial Resources and Discounts for Students With Disabilities
Disclosures:

Job Accommodation Network (JAN) - Disability Disclosure and Interviewing Techniques for Persons with Disabilities

Mobility International USA - Let's Talk about Your Disability: Issues of Disclosure- Disability Disclosure 101

National Collaborative on Workforce and Disability (NCWD) -

Office of Disability Employment Policy (ODEP) - Youth, Disclosure, and the Workplace Why, When, What, and How

Post-Secondary Institutions and Employment:

A Guide to Disability Laws
Section 504 of the Rehabilitation Act of 1973 Section 508: Government-wide Accessibility Program
US Equal Employment Opportunity Commision:
Great Plains ADA Center
Association of American Medical Colleges (AAMC): Documenting Learning Disabilities, ADD/ADHD, and/or Psychiatric Disabilities

Pepnet 2

● Americans with Disabilities Act (ADA) Video

Job Accommodation Network (JAN) : ADA Library

Higher Education Opportunity Act of 2008 (Public Law 110-315)

Hiring and Retaining People With Disabilities in Federal Employment
Schedule A and Other Information about Hiring People with Disabilities
Office of Personnel Management: Disability Employment

K-12 Resources
Individual with Disabilities Education Improvement Act, 2004 (IDEA)
Elementary and Secondary Education Act - Every Student Succeeds (ESEA)

LD Online: Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom?
US Department of Education - Dear Parent Letter
Have resource suggestions? Submit them here!

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The National Down Syndrome Society Scholarship Opportunity - The mission of the O'Neill Tabani Enrichment Fund is to offer financial assistance to young adults with Down syndrome - 18 and older - who are continuing to enrich their lives by taking classes or enrolling in postsecondary educational programs. For any questions or concerns regarding the O'Neill Tabani Enrichment Fund, please either send an email to otef@ndss.org or call 1-800-221-4602.

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The Importance of Social Skills Training 

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The Importance of Social Skills Training 

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This is a resource that introduces what social skills is, the history of learning disabilities, what social skills are important to learn and why they are important. This is a lengthy