Response: Staff should notice differentiated behaviour of students and assess if their is need for specialised services to have a formal assessment. Appropriate adjustments should be made to facilitate the student

Undiagnosed disabilities. (n.d.-b). https://oneca.com/wp-content/uploads/2019/11/Undiagnosed-Disabilities.pdf

Symptom Bullying from peers can cause trauma to those who have learning disability whereby their differences are felt to not fit into the norm. Isolation can develop with these students.

Araminta. (2021, September 15). Trauma and neurodiversity – understanding the struggle and meeting the needs. Khiron Clinics. https://khironclinics.com/blog/trauma-and-neurodiversity/#_ftn4

Response: The student should be assured its not their fault. They should also be listened to. Input should be given from the students of the bully and the bullied.

Focusing on Prevention by Office of Human Rights https://ohr.dc.gov/sites/default/files/dc/sites/ohr/page_content/attachments/DC-OHR%20tip%20sheet%20focus%20on%20prevention%208.23.pdf

Symptom: Difficulty communicating from students with learning disability can cause challenges with peers and school staff as students are unable to convey their feelings in order to feel safe. Students may make choices to remain in a state where they feel safe. This can be taken as they are being difficult and need to operate as the other students.

Response: Schools can fostering a supportive classroom environment, encouraging collaboration and open discussions in the classroom. Also peer support programs and extracurricular activities can be promoted.

Hummel, A. V. M. (2021, June 23). Social isolation in children at home or at school - blog: Clarity CGC. Clarity Child Guidance Center. https://www.claritycgc.org/social-isolation-in-children-at-home-or-at-school-what-you-can-do-to-help/

Symptom: Students with Dyslexia will struggle to read and write. They can fall behind their peers. Low performance can develop and negative attitude to school

Response: Staff of a school should note a students struggle to recognise symbols and write them. Correct Assessment should be carried out to see if the student has Dyslexia and give them the suitable support and individualised learning to continue to develop

Symptom Students with autism may struggle in a school social setting where interactions with peers and staff are required. Interpreting texts and instructions may also be challenging. This can cause trauma both socially an academically. NHS. (n.d.). NHS choices. https://www.nhs.uk/conditions/autism/signs/adults/

Response: Staff at a school should note students with differing behaviour when struggling with the social structure of class and social interaction. Strategies can be used such as provide appropriate feedback to the student, increase in structure and daily organisation will relieve stress. Incorporate interests of students and set appropriate goals. SDCAadmin. (2020, April 23). Autism in the classroom: How to handle behavior challenges. Sarah Dooley Center for Autism. https://www.sarahdooleycenter.org/news/autism-in-the-classroom-how-to-handle-behavior-challenges/#:~:text=Changes%20in%20the%20daily%20routine,may%20relieve%20stress%20and%20pressure.

The following is a list of some warning signs of a student being bullied from Warning Signs of Bullying (2024). Below each bullet point is a possible response.

• when a student uncharacteristically becomes aggressive or unreasonable:

  ensure that they have a chance to speak their voice but maintain clear behavioural expectations.

• when a student starts getting into fights:

  Engage the use of restorative justice practices where victims and perpetrators are given a space to establish the factual accounting of the problems

• when a student refuses to talk about what is wrong:

  Offer them alternative avenues to express their feelings like drawing or writing.

• when a student return from recess or lunch with unexplained bruises cuts, etc.:

  Privately talk with the student to tell them you are concerned about the cuts, bruises etc. Highlight the need of closer observation of the student with relevant counselling and administrative staff.

• When a student has a sudden change in grades:

  Offer academic support, show willingness to adjust workloads to help them. Enquire if their is anything they want to talk about concerning the change.

Warning signs of bullying. (2024, January 18). vic.gov.au. https://www.vic.gov.au/warning-signs-bullying

Students who have experienced physical abuse may exhibit unexplained injuries, including bruises, broken bones, or burns, which they often attempt to conceal the causes of. Physical abuse can manifest in both emotional and physical targeting of children. Additionally, children may resort to denial and refrain from disclosing information about their home environment.

Physical Abuse can be difficult to recognize, including concealment, isolation, normalization, fear, and communication barriers, and can make it challenging for educators and other adults to recognize signs of abuse in students.

