Learning
Stress and anxiety caused by bullying and harassment can make it more difficult for kids to learn. It can cause difficulty in concentration and decrease their ability to focus, which affects their ability to remember things they have learned.

More serious concerns
Bullying is painful and humiliating, and kids who are bullied feel embarrassed, battered and shamed. If the pain is not relieved, bullying can even lead to consideration of suicide or violent behaviour.

Also, some children and adults with ASD have other kinds of psychological difficulties at some point in their lives, such as anxiety, ADHD, disruptive behaviors or depression. These difficulties can be treated with therapy or with medication. There are currently no medications that directly treat the core features of ASD.

In addition to treatment, regular and special education classrooms can be changed to help students with autism. Many students with autism can function better if the day is consistent and predictable. It is also helpful if information is presented so the student can learn by seeing as well as hearing and if students get to play and learn with nondisabled peers. A federal law — the Individuals with Disabilities Education Act, or IDEA — requires that special services be available to children identified with a disability. The services can include early intervention, support for birth through three years, and special education for children aged three through 21.

Use of complementary and alternative treatments is common among children with autism, for example, special nutritional supplements and diets. To date, there is little good scientific evidence that such treatments are effective and sometimes they have negative consequences; it is important to talk to your doctor before trying any complementary or alternative treatments.

These are some of the the possible signs a student might be going through trauma, and it's important that the teacher keeps a close eyes to observe the student's behaviour.

STRATEGIES FOR HELPING STUDENTS WITH TRAUMA.

* Let the child see a specialist (counsellor) if possible.
* Build a healthy relationship with
students, one where they can easily share the things bother them.
* Take them through deep belly breaths.
* Make room for breaks in between the lesson so things don't get overwhelming for the child.
* Create a safe classroom environment, where every student's emotions are respected.


SOCIAL EMOTIONAL LEARNING (SEL )

* Teach students how to handle  social  emotional issues that may come up in their lives or the lives of those around them. This way students know how to interact with someone who may be going through some kind of trauma.

□ Stay home when you can

□ When outside the home, keep social distancing, wash hands thoroughly and frequently

● School to provide warm, comforting, social & mental support

□ Taking time to share your feelings and to listen and support others

□ Use phone, video, text, or email to talk with others 

□ Tutors, counsellors to organize workshops and provide counselling sessions

● Workshops, tutorial programes 

● School to encourage to study well enough from home

□  Confine workplace to a specific clear area

□  End the study day with clear boundaries- off screen time with family members

□ Use video communications when you can, seeing faces provides more social connection and information

 

● Limit media to reduce anxiety

□ No more than twice a day (e.g., checking for updates in the morning and before dinner) 

□ Try to avoid reading about COVID-19 before bedtime

●Eat well

□ Good nutrition helps good mood

□ Host a dinner using Face Time or Zoom so you can talk positive things while you eat 

● Create new routines and keep practicing health behaviors during lockdown

□ Go to bed early and go outside each day to be active

https://greatergood.berkeley.edu › article › item 

https://www.euro.who.int/en/health-topics/noncommunicable-diseases/mental-health/news/news/2017/10/world-obesity-day-understanding-the-social-consequences-of-obesity

In effect, a new baby in the family can feel like an additional, big and unpredictable threat to a child’s survival. This unfamiliar being means the already stressful connection with the main care giver gets weaker and harder to follow again. If this was what caused the original stress for a child, then this will be reawakened and feel like full on threat to their survival again.

In reality anyone trying to care for a young baby, recover from giving birth whilst trying to be extra available to a traumatized older child will need huge amounts of support. Being exhausted and physically depleted, whilst trying to settle a new family dynamic is huge.

Often struggling with accepting a new baby can be attributed to the child not fully understanding what is happening. They can feel left out and no longer loved.

The child’s age can also contribute to how they cope with the transition. Younger children have less developed communication skills, resulting in them not being able to communicate how they feel (Maroni 2007).2 However, older children have a better chance of coping because they tend to be able to control and understand their emotions better.

In contrast, Roberts (2006)3 suggests that it may be more difficult for an older child to adapt to siblinghood because they have been the centre of attention for longer and will need to get used to sharing their parents and adapt to having less time with them. Reassuringly, Yamazaki (2003)4found that three months after the birth, children start to act like an older sibling, suggesting that all they need is time.

All of the practitioners that I interviewed appreciated the scale of the change for the older sibling and that it is important to support a child who is expecting a sibling, with their comments including:

Most of the time, toddlers take the news of a friend moving pretty well. This might just require you to provide hugs, kisses, and extra playtime for your child. You can also make sure your child has other friends to play with.

Still, this is a good time to start the subject of feelings. You can name what your child appears to be feeling. That helps form the building blocks of emotional intelligence and lets kids know that emotions are normal, even unpleasant ones, and that they always pass.

Preschool and Elementary

This age group often takes the move of a friend harder. That’s because friendships during this time are often based more on shared interests and your child liking and choosing their own friends.

For this group, it’s crucial that you allow the child to process what he or she is feeling. Depending on the kid, that might take little or lots of coaxing from you. You can ask open-ended questions to get your child thinking about and working through hard feelings. Some examples of such questions include:

Make sure other adults in your child’s life know what’s going on and are prepared to handle it if your child brings up his or her feelings to them.

Books that deal with the subject of friends moving away can really help kids in this age group. It allows them to see someone their age dealing with and working through the feelings they are experiencing.

Middle and High School Kids

These kids can have an even harder time losing a friend to a move, and they might be more closed off about discussing it with you. Do what you can to keep communication open, using the same technique of open-ended questions described above. But don’t push too hard or your kid might close up even more.

Keep an eye on your child for signs that he or she is having a hard time processing the emotions surrounding the loss of the friend. That can be anything from acting out to closing off and staying in his or her bedroom all day. Try not to be confrontational but stay close and let your child know you empathize with and understand them and are there if they wish to talk.

Be ready to seek help from an outside source, such as another adult your child respects or a therapist if you believe your child is having a lot of trouble dealing with a friend’s move.

There are three main types of traumatic stress reactions: