Symptoms:

(Jeffrey)

• Physical wounds

• Lack of motivation

• Increased absence/ tardies

• Depression

(Chiyo)

• Eating Problems

• Stress-related conditions (ex. asthma and bronchitis)

• Attention and concentration difficulty

• Low self-esteem

• Emotional and behavioral problems espeically in young children include:

  • separation anxiety from non-abusing parent

  • withdrawal

  • repetitive play

  • regressive behavior

  • impaired understanding

Response Strategies:

1. Communicate with admin

2. Potentially notify law enforcement

3. Closely monitor student's behavior

4. Ensure they know your class is a safe space

(Jeffrey)

Other Organized Strategies:

• Prevention education: Many children and victims of violence do not report the incident due to shame and guilt. It is important to perform prevention education so children can recognize when they are being abused, and they can disclose the incident when it occurs.

• Early intervention strategy: This is a joint effort with the school and the law reinforcement. If there has been a case of reported domestic violence at the police, they will notify the school before the next morning. The faculty will be notified of the incident so that they can prepare accordingly to manage the trauma of the child.

(Chiyo)

Sources:

https://www.communitycare.co.uk/2023/11/15/responding-to-childrens-disclosures-of-domestic-abuse-a-three-step-approach/#:~:text=The%20three%2Dstep%20approach%3A%20receive,any%20other%20form%20of%20abuse.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6243007/ (Chiyo)

Symptoms of students undergoing traumatic stress due to their parents' divorce can vary widely and can include-

-Emotional distress such as depression, anxiety, irritability and guilt

-Behavioral changes such as regression, social withdrawal, risk-taking behaviors and poorer academic performance

-Physical symptoms such as changes in appetite or irregular sleep patterns

-In more extreme cases, self-harm and/or substance abuse may be involved.

Response Strategies (Noah):

Teachers can play a crucial role in identifying these symptoms and responding appropriately through-

-Observing changes in behavior

-Maintaining consistent communication with both the student and the family in question

-Monitoring the students' academic performance closely

-Identifying signals of emotional stress

-Offering a safe environment in the classroom

-Nudging the student in question to seek additional professional help

-Encouraging their peers to support them

-Staying vigilant and continuing to monitor the situation

Sources:

RECOMMENDATIONS FOR TEACHERS AND PARENTS FOR ASSISTING CHILDREN AND ADOLESCENTS OF DIVORCE (udel.edu)

Helping Children Adjust to Divorce: A Guide for Teachers | MU Extension (missouri.edu)

Financial difficulties at home- Jeffery

Being homeless- Andreana

Single parent upbringing- Andreana

Not eating at home- Andreana

Parent in an accident- Sonia

Parents are verbally or physically abusive-Noah

Re-marriage or divorce-Chandini

Symptoms:

Overreactions to everyday challenges

Negative outbursts or aggression

Frequent stomach aches or headaches

Appearing very sad

Inappropriate social interactions

Trouble with executive functions like focus, organization, and self-regulation

Falling behind with classwork

Being rude to classmates and teachers

not following school rules and being defiant

Destroying or defacing school property

Response Strategies:

Trauma-Informed Teaching Strategies

Expect Unexpected Responses.

Employ Thoughtful Interactions.

Be Specific About Relationship Building.

Promote Predictability and Consistency.

Teach Strategies to "Change the Channel"

Give Supportive Feedback to Reduce Negative Thinking.

Create Islands of Competence.

Be kind, supportive and compassionate

do not judge or make personal negative comments

Sources  for research:

https://www.edutopia.org/blog/establishing-classroom-norms-todd-finley

Chandini Ganju

Can include:

• Depression

• Difficulty controlling their emotions

• Avoidance of social situations

• Low opinion of themselves, self esteem issues

Response Strategies:

Possible trauma informed strategies for teachers:

1. Find a way to change the focus of their thoughts, such as reading a book, or give them a riddle to help calm them down.

2. Using stress relievers like rhythmic movement while trying to have a conversation to calm them down, such as walking around outside to control their heart rate etc.

3. Reduce negative thinking by giving positive supportive feedback, using a positive sandwich approach.

• Sleeping in class

• Unable to bathe

• Always hungry and seeking food at school

(Jeffrey)

Response Strategies:

1. Personal care and sanitary items can be discretely Distributed to students

2. Open door policy and counseling

3. Collaborate with deans and parents on extra time for students to get more rest and access to food

(Jeffrey)

https://www.cta.org/educator/posts/trauma-how-to-help

Response strategies: making sure that if she/he has enough food in this home lunch box(he/she eats at school canteen),

if persists,contact parents through email or in person to talk about the issue

symptoms: keep flashing back their past experience(disaster,in this case),fear,insecurity,lack of courage in their learning

Response stategies: making sure that the classroom is safe and secured,avoiding any sensitive issues related to natural disaster

symptoms: fear of talking about death, isolation, anger toward the surviving family members, lack of empathy to other classmates,

lack of learning engagement.