Potential Symptoms:

• Feeling guilty

• Shame

• Withdraw from friends/people

• Less involved in activity

• Rebellious or defiant behavior

• Lack of sleep

• Self-harm or attempt of suicide

• Frequent absences from school

• Less apparent signs may be flinching at sudden movements, or seeming afraid to go home

• Frequently experiencing stomach aches or headaches without medical cause

• Wearing oversized clothing or clothing inappropriate to the season in order to cover bruising or injury

• Refusing to change in locker rooms for physical activities such as sports or gym

• Increased absences from school

• Increased search for validation or affection

Educators face significant challenges in addressing trauma because children often do not express their distress in easily recognizable ways. Instead, they may mask their pain with behaviors that are aggressive or off-putting (Miller). Providing support to children facing challenges is hindered by the fact that schools frequently rely on disciplinary methods that involve withdrawing attention and support instead of addressing underlying issues. There is often minimal tolerance in schools for children who provoke and push away adults attempting to assist them.(Miller) Educators can take several steps to support students who may be experiencing physical abuse. Some of these suggestions include, but are not limited to:

Appropriate response to symptoms:

• Establish structure, security, and a safety plan: Children who have endured abuse often crave stability and predictability.

• Educate students about available support and the teacher's role as a mandated reporter: The more individuals a student knows they can confide in, the greater the likelihood they will disclose abuse.

• Validate and reassure the student: Offer non-judgmental, validating statements when a student shares information. For example, acknowledge their feelings by saying, "That must have been scary" or "It must be difficult to see that happening."

• Identify triggers of anxiety or challenging behavior: Be prepared for negative emotions and behaviors from the student in response to certain triggers.

• Implement a daily Check-In to strengthen relationships: Utilize visuals or a rating scale to help students recognize and express their emotional states.

• Teach problem-solving skills directly: Be transparent about your own emotions and discuss your actions in response to challenging situations with students.

• Establishing a safe environment: Children not only enhances their academic success but also supports their emotional well-being.

• Establishing appropriate expectations: Setting realistic expectations for children can enhance their sense of worth. Instead of ridiculing a struggling child academically or behaviorally, seeking alternative teaching methods or additional support resources can be highly effective.

• Creating structure and consistency: Providing a daily routine or schedule, along with clear expectations for behavior and performance, can offer a sense of belonging and security for children who may feel adrift.

• Demonstrating support: While educators may not always have professional training in addressing abuse or trauma, they can still offer assistance by connecting students with appropriate resources such as school counselors or psychologists. Recommending positive extracurricular activities or groups can also foster a sense of community and combat feelings of isolation.

• Institutional transparency: To prevent institutional abuse, which occurs when authority figures misuse their power to harm children, schools and organizations can promote transparency. This can include staff training on child abuse and neglect, as well as establishing clear expectations and values, such as mandated reporting protocols.

References:

Hemeda, A. (2022, March 30). How teachers can recognize the signs & support abused and neglected children. EndCAN. https://endcan.org/2022/03/30/how-teachers-can-recognize-the-signs/?gad_source=1&gclid=Cj0KCQjwhtWvBhD9ARIsAOP0GohWYSPU7sBCpmNr5kScGK0w_khhFbTCxbQ6d_hFav3YnSZDcsfD0agaAt9XEALw_wcB

Miller , C. (2024, January 31). How trauma affects kids in school. Child Mind Institute. https://childmind.org/article/how-trauma-affects-kids-school/

Physical abuse. Nationwide Children’s Hospital. (n.d.). https://www.nationwidechildrens.org/conditions/physical-abuse-trauma

Staff, M. C. (2022, May 12). Child abuse. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864

Walsh, N. (2019, October 24). Ideas to support children and families impacted by abuse, trauma and divorce. PAVE. https://wapave.org/ideas-to-support-children-and-families-impacted-by-abuse-trauma-and-divorce/

• Difficulty concentrating: Studies have shown that children may lose focus on participating during activity, have trouble making decisions, or solving problems. In some cases, children can appear to be lost.

• Sleeping problems: Children might need support when sleeping from fear of death or might develop insomnia from fear.

• Anxiety: Especially in younger children, grief can cause anxiety in forms of clinginess, frequent crying, or being highly irritable.

• Developmental regression: In younger children, developmental regression can be seen in forms of wetting bed, baby talking, or inability to sleep through the night. For older children, developmental regression can occur in falling behind in studies due to difficulty concentrating , staying on task, or failing to complete assignments.

• Feeling of abandonment: Grief can cause a child to misunderstand the situation and feel that they have been betrayed, rejected or abandoned.

• Feeling guilty: Children can internalize the death and feel guilty of not having helped their friend or also blame themselves for having bad feeling towards the friend.

