Symptoms may include:

• Change in academic performance and social behavior

• Increasing absence from school

• Inability to function routinely as prior to the medical condition

• Re-living the trauma even after recovery

Strategies may include:

• Administrator should request medical documents as required or a discussion with a guardian/parent to be able to best support the student

• Teachers should communicate with relevant administrators, especially when academic interventions and decisions may be needed

• Involved teachers meet to develop accommodations to support the student as best as they can

• Student counselors may lead a child-response-team to design in-school strategies together with supporting the family as needed so that the student has holistic strategies in place. The counselor may also be better placed to support the student's peers/friends to understand the situation

Citations

Peterson, S. (2018, March 19). Effects. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/medical-trauma/effects

Learn: Integrated Care Approaches to Traumatic Stress in Children with Chronic Health Conditions. (n.d.). NCTSN Learning Center. https://learn.nctsn.org/course/index.php?categoryid=73

Symptoms may include:

• Over-attachment to a single peer or adult

• Over-sensitivity to moods and emotions of others in their environment, especially to those the student is attached to. This is co-regulation of emotion and the emotion and mood of the co-regulator can impact that of the student/child.

• Unaware of social boundaries

• Isolates self from others

• Absences from school

Strategies may include:

• Communicate with previous teachers to get some insight. Administrators may also provide information to teachers ahead of the school year to allow for preparation

• Meet with guardian/parents to be on the same page and strategize together by extending interventions being used outside of school, etc.

• The student counselor may identify a trusting and reliable peer to support the student. This student, in my experience, would be a well-adjusted and compassionate teenager who is willing to help. 

• In certain situations if the student already has a bond with a teacher, this relationship may be foundational to helping the student build trust and a sense of stability and reliability in their environment

• The counselor is always a good resource for all stakeholders in such situations.

Citations

McArthur, L., PhD, Resilient Futures, Inc., UCSF HEARTS program, AuMHC HEARTS program, The Guilford Press, National Child Traumatic Stress Network Complex Trauma Task Force, & National Child Traumatic Stress Network. (2010). Complex Trauma in the Classroom - Considerations for building relationships with students impacted by complex trauma. https://www.apa.org/members/content/trauma-classroom-slides.pdf

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

Different signs of Bullying:

1. Emotional distress, increased anxiety, sadness, or withdrawal.

   Response Strategies:

   • Create a safe space for the student to talk about their feelings and experiences.

   • Recommend support from a counselor, therapist, or mental health professional.

   • Promote empathy, kindness, and inclusion.

2. Unexplained injuries, frequent headaches or stomachaches, changes in appetite or sleep patterns.

   Response Strategies:

   • Urge students to report incidents to trusted adults, such as parents, teachers, or supervisors.

   • When necessary, involve law enforcement or other appropriate authorities to ensure the safety of the student.

3. Decreased academic performance, loss of interest in school, frequent absences.

   Response Strategies:

   • Offer tutoring, mentoring, or additional resources to help the student catch up on missed work and regain academic confidence.

   • Implement anti-bullying policies, educate students about respectful behavior, and promote a positive school climate.

   Sources:

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

   https://www.stopbullying.gov/bullying/bullying-and-trauma

Natural disaster trauma refers to the psychological and emotional stress experienced by individuals who have been exposed to catastrophic events such as earthquakes, floods, hurricanes, or fires.

Symptoms:

1. Anxiety and Fear: Persistent worry about safety for oneself and others, fear of future disasters.

2. Sleep Disturbances: Difficulty falling or staying asleep, nightmares related to the disaster.

3. Increased Startle Response: Being easily startled by loud noises or unexpected events.

4. Regression in Younger Children: Return to behaviors previously outgrown, such as bedwetting or clinging to adults.

5. Withdrawal from Activities: Loss of interest in activities once enjoyed, wanting to be alone.

6. Physical Complaints: Complaints of stomachaches, headaches, or other physical symptoms without a clear physical cause.

Response Strategies:

1. For Anxiety and Fear:

   • Provide a safe and predictable environment within the classroom.

   • Encourage discussions about feelings in a controlled and safe setting, facilitating coping skills and resilience.

   • Foster connections with peers and support networks within the school community.

2. For Sleep Disturbances:

   • Educate students on healthy sleep habits and routines.

   • Offer relaxation techniques and mindfulness activities that can be done before bedtime.

3. For Increased Startle Response:

   • Minimize unexpected loud noises or surprises in the classroom setting.

   • Teach grounding and breathing exercises to help manage sudden anxiety or fear.

4. For Regression:

   • Offer reassurance and additional support, acknowledging the student's feelings without reinforcing regressive behaviors.

   • Engage in activities that reinforce age-appropriate skills and independence.

5. For Withdrawal:

   • Gently encourage participation in group activities and social engagement.

   • Provide opportunities for the student to express themselves through art, music, or writing.

6. For Physical Complaints:

   • Encourage regular check-ins with the school nurse.

   • Implement classroom-based wellness activities focusing on stress reduction and physical well-being.

Resources:

American Psychological Association. (2020). Helping your child cope with disaster. https://www.apa.org

Masten, A. S., & Osofsky, J. D. (2010). Disasters and their impact on child development: Introduction to the special section. Child Development, 81(4), 1029-1039.https://doi.org/10.1111/j.1467-8624.2010.01452.x

Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981-2001. Psychiatry: Interpersonal and Biological Processes, 65(3), 207-239. https://doi.org/10.1521/psyc.65.3.207.20173

Symptoms may include:

• Depression

• Anxiety

• Burns or scalds

• Bite marks.

• Bruises, black eyes, welts, lacerations, and rope marks.

• Broken bones.

• Open wounds, cuts, punctures, untreated injuries in various stages of healing.

• Broken eyeglasses/frames, or any physical signs of being punished or restrained.

• Child reports being hit, slapped, kicked, or mistreated.

• Child's sudden change in behavior.

• The caregiver's refusal to allow visitors to see a vulnerable child alone.

Strategies may include:

1. Listen to the child. And make sure they have plenty of opportunities to express themselves.

2. Reinforce to the child it is not there fault and be supportive. Treat them as a victim and with empathy.

3. Take immediate action if the child is in danger.

4. Report to a child welfare agency or the police.

5. Do not look or feel shocked if a child shows you any of the physical abuse.

Reference

1. Picture- https://blog.kaplanco.com/ii/child-abuse-neglect

2. https://www.devonscp.org.uk/child-abuse/physical-abuse/#:~:text=Physical%20abuse%20is%20deliberately%20hurting,children%20feel%20anxious%20and%20depressed.

3. https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/physical-abuse/

4. https://blog.kaplanco.com/ii/child-abuse-neglect

Symptoms may include:

1. Decreased appetite and concentration

2. Fears about safety of themself or others

3. Social isolation and withdrawal

4. Persistent thoughts about the death

5. Avoidance of certain topics that serve as reminders

Strategies and interventions

1. Contact parents/caregivers to discuss their wishes and preferences for how much information can be shared with fellow students and other adults.

2. Create a supportive environment by maintaining as much of the regular school routine as possible with extra reassurance about any possible changes

3. Talk with the student privately without explicitly forcing them to discuss the death; inform them that you are there to support and that they can ask if they need help.

4. Try to minimize traumatic reminders in the class and school environment, these can be tricky to handle as each situation is different but keeping open communication with the student and their family in order to understand what might be a potential trigger (if the death is fire related, avoiding books or media that bring up this topic for example)

5. Collaborating with guidance and counselling by being open to responding to difficult questions honestly however redirecting to appropriate mental health professionals as they may ask inappropriate or shocking questions that are gruesome.

or being present during acts of physical,

emotional, or psychological violence directed towards others.

This can include witnessing violence within the home (domestic violence),

in the community, at school, or through media portrayals.

1.         Domestic Violence:

•          Situations: Witnessing physical, emotional, or verbal abuse between family members.

•          Possible Symptoms: Fear, anxiety, depression, guilt, shame, behavioral changes, difficulty concentrating.

•          Response Strategies:

•          Provide a safe environment for the student to express their feelings.

•          Offer individual counseling or support groups for children exposed to domestic violence.

•          Educate the student about healthy relationships and coping mechanisms.

•          Collaborate with social services or community organizations to ensure the safety of the student and their family.

2.         Community Violence:

•          Situations: Witnessing violence or crime in the neighborhood, such as shootings, assaults, or vandalism.

•          Possible Symptoms: Fear, anxiety, hypervigilance, nightmares, sleep disturbances, avoidance behaviors.

•          Response Strategies:

•          Provide opportunities for the student to talk about their experiences and feelings.

•          Offer trauma-focused therapy or counseling to address the psychological impact of community violence.

•          Implement safety measures in the school and community to help students feel secure.

•          Foster positive relationships and connections within the community to promote resilience.

3.         Bullying:

•          Situations: Witnessing verbal, physical, or cyberbullying among peers.

•          Possible Symptoms: Anxiety, depression, low self-esteem, social withdrawal, academic decline, physical complaints.

•          Response Strategies:

•          Implement anti-bullying programs and policies in the school.

•          Provide support and counseling for both the victim and witnesses of bullying.

•          Encourage bystander intervention and teach students how to safely report incidents of bullying.

•          Foster a culture of empathy, kindness, and inclusion in the school environment.

4.         Violence in Media:

•          Situations: Exposure to violent content in movies, TV shows, video games, or online platforms.

•          Possible Symptoms: Desensitization to violence, nightmares, aggression, desensitization to violence, desensitization to violence, desensitization to violence, desensitization to violence.

•          Response Strategies:

•          Monitor and limit exposure to violent media content.

•          Educate students about the effects of media violence on behavior and emotions.

•          Encourage critical thinking and media literacy skills to help students process and evaluate media messages.

•          Provide alternative forms of entertainment and creative outlets for self-expression.

5.         Witnessing Physical Fights:

•          Situations: Observing physical altercations or fights among peers or adults.

•          Possible Symptoms: Fear, anxiety, trauma triggers, difficulty trusting others, social withdrawal.

•          Response Strategies:

•          Establish clear rules against physical violence and enforce consequences for aggressive behavior.

•          Provide conflict resolution skills and teach non-violent ways to resolve conflicts.

•          Offer counseling or support groups for students who have witnessed physical fights.

•          Promote a positive and inclusive school culture that values respect and cooperation.

By addressing these situations and their associated symptoms with appropriate response strategies, schools and communities can support students who have witnessed violence and help them cope with the traumatic effects of their experiences.

References:

1. https://rkcaregroup.com/blog/domestic-violence-through-the-eyes-of-children/

2. https://www.verywellmind.com/the-impact-of-domestic-violence-on-children-5207940