Divorce as a cause of trauma affecting school performance.

Divorce can have various effects on children's school performance. Here are three common effects and strategies to support children during this challenging time:

1. Emotional Distress:

Effect: Divorce can lead to emotional distress, including anxiety, sadness, and anger, which can impact a child's ability to concentrate and engage in school.

Support Strategies:

Encourage open communication: Create a safe space for children to talk about their feelings and concerns.

Provide access to counseling: Consider counseling or therapy to help children navigate their emotions.

Collaborate with teachers: Inform teachers about the situation and work together to support the child's emotional well-being at school.

2. Disrupted Routine and Stability:

Effect: Divorce often disrupts a child's routine and sense of stability, affecting their focus and academic performance.

Support Strategies:

Maintain consistency: Whenever possible, maintain a stable routine, including school attendance and homework schedules.

Establish a support network: Engage teachers, school counselors, and other caregivers to provide consistent support.

Encourage extracurricular activities: Involvement in clubs, sports, or other activities can provide a sense of normalcy and a support system.

3. Divided Attention:

Effect: Children may struggle to concentrate on schoolwork due to concerns about family issues or adjusting to new living arrangements.

Support Strategies:

Set realistic expectations: Understand that a child's performance may temporarily dip and focus on progress rather than perfection.

Create a structured study environment: Designate a quiet and organized space for homework and minimize distractions.

Foster a growth mindset: Encourage children to see challenges as opportunities to learn and grow, emphasizing the importance of effort.

It's important to note that the impact of divorce on children can vary significantly depending on individual circumstances and how the divorce is handled by parents and caregivers. Open communication, emotional support, and maintaining a consistent and stable environment can go a long way in helping children cope with the challenges divorce may bring to their school performance. Additionally, seeking professional guidance from counselors or therapists can be valuable for both children and parents during this transitional period.

^Sources:

• ^{Berger, E. H. (2000). Parents as Partners in Education: Families and Schools Working Together. New Jersey: Prentice Hall.}

• ^{Christensen, S.L, & Sheridan, S.M. (2001). Schools and Families: Creating Essential Connections for Learning. New York: The Guilford Press.}

Symptom 1: Aggression or Behavioral Issues

Response Strategy:

1. Create a Safe Environment: Ensure that the classroom is a safe and nurturing environment. Maintain clear and consistent rules, routines, and expectations to help the student feel secure.

2. Emotional Regulation: Teach the student emotional regulation techniques, such as deep breathing or mindfulness exercises, to help them manage their emotions and reduce aggressive outbursts.

3. Individualized Support: Work with a school counselor or therapist to develop an individualized plan to address the student's specific needs. This may involve counseling sessions or behavior intervention plans.

Symptom 2: Withdrawal and Isolation

Response Strategy:

1. Build Trust: Establish a trusting and supportive relationship with the student. Let them know you're there to help and provide a safe space for them to express their feelings.

2. Peer Support: Encourage the student to connect with their peers through group activities or clubs. This can help combat feelings of isolation and provide social support.

3. Regular Check-Ins: Schedule regular check-ins with the student to monitor their emotional well-being and provide an opportunity for them to share their concerns or feelings.

Symptom 3: Academic Struggles

Response Strategy:

1. Individualized Learning Plan: Collaborate with the school's special education team to develop an individualized education plan (IEP) tailored to the student's needs. This plan may include accommodations and modifications to support their academic progress.

2. Tutoring and Academic Support: Provide additional academic support through tutoring or after-school programs to help the student catch up on missed material and improve their academic performance.

3. Positive Reinforcement: Use positive reinforcement and praise to boost the student's self-esteem and motivation. Celebrate their achievements, no matter how small, to build their confidence.

   
   

So what can teachers do to help children who have been through trauma, while making the classroom a safe place for all students to learn and thrive? Colleen Wilkinson of Trauma-Informed Montessori has devoted her career to learning about trauma and now travels the country training other teachers. She shares the following key components to having a classroom that is healthy and positive for everyone.

• How we view traumatized students: “Children who have experienced trauma are survivors and don’t need pity. They may need help adjusting behaviors that no longer serve them or don’t serve them at school. Remember that they are whole human beings, who are doing the best they can with what capabilities they have at the time.” 

• Focusing on relationships with students:  “Relationships are the key to trust and growth and ultimately to behavioral change.”

• Educating ourselves on early childhood trauma: “The best thing we can do is remember that the vast majority of our students WILL experience trauma at some point, and we can develop our own teaching practice to ensure we are using trauma-informed care as a universal precaution and being mindful of the ways school environments can systemically inflict trauma.”

Source: boardteachers.com

It's crucial to remember that addressing traumatic stress in young students requires a collaborative effort involving teachers, school counselors, parents or guardians, and sometimes outside mental health professionals. Open communication and a supportive, empathetic approach are essential in helping these students heal and thrive academically and emotionally.

