M4U4A2: Responding to Traumatic Stress by heather velez

Bullying

minhong2 — 2023-08-21 13:06:03 UTC

Bullying is an experience we wouldn't want to wish for our children and students, but still remains present to this day.

According to a government site that is managed by the U.S. Department of Health and Human Services, 70% of U.S. students have admitted to seeing bullying occur (Barrington) Bullying is a major problem because we cannot assume that those who admitted they've seen bullying have also done something crucial to stop it.

To add on, in a UCLA study led by psychology professor Jaana Juvonen, "bullying and low academic achievement are frequently linked," (Juvonen). This study was done in a middle school setting located across public schools in Los Angeles.

_{Those who are affected by bullying experience symptoms such as:}

_{physical symptoms (stomach pain, lack of sleep, headaches)}
_{an increase in anxiety (going to school / participation in class)}
_{a loss of interest in school}
_{low academic performance}

These symptoms can develop into depression, suicidal thoughts, and violence.

References:

_{Barrington, Kate. “How Does Bullying Affect a Student’s Academic Performance?”}_{Public School Review}_{, Public School Review, 19 Oct. 2022, www.publicschoolreview.com/blog/how-does-bullying-affect-a-students-academic-performance.

Juvonen, Jaana, et al. “Bullying experiences and compromised academic performance across middle school grades.”}_{The Journal of Early Adolescence}_{, vol. 31, no. 1, 2010, pp. 152–173, https://doi.org/10.1177/0272431610379415.

-- Crisiel Bustos}

Divorce (David)

minhong2 — 2023-08-21 13:17:06 UTC

Divorce is a very stressful process for all involved and means a rearranging of a foundational relationship in the student's life. Children are often placed directly in the middle of the conflict. It is not surprising then that this will likely have an impact on the student in the classroom and school environment.

Some effects of divorce on students in the school setting:

(1) The student might distance him/herself socially from classmates.
(2) The student might feel frightened or ashamed.
(3) The student might question or fear social relationships.
(4) The student might feel confused, anxious, and angry.
(5) The student might lack educational motivation.

How this might manifest itself in the classroom:
(1) Student may become withdrawn from classmates and/or class activities.
(2) Student's performance in class and on homework may drop.
(3) Student may become confrontational and aggressive.
(4) Student may seek out more teacher attention/approval.
(David)

Adapted from this source. Photo source here. (David)

What teachers can do:
(1) Maintain consistent classroom structure and routines.
(2) Create and maintain an open and respectful atmosphere, allowing opportunities for students to share feelings in a safe space.
(3) Provide reading and research opportunities that help students gather information about divorce (story books, novels, etc).
(4) When a student does share feelings either privately or in class, be accepting and acknowledge student's feelings.
(5) If student seems to be experiencing great psychological distress, notify school psychologist or counselor immediately.
(6) Encourage student to seek counseling if needed.
(7) Set limits to ensure student doesn't use divorce as an excuse for disruptive behavior.
(8) Be alert of behavioral changes and "notify parents when appropriate and inform them of your observations without being judgmental or attempting to explain them."

Adapted from this source (David).

***
Sources

"Divorce: Recommendations for Teachers and Parents," Univ. of Delaware <https://www.education.udel.edu/wp-content/uploads/2013/01/Divorce.pdf>.

"How Divorce Affects Children and Their Experience at School," Daily Sundail (Oct 3, 2022) <https://sundial.csun.edu/170985/sundialbrandstudio/independent-legal-guide/how-divorce-affects-children-and-their-experience-at-school/>.

Moving cities/ homes/ schools

christinenatalia1 — 2023-08-21 13:21:31 UTC

Frequent moving in childhood can result in traumatic stress. This brief article pointed out that moving can impede school performance, social skills, and behavior. Lower income families also tend to move more often, causing greater stress for the children.

Another journal in psychology stated that the repeated moving during childhood may even have lasting impact through adulthood. The researchers found that the more times people moved as children, the more likely for them to report lower life satisfaction and psychological well-being as adults. Being introvert also seems to worsen the implication, as they find it harder to form lasting relationships.

Possible symptoms and response strategy:

Anxiety
Avoiding people
Easily overwhelmed and triggered > Be flexible with assignment deadlines and give clear, concise instructions (Christine)
Feeling depressed and unproductive > Consult with school counselor, slowly build conversation and form trusting relationship (Christine)
Low academic performance > Provide one-on-one support and reteach important contents (Christine)

References
_{Levine, R., & Kull, M. (2019).}_{Is Moving During Childhood Harmful? Multiple residential moves take a toll on children, but the effects may fade with time}_.

_{Oishi, S., & Schimmack, U. (2010). Residential mobility, well-being, and mortality.}_{Journal of Personality and Social Psychology}_,₉₈_{(6), 980–994.}

‌

Living Conditions (Doug)

christinenatalia1 — 2023-08-21 13:22:56 UTC

The impact of poverty on young children is significant and long lasting. Poverty is associated with substandard housing, hunger, homelessness, inadequate childcare, unsafe neighborhoods, and under-resourced schools. In addition, low-income children are at greater risk than higher-income children for a range of cognitive, emotional, and health-related problems, including detrimental effects on executive functioning, below average academic achievement, poor social emotional functioning, developmental delays, behavioral problems, asthma, inadequate nutrition, low birth weight, and higher rates of pneumonia.

Children and families living in poverty often attend under-resourced, overcrowded schools that lack educational opportunities, books, supplies, and appropriate technology due to local funding policies. In addition, families living below the poverty line often live in school districts without adequate equal learning experiences for both gifted and special needs students with learning differences and where high school dropout rates are high.

What is substandard housing?

Housing with severe problems

-Lacks cold or hot water, flush toilet, or both a bathtub and a shower

-Heating equipment has broken down, resulting in lack of heat for at least 24 hours

-Has no electricity or has exposed wiring with no working outlet

-Light in public staircases is not working, steps or railings are missing, and elevator does not work

-Has five or more basic maintenance problems, such as water leaks, holes in floor peeling paint, broken plaster, or evidence of the presence of rats during the last 90 days

Students who live in poverty or move frequently are significantly more likely to fail a grade and have behavior problems than other children. In many families living doubled up to avoid homelessness, the children are unable to attend school because they no longer have transportation to the school where they are registered.

Symptoms of Children Living In Substandard Housing and/or Homelessness.

Lack of Educational Continuity:
-attendance at many different schools
-gaps in skill development
-missing enrollment records

Poor Health/Nutrition:
-unnmet medical and dental needs
-skin rashes
-chronic hunger
-missing medical records
-fatigue

Poor Hygiene:
-lacking shower facilities
-wearing clothes several days
-inconsistent grooming

Lack of Personal Space After School:
-consistent Lack of Preparation for School
-incomplete or missing homework
-lacking basic school supplies

Reactions or Statements by Parents, Guardians, Students:
-Exhibiting anger or embarrassment when asked about current address
-avoiding questions relating to current address
-statements about staying with grandparents or in motels or campgrounds

Response Strategies:
-the first step is to find out exactly what living conditions the child is living in and if needed, see what services the school and/or local government has to offer that can guarantee the child has access to suitable housing, food, and living conditions that are in line with national standards. This can include shelters and application for public and subsidized housing.

-if the child is experiencing malnutrition, the school can and must work with the family to explore options that either the school can provide for food services or explore options that the family can utilize such as food stamp programs.

-children who live in adverse living conditions will not know what to do. Teachers can work with schools and public services to explore social programs that offer services such as Head Start, the National School Lunch Program, and TANF (Temporary Assistance For Needy Families).

-teachers who have a student experiencing homelessness or adverse living conditions can explore options offered by the McKinney-Vento Act and connect with their local liaison.

-through all of this, teachers need to continue to create a safe space and climate for all students and ensure that such students in adverse living conditions are not alienated. The classroom may just be the one and only safe space they have in their life at that point in time.