Response stategies: Teachers should use reinforcing language such as:

I am a good listner and am here if you ever would like to talk,

I understand how difficult this must be for you right now

You and your family are in my thought

Please let me know if you want to talk to me.I am always there for you

• Cognitive

  -Extreme sadness

  -Withdrawn from everything and everyone around them

  -Lack of communication

  -Lost of hope

  -Jumpy

  - Unable to pay attention

• Social and Emotional

  -Anxiety

  -Easley frightened

  -Irritability

  -Felling guilty

  -Difficulties with emotion regulation and impulse control -angry outbursts

  - aggression

  -increased distress

  -Emotional numbness

  -isolation

  -detachment

• Language and Communication

  -expressing thoughts and feelings

  -eye contact

  -to keep others at a distance

  -Use of hurtful language towards self and others

• Physical

  -Increased somatic complaints (e.g., headaches and stomachaches)

  -Over- or under-reacting to stimuli (e.g., getting startled easily [or not at all] by bells, physical contact, doors slamming, sirens)

  -Increased activity level (e.g., fidgeting, getting out of seat)

  -Withdrawal from other people and activities

Response stategies:

Create a Welcoming Environment:

• Ensure that your classroom or learning environment is inclusive and welcoming. Make students feel valued and accepted regardless of their financial circumstances.

• Be Mindful of Language:

  • Avoid activities or discussions that may inadvertently highlight economic disparities. Choose inclusive language that doesn't make students uncomfortable about their financial situation.

  • Connect with Families:

    • Establish open communication with parents or guardians. Learn about the family's needs, and offer support in a non-judgmental manner. This could involve regular check-ins or parent-teacher conferences.

    • Provide Resources:

      • Share information about available resources within the school or community. This may include school supplies, food assistance programs, or extracurricular activities with financial aid options.

      • Offer Flexible Assignments:

        • Be flexible with assignments and due dates. Understand that students may have responsibilities at home that could affect their ability to complete tasks within typical timeframes.

        • Access to Technology:

          • Ensure that students have access to necessary technology for learning. Work with the school or community to provide laptops, internet access, or other essential tools.

          • 
            

Mood swings: sudden and noticeable changes in mood, from irritability to sadness, social withdrawal, decline in grades, academic engagement, isolation from peers, difficulty communicating, alterations in friendships, forgetfulness,

Response strategies:

.Create a supportive and understanding environment in the classroom.

.Encourage open communication, but respect the student's privacy if they're not ready to share.

.Provide flexibility with assignments and offer additional academic support.

.Collaborate with school counselors to offer emotional support and coping strategies.

.Encourage positive interactions with peers and foster a supportive peer network.

Difficulty concentrating,decline in academic performace,fatigue,sleep disturbances,memory difficulties,intrusive thoughts,flashbaks,anxiety,depression,fear of death

Response strategies:

Create a Safe and Understanding Environment:

• Foster a safe and understanding classroom environment where students feel comfortable expressing their feelings without judgment.

• Encourage open communication but respect the student's choice if they prefer not to discuss the experience. Let them know you are there to listen.

• Connect the student with mental health professionals, such as school counselors or therapists, who specialize in trauma.

• Implement trauma-informed practices in the classroom, recognizing the potential impact of trauma and adjusting teaching approaches accordingly.

• Help the student understand that their reactions are normal responses to a traumatic event. Validate their feelings and experiences.

• Be flexible with academic expectations, providing extensions on assignments and understanding if the student needs additional support.

• Teach and encourage healthy coping skills, such as mindfulness, deep breathing exercises, or other stress reduction techniques.

• Collaborate with the student's support network, including parents, family members, and friends, to create a holistic support system.

response strategies:

Raise Awareness:

. Conduct training for school staff to increase awareness of the signs of homelessness and how to identify homeless students.

.Provide Immediate Resources:

• Basic Necessities: Ensure homeless students have access to basic necessities such as hygiene products, school supplies, and clothing.

• Facilitate participation in school meal programs and consider providing additional support for meals during weekends and holidays.

• Counseling Services: Offer counseling services to address the emotional and mental health needs of homeless students.