Symptoms Of Child Being Bullied

Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs. Some symptoms that may point to a bullying problem are:

1. Unexplainable injuries;

2. Lost or destroyed clothing, books, electronics, or jewelry;

3. Frequent headaches or stomach aches, feeling sick or faking illness;

4. Changes in eating habits, like suddenly skipping meals or binge eating;

5. Kids may come home from school hungry because they did not eat lunch;

6. Difficulty sleeping or frequent nightmares;

7. Declining grades, loss of interest in schoolwork, or not wanting to go to school;

8. Sudden loss of friends or avoidance of social situations;

9. Feelings of helplessness or decreased self esteem;

10. Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide

Symptoms Of Child Bullying Others   

1. Get into physical or verbal fights;

2. Have friends who bully others;

3. Are increasingly aggressive;

4. Get sent to the principal’s office or to detention frequently;

5. Have unexplained extra money or new belongings;

6. Blame others for their problems;

7. Don’t accept responsibility for their actions;

8. Are competitive and worry about their reputation or popularity;

Responding Strategies Of Bullying and Cyberbullying:

Physical Bullying:

1. Immediate Safety: Ensure the safety of the victim and others involved. Intervene to stop the physical bullying if it's ongoing.

2. Listen and Support: Talk to the victim in a private and safe environment. Listen to their experience without judgment and offer emotional support.

3. Involve School Authorities: Report the incident to teachers, school administrators, or counselors. They can investigate and take appropriate disciplinary action.

4. Peer Intervention: Encourage bystanders to speak up or seek help when they witness physical bullying. Promote a culture of reporting and supporting each other.

5. Counseling: Offer counseling or therapy for the victim to address the emotional and psychological impact of physical bullying.

6. Conflict Resolution: Teach conflict resolution skills to students, focusing on non-violent communication and problem-solving.

   
   

Cyberbullying:

1. Document Evidence: Encourage the victim to document the cyberbullying incidents by saving messages, screenshots, or other digital evidence.

2. Report to Platform Providers: If the cyberbullying occurs on social media or online platforms, report the incidents to the platform administrators. They can take actions against the bullies and remove harmful content.

3. Parental Involvement: Inform the victim's parents or guardians about the cyberbullying. They can provide emotional support and take necessary steps to address the issue.

4. Online Safety Education: Teach students about online safety, responsible digital citizenship, and the importance of privacy settings.

5. Block and Ignore: Instruct the victim to block the bullies and not engage with them. Ignoring the bullies can often discourage them.

6. Report to School: Inform school authorities about the cyberbullying incidents. They can investigate and take appropriate action within the school community.

7. Counseling: Offer counseling or therapy to help the victim cope with the emotional impact of cyberbullying and develop strategies for resilience.

8. Cyberbullying Prevention: Implement programs and policies that address cyberbullying prevention, including educating students and parents about its consequences.

   
   

A comprehensive approach involving school, parents, and the community is essential for addressing physical and cyberbullying effectively. Open communication, education, and support systems are key components in preventing and responding to bullying incidents.

References:

1. https://www.unicef.org/end-violence/how-to-stop-cyberbullying

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

3. https://childmind.org/article/help-kids-deal-cyberbullying/

Symptoms of traumatic stress vary; therefore, the strategies we implement in response will vary as well.

Symptom

Avoidance Behaviors

• People may actively avoid situations that trigger memories of the traumatic event, leading to social withdrawal and isolation.

  
  

Response Strategies

Individualized Support:

• Develop a unique plan that supports the students avoidance behaviors and recognize that the students needs are important.

• Collaborate with your school's support services such as school counselors, psychologists and behavior specialists.

Gradual Exposure:

• Slowing introduce tasks to the student and consider breaking down complex task into smaller parts.

• To reduce the fear of failure and anxiety, provide additional supports such as extended time on assignments, and modified tasks when needed.

Create a Supportive Environment:

• Implement a safe and supportive classroom environment.

• Use positive reinforcement and encourage and assist students to overcome challenges.

Symptom

Hyperarousal

• This causes an individual to be on constant alert, experiencing symptoms such as increased alertness, irritability, difficultly sleeping and inability to focus.

  
  

Response Strategies

Sensory Regulation Techniques

• Create an area in the classroom that provides a calming effect such as dim lighting, soothing colors and quiet spaces.

• Teach students to manage hyperarousal using strategies such as deep breathing and mindfulness exercises.

Routines and Schedules

• To reduce uncertainty and hyperarousal, implement clear routines and schedules and avoid surprises.

• Use visuals and cues to to help student know what to accept, reducing the fear of the unknow.

Supportive Communication

• Provide a safe space to encourage open communication with student.

• Collaborate with school specialist to provide supportive services for student such as individual counseling.

Symptom

Emotional Detachment

• Individuals may feel detached from their own emotions, people around them, and the world.

  
  

Response Strategies

Individualized Support

• Develop an individualized plan to support the student's unique needs.

• Collaborate with school support staff to ensure students receives appropriate services.

Build Trust and Rapport

• Take time to get to know the student's interests, likes, and concerns.