References:
American Psychological Association, "Exploring Mental health Effects of Poverty, Hunger, and Homelessness on Children and Teens", https://www.apa.org/topics/socioeconomic-status/poverty-hunger-homelessness-children

Contemporary Pediatrics, "How Substandard Housing Effects Children's Health",
https://www.contemporarypediatrics.com/view/how-substandard-housing-affects-childrens-health

National Center For Homeless Education, "Common Signs of Homelessness", https://nche.ed.gov/wp-content/uploads/2019/12/Common-Signs-of-Homelessness.pdf

Schoolhouse Connection, "Tips for Teachers & Staff: How to Support Students Experiencing Homelessness",
https://schoolhouseconnection.org/tips-for-teachers-staff-how-to-support-students-experiencing-homelessness/

~Doug Martin

Sexual orientation realization / confusion (Troy)

christinenatalia1 — 2023-08-21 13:23:16 UTC

There are many different ways this could manifest in a classroom environment. It could range from extreme social withdrawal, feelings of shame and guilt, say for example if the student is from a traditional / religious household, through to more physical / visual displays, such as when (usually a outward appearance male student) begins to dress as the opposite gender, wearing cosmetics, et cetera. With the student in questions consent, all stakeholders should be involved in the conversations around this, and how best to accommodate the students continued attendance at school and their needs. This might include caregiver(s), other faculty members, healthcare professionals, and such like. Any decisions should be meticulously recorded.
Furthermore, we did not have time to discuss last night, but sexual abuse can be a massively traumatizing behaviour for students, and it kind of sits between this topic and bullying. Again, there is a whole host of particular and unique effects and issues surrounding this topic, for example, it could be coercive sexual trauma, through other students, clique / gang initiation or affiliations, or, as is so often the case, a family or extended family member who has, or had access to the student at some point. There is no "one size fits all" behaviour pattern to look for, it can range from complete withdrawal, violent outbursts, to overtly age-inappropriate sexualised behaviours, either through actions towards themselves or others, or through their academic work, speaking, writing, or other productive methods. The response would be very similar to above, although stakeholders would likely increase in number to include law enforcement, social / child services, and specialist sexual health medical practitioners. (QI)

Language Barrier (Jordan)

minhong2 — 2023-08-22 04:35:43 UTC

Language barriers can significantly impede students' ability to express and seek social, emotional, and academic help, as well as difficulty making friends in school.

For adult English Learners (ELs) adjusting to a new culture, they will experience difficulty understanding and expressing their legal rights, as well as barriers to accessing medical needs. (1)

For both cohorts, their brains tend to revert to survival mode (vs. learning brain) where they resist cerebral growth, openness to ambiguity and curiosity, and for young adults, show emotional imbalance (i.e., sensitive, easily upset), passive class participation, and strive to be a perfectionist. (2)

Classroom symptoms of language barrier trauma may include:
(i) Limited social interaction with peers and/or teachers during recess, after school activity, and/or group work;
(ii) Reduced academic performance as manifested by failing grades and incomplete assignments;
(iii) For some, loss in interest may lead to intentionally skipping school or classes;
(iv) Frequent headaches and stomach upsets (for sensitive individuals) due to an overwhelming stress that may require medication or visit to the school nurse;
(v) For young students (kindergarten and elementary), separation anxiety and adult dependence

Response Strategies:
(i) Undergo objective testing - for example, WIDA - to determine student’s literacy proficiency level for class placement;

(ii) After school ESL class (as well as Summer English Camp) to help improve student’s literacy skills by focusing on vocabulary and reading;

(iii) Mentor-Mentee System - implement a mentor system where a school senior is paired with the student for language and academic guidance and social bonding to build trust - same can be done in class, but in the form of scaffolding and anchor charts;
(iv) Implement differentiation strategies during lessons so that (s)he is receiving work appropriate for his/her level, leading to reduced stress and encouraging a feeling of accomplishment;

1. Trauma-Informed Practices for Supporting English Learners: Contextualizing Theory with Practice. By Sonja Bloetner. July 23, 2023. https://www.linkedin.com/pulse/trauma-informed-practices-supporting-english-learners-sonja-bloetner/

2. Understanding Trauma: Learning Brain vs. Survival Brain. By Jacob Ham July 26, 2017. https://www.youtube.com/watch?v=KoqaUANGvpA

Abuse (Jocelyn)

jocelyndavis5 — 2023-08-25 01:12:28 UTC

A child that is abused may have not have the ability to tell someone what is going on and some may not be able to understand that it is not their fault. It can lead to many different emotions in children including confusion, shame, guilt, and fear. When dealing with a child of abuse it is important to first and foremost listen to them, and report any suspected cases.