Responses to theses symptoms can include:

• Honesty and Acknowledgement: Using euphemisms or metaphors can confuse young children to believe that the death of a friend is momentary. It will warp their perspective of reality and can lead to false believe and expectations which can lead to deeper betrayal. In teens, lack of acknowledgement can cause anger and mistrust. Teens can feel that the caregiver is not acknowledging the death and in consequence not empathetic to their grief.

• Patience: Just as in adults, grief symptoms can appear in waves. It's crucial that the child's support stays patient and does not rush the grief stage. If rushed, a child can feel guilty of their feelings and prolong the healing process.

• Community: Include the child's caregivers in the community such as teachers, family members, pastors, mentors, etc. Having open communication with the trusted members of the community can ensure that the child feels safe and free to talk about their feelings.

• Therapy: Seeking out networks that provide grief counselors, art therapy, or simply journaling can help children process their emotions when their grief feels to heavy for words.

  
  

_{Amy Morin, L. (2023, January 9). How to recognize when your child is struggling with grief. Verywell Family. https://www.verywellfamily.com/signs-of-grief-in-children-and-how-to-help-them-cope-4174245}

Solution: Offer personalized learning opportunities tailored to the student's needs. Provide extra support through peer tutoring or one-on-one sessions. Break down assignments into smaller, manageable tasks. Utilize educational technology for interactive and engaging lessons.

Behavioral Problems: Children experiencing poverty-related stressors may exhibit behavioral issues such as aggression, impulsivity, and oppositional behavior. They may also engage in risk-taking behaviors as a coping mechanism. [Source: "The Effect of Poverty on Child Development and Educational Outcomes" by Patrice L. Engle and Maureen M. Black, Annals of the New York Academy of Sciences, 2008]

Solution: Implement a calm-down corner or relaxation station where students can take a break and practice mindfulness techniques like deep breathing or visualization. Establish clear expectations and consequences for behavior, and reinforce positive behaviors through praise and encouragement.

Emotional Distress: Poverty can lead to feelings of shame, low self-esteem, and hopelessness in children. They may experience symptoms of anxiety and depression, including withdrawal from social activities, tearfulness, and mood swings. [Source: "The Effects of Poverty on Children" by

Jeanne Brooks-Gunn and Greg J. Duncan, The Future of Children, 1997]

Solution: Create a supportive classroom environment where students feel safe expressing their emotions. Incorporate activities that promote emotional awareness and regulation, such as journaling, art therapy, or circle time discussions. Offer access to a school counselor or mental health professional for additional support.

Physical Symptoms: Chronic stress associated with living in poverty can manifest physically in children. They may complain of headaches, stomachaches, fatigue, and other psychosomatic symptoms. These physical complaints may result from the constant strain of living in impoverished conditions. [Source: Burgard SA, Seefeldt KS, Zelner S. Housing instability and health: findings from the Michigan Recession and Recovery Study. Social Science & Medicine (1982). 75: 2215-24. PMID 22981839 DOI: 10.1016/J.Socscimed.2012.08.020 ]

Solution: Encourage regular physical activity breaks throughout the day to reduce stress and promote overall well-being. Provide healthy snacks and water to keep students energized and hydrated. Allow for flexibility in seating arrangements to accommodate physical discomfort.

Social Withdrawal: Children living in poverty may withdraw from social interactions due to feelings of embarrassment or inadequacy stemming from their socioeconomic status. They may struggle to connect with peers and participate in extracurricular activities, leading to social isolation. [Source: "The Impact of Poverty on Educational Outcomes for Children" by Molly F. Gordon, Paediatrics & Child Health, 2010]

Solution:Foster a sense of belonging and inclusivity in the classroom by promoting teamwork and collaboration. Facilitate structured group activities and icebreakers to help students build connections with their peers. Assign classroom buddies or mentors to provide social support and encouragement

Experiencing domestic violence can cause students to experience intense emotions such as fear, anxiety, sadness, anger, or shame.

Students may have difficulty concentrating on their schoolwork.

They could also struggle with trusting people or feeling good about themselves.

Violence can erode students' self-esteem and self-worth.

It may cause long-term psychological trauma in students, resulting in symptoms such as nightmares, flashbacks, anxiety disorders, or PTSD.

Responses:

Offer to listen and reassure students that they are not alone. Show some empathy, validate their feelings, and let them know that it's okay to talk about their experiences.

Collaborate with school counselors, social workers, and other support staff to develop safety plans for students who may be at risk.

Explain and guide students to behave correctly .

Seeking professional help for the students to heal the trauma.

Most importantly ,seek society help to stop the violence.

• A student may show signs of withdrawal and isolation when the parents are going through divorce.

• They might feel sad and angry, or they may develop fear or show signs of anxiety.

• They may have trouble keeping up with the work due to lack of sleep and the ability to focus.

• A student might not be motivated to learn or listen in class.

• They may have changes in behavior, sometimes it can be overreacting, or being sensitive.

• They may have conflicts with other students.

• They may be disruptive in class.

  
  

Possible responses:

• Students may need extra attention if their parents are going through divorce. Show empathy and make the student feel that you are supportive.

• Expectations still need to be the same. Acting out due to stress caused by a divorce is understandable but it requires natural consequences, so the behavior can be corrected.

• You can give extra guidance with school work by moving closer to the student and paying closer attention to their work.

• You can emphasize in a private conversation that both parents love them just as much, and that it is not the child's fault that they have problems.

• You can offer extra time to finish work before school or in the afternoon, or during lunch or recess.

• Encourage the student to participate.

• Support the child by listening to them or giving them a special corner where they can be sad and help them relief the stress either by drawing pictures, journaling, or engaging in an activity they prefer.

• If they experience conflicts with other students, offer your help with resolving the issues. Let them work alone temporarily if it helps.

• Ask the student how you could help them. Guide them in the process of getting counselling if needed. Sometimes they don't want any attention from others and we need to respect that.

• Have some friends from the class to help with academics. Socializing with others may be a mood booster.

  
  

  References:

  
  

  CHILDHOOD TRAUMA REACTIONS: Teacher Manual to accompany Childhood Trauma Reactions: Tip Sheet Series. (n.d.). Conrod Center of National Research on Disability and Rehabilitation Medicine. Retrieved March 12, 2024, from https://schools.aidr.org.au/media/4605/conrod_childhood-trauma-reactions.pdf

  
  

  McInerney, & McKlindon. (2014, December). Unlocking the Door to Learning: Trauma-Informed Classrooms & Transformational Schools . Education Law Center. Retrieved March 12, 2024, from https://teachnowprogram.com/amazon/getS3File?file=https://platform-user-content.s3.amazonaws.com/activity_resources/Trauma-Informed-in-Schools-Classrooms-FINAL-December2014-2.pdf

  
  

  
  

  
  

The impact on young children who witness domestic violence can lead to various effects on their schooling and behavior:

• Disruption in schooling such as non-attendance and difficulties with attention, concentration, and sleep

• Emotional manifestations like withdrawal, insecurity, guilt, depression, and low self-esteem

• Behavioral changes including alterations in conduct, unpredictable behavior, aggression, anger, and hyperactivity

• Potential involvement as either the perpetrator or victim of bullying

• Some children may exhibit hypervigilance and hyperarousal at school, constantly vigilant and fearful of potential dangers

• Negative effects on cognitive skills, language development, and educational achievement due to domestic violence(Lloyd, 2018).

Response

It is crucial for educators to differentiate between disruptive behaviors stemming from trauma or other behavioral issues. Children exposed to or witnessing domestic violence often feel a lack of control and face unpredictability at home. Providing structure and consistency in lesson plans, instructions, and interactions can greatly contribute to students feeling secure (American Psychological Association, 2021). Teachers can empower children by offering leadership opportunities, fostering a sense of control, and aiding in maintaining focus. They can also assist in stress reduction and coping skill development by identifying past activities that have brought comfort to the child, such as art or sports. Encouraging students to engage in these activities can help alleviate stress. Early childhood is a critical time to support children in developing coping strategies and self-awareness. Educators can introduce breathing exercises, meditation, and yoga to teach students how to manage their emotions and achieve a sense of calm. Creating tranquil and consistent environments is key, as children who have experienced trauma may be hypervigilant. A serene setting with subdued lighting and comfortable furnishings can help them feel secure, as can offering predictability in their surroundings(DomesticShelters.org, 2023).

References

American Psychological Association. (2021, October). Students exposed to trauma. https://www.apa.org. https://www.apa.org/ed/schools/primer/trauma#:~:text=Don't%20treat%20trauma%20responses,deny%20students'%20emotions%20or%20responses.

DomesticShelters.org. (2023, August 11). 18 Ways to support children who witness domestic violence. https://www.domesticshelters.org/articles/childhood-domestic-violence/18-ways-to-support-children-who-witness-domestic-violence

Lloyd, M. (2018). Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02094