• Establish safe spaces within the school where students can seek support and share their experiences without fear of judgment

• Provide flexibility in scheduling and assignment deadlines to accommodate the challenges of homelessness.

• Provide transportation assistance to ensure that homeless students can attend school regularly, especially if they are living in temporary shelters.

• Establish partnerships with local organizations, shelters, and agencies to enhance the support network available to homeless students.

  
  

1. Accident/Injury (acute; a one time event)

   Symptoms:

   -Regression in independence, emotionally and physically

   -re-enacting/describing event over and over

   -sensitive to triggers related to the accident ie sudden noise (for example, in the case of a car accident)

   Strategies:

   -Allow them a safe space to express their feelings

   -Give them a way to retell/role play the event in a supported way

   -Emphasizing the regular routine

   
   

2. Chronic Illness (chronic; repeated stressful events)

   Symptoms:

   -delayed development/regression

   -social anxiety due to isolation

   -diffulties with cognitive skills/executive functioning

   Strategies:

   -Have a peer support system in place

   -Scaffolding and modeling interactions

   -Having an individual learning plan

   
   

3. Physical Abuse (chronic)

   Symptoms:

   -physical marks or injury

   -difficulty managing emotions, or behaviors

   -senstitive to stimuli

   Strategies:

   -Be predictable in routine and clear about consequences (ie. never physical)

   -Have school be a safe space, mentally and physically

   -Try to remove child from situation/prevent child from entering into similar situation

   
   

4. Bullying (chronic)

   Symptoms:

   -Anxiety

   -Avoiding previously liked activities

   -changes in eating or sleeping habits

   Strategies:

   -Explicit anti-bullying in the curriculum

   -Teacher invention in conflict

   -Modeling and teaching empathy

   
   

5. Displacment/Homelessness (complex; continuous with multiple elements)

   Symptoms:

   -Children without homes may not be groomed

   -May have few resources and be unable to complete work outside of school

   -Anxiety/clinginess

   Strategies:

   -Stress management strategies

   -Allow students to demonstrate strengths

   -Connect with oganizations in the community

   
   

6. Neglect (Complex)

   Symptoms:

   -delayed development, especially speech

   -difficulty in creating attached relationships

   -poor concentration/executive function

   Strategies:

   -Meeting with colleagues to discuss trauma sensitive techniques

   -avoid punishments that focus on symptoms

   -Be consistent

   
   

   https://resilienteducator.com/classroom-resources/trauma-informed-teaching-tips/

   https://childabuse.stanford.edu/screening/signs.html

   https://www.nctsn.org/what-is-child-trauma/about-child-trauma

   https://www.learningforjustice.org/magazine/spring-2016/responding-to-trauma-in-your-classroom

   
   

• Social and Emotional challenges

• Lack of Support

• Academic Disruptions

• Behavior changes

• Educational Disadvantages

Response Strategies

• Assign a buddy or Mentor

• Connects with Parents and teachers

• Create a welcoming Environment

• Offer Extra help and Resources

• Assess Academic needs

• Feelings of guilt or that they should have been able to prevent the suicide

• Drug and alcohol abuse

• Depression

Response Strategies

• Assign a crisis response team to help manage the school response

• Identify students who might be more greatly affected by the suicide and offer them support

• Inform the student body in small groups such as homeroom

• Monitor social media sites where students might communicate about the incident

https://sprc.org/wp-content/uploads/2022/12/AfteraSuicideToolkitforSchools-3.pdf

https://childmind.org/article/supporting-children-after-the-suicide-of-a-classmate/

Bullying or cyberbullying:

Symptoms include anxiety, depression, social withdrawal, poor school success, and physical pain.

Strategies for Responding: Make sure the student has a safe place to talk, start anti-bullying programs, encourage peer support, and, if necessary, get mental health doctors involved.

Family problems, like divorce and physical violence:

Symptoms include changes in behavior, anger, mood swings, worsening school achievement, and missing school.

Response Strategies: Give emotional support, get in touch with school counselors, make sure there is a regular schedule at school, and if needed, send the student to outside support services.

Death of a Family Member or Friends:

Grief, sadness, anger, trouble focusing, and trouble sleeping are some of the symptoms.

Responses: Give the student time to grieve, offer counseling, keep the lines of communication open, and be kind and patient.

Experiencing or seeing abuse or violence:

Signs and symptoms of post-traumatic stress disorder (PTSD) include nightmares, flashbacks, fear, and staying away from certain scenarios.

Response strategies include making the child feel safe, giving them access to trauma-informed therapy, working closely with parents and other caregivers, and being there for them all the time.