Symptoms of abuse can be physical or behavioral.
Physical Signs

Unexplained injuries
Bruises or Burns
Poorly dressed
Issues with eating
Lack of growth
Unhealthy weight loss or gain

Behavioral Signs

Lack of interest in people or activities
Increased aggression toward others
Depression or Anxiety
Stealing or hiding food
Inappropriate sexual knowledge for their age
Frequent absences
Self-harm or suicide attempts

Response Strategies:

Build a trusting relationship with the student
Listen to them
Be gentle, non-judgmental, and open
Report any suspected cases
Keep record of signs you notice
Talk with other faculty to see if they also noticed anything

References
Filkins. (n.d.). Recognizing Signs of Abuse in Students and How You Can Help. Education World. Retrieved August 25, 2023, from https://www.educationworld.com/teachers/recognizing-signs-abuse-students-and-how-you-can-help

Attachment Issues (Alice)

alicemills240 — 2023-08-26 00:27:38 UTC

Attachment issues can significantly impact young students at school, often leading to traumatic stress. Attachment is a deep emotional bond formed between a child and their primary caregiver, usually a parent or guardian. When this attachment is disrupted or insecure, it can lead to a range of emotional and behavioral challenges for the child. Here's how attachment issues can cause traumatic stress for young students:

Emotional Regulation: Children with insecure attachments may struggle to regulate their emotions. They might experience intense anxiety, fear, or distress when separated from their caregiver, which can escalate during school hours. This emotional dysregulation can lead to frequent meltdowns, difficulty concentrating, and trouble engaging with classroom activities.
Social Interactions: Attachment issues can hinder a child's ability to form secure relationships with peers and teachers. Students might exhibit withdrawal, avoidance, or aggressive behavior, making it challenging for them to participate in group activities, share, or collaborate effectively. This isolation can contribute to feelings of loneliness and inadequacy, exacerbating traumatic stress.
Academic Performance: Traumatic stress caused by attachment issues can affect a child's cognitive functions, impairing memory, attention, and learning ability. Students may struggle to concentrate on lessons, complete assignments, or retain information, leading to academic difficulties and frustration.
Physical Symptoms: Young students experiencing attachment-related traumatic stress might display physical symptoms like headaches, stomachaches, or fatigue. These manifestations can further impact their engagement in school activities and overall well-being.

Response Strategies:

Create a Safe Environment: Establish a classroom environment where students feel physically and emotionally safe. Implement consistent routines, clear rules, and positive reinforcement to provide a predictable and secure atmosphere.
Develop Relationships: Build trusting relationships with students through empathy, active listening, and validation of their feelings. Create opportunities for one-on-one interactions to provide individualized attention and support.
Social-Emotional Learning (SEL): Incorporate SEL programs into the curriculum to teach students emotional regulation, communication, and conflict resolution skills. These skills can empower them to manage their emotions and interactions effectively.
Counseling Services: Collaborate with school counselors or mental health professionals to identify and support students with attachment-related traumatic stress. These experts can provide specialized interventions and resources.
Family Involvement: Work closely with parents and caregivers to develop a comprehensive support plan that addresses attachment issues at home and school. Regular communication can help ensure consistent strategies are implemented.
Individualized Plans: Create personalized behavior and academic support plans for students experiencing attachment-related stress. Tailor strategies to their specific needs and provide accommodations when necessary.
Trauma-Informed Approach: Adopt a trauma-informed approach to teaching, focusing on empathy, understanding, and sensitivity to students' emotional needs. This approach can create a more compassionate learning environment.

Traumatic stress resulting from a physical injury

emmanuellemire — 2023-08-26 04:22:21 UTC

People sometimes experience physical injuries that can disrupt their normal daily lives for a significant period of time. In the context of school, students sometimes experience physical injuries as a result of a sporting activity. Big injuries can impede their ability to move for significant periods of time. For example, school athletes sometimes suffer ACL tears. The ACL is a ligament within the knee. It can take up to 1-year to fully recover from an ACL tear.

Students who experience significant physical injuries not only suffer physical stress but may also experience mental and emotional stress. The symptoms of a significant physical injury are not so hard to spot. The student's physical movement will be impeded which will be easy to spot. Or the student may be absent for