• Implement a safe, nonjudgmental classroom environment.

Encourage Emotional Expression

• Create various opportunities for students to empress their emotions and feelings, for example, writing journals and drawing.

• Teach students to become emotionally aware and address emotions appropriately.

Symptom

Feelings Guilt or Shame

• An individual may develop a false feeling of responsibly for the illness which may cause feelings guilt or shame.

  
  

Response Strategies

Provide a Safe and Supportive Environment

• Encourage an environment of nonjudgmental, open discussion and dialogue.

• Foster an inclusive environment and refrain from criticizing students for mistakes.

Encourage Self-Compassion

• Promote a learning environment that embraces a growth mindset, for example, accept that growth comes from mistakes.

• Implement positive self-affirmations regularly.

Promote Resilience

• Encourage students to focus on personal growth.

• Encourage students to use positive self-talk such as replacing negative self perception with positive self perceptions.

Symptom

Poor Cognitive Function

• Many factors may negatively affect one's cognitive functioning such as inability to focus, lack of sleep and anxiety.

Response Strategies

Flexibility and Patience

• Show patience with students and be flexible with assignments and deadlines.

• Implement modifications to assist students in completing assignments and provide support.

Positive Reinforcement

• Utilize positive reinforcements and raise to celebrate students achievements.

• Develop realistic goals and use reward systems.

Check-Ins

• Regularly check-in with student to ensure they are supported academically and emotionally.

• Collaborate and schedule check-ins with school specialists to assess and update academic plans and support services for students.

Reflection

It is essential that educators recognize the unique needs of each student and provide a learning experience that best supports those needs. Some students learning needs will fall into a more traditional norm, while other students may require modifications and adjustments, such as those suffering from traumatic stress. As educators we learn to collaborate, to be flexible and exhibit patience to ensure our students receive a supportive and appropriate educational experience.

Sources

https://www.samhsa.gov/child-trauma/recognizing-and-treating-child-traumatic-stress#types

https://www.childrensdayton.org/the-hub/how-chronic-illness-can-cause-trauma-children

https://www.ascd.org/el/articles/trauma-informed-teaching-strategies

Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the location of their resettlement process. Refugee children could have experienced violence, war, infection, torture, malnutrition, forced labor, sexual assault, separation from family, loss, and much more.

Exposure to traumatic events can cause the following general symptoms in children of all ages:

• increased somatic complaints (headaches and stomachaches)

• anxiety or fear

• sadness or irritability

• difficulties with emotion regulation and impulse control

• difficulties listening and concentrating during instruction

• lack of desire to play with others or take part in activities that her or she used to enjoy

• disassociation, isolation, and "spacing out" in class

• over-or-under-reacting to stimuli (could get startled easily or be numb to everything entirely)

• overall confusion (it could be their first time riding a bus, sitting at a desk, etc.)

There is a wide range of symptoms that refugee trauma causes, and every refugee child has different circumstances. However, here are some response strategies that you could engage in:

1. Educate yourself on their background- before even forming response strategies, it is important to seek more information on where the student came from, why they are a refugee, what causes their trauma, how severe their trauma is, and who is left in their support system at home.

2. Create a safe and predictable environment- It is important to create a welcoming and comfortable classroom environment. Post clear class expectations and communicate clear safety procedures. Display a daily schedule and prepare students for all transitions between events.

3. Build a personal relationship- Talk to them about their hobbies and interests in a calm, respectful tone. The goal is to make them feel safe under your guidance and trust you.

4. Promote self-regulation- incorporate activities that build coping strategies, such as deep breathing and identifying and validating emotions. Create calming spaces or break times with constructive activities embedded in. Teach students how to identify their emotions and measure the intensity on a scale of 1-5.

5. Peer Support and Emotional Learning- it is important to embed social emotional learning within your curriculum. This teaches students to understand their emotions and become more empathetic of their classmates. It is important that ALL students understand the unique situation of the refugee and are 100% supportive of them. It should be encouraged that classmates connect with the refugee student (through group work, clubs, games, etc.). This could help them feel less isolated and accepted into their new world.

6. Proper response within a crisis- if the student is in the middle of a traumatic reaction, it is important to allow the student to go to a safe space, project calmness while giving them full attention, express that you care about helping them, encourage them to use coping/relaxation skills, validate their emotions, and assist them in coming up with a solution. When the crisis is over, it is important to engage the student in a calm, judgment-free discussion about what just happened.

Overall, refugee trauma is a complex web of emotional responses that come from a wide range of sources. Each individual child experiencing refugee trauma has their own symptoms, and some are much easier to identify than others. However, by using the above response strategies, you can make it much easier for the refugee student to transition into their new world. Hopefully, your classroom could become a safe space for the student and an emotional and mental escape from their trauma.

Sources

_{Institute of Education Sciences. (2023). Common Trauma Symptoms in Students and Helpful Strategies for Educators. https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf.}

_{The National Child Traumatic Stress Network. (2023). Refugee Trauma. https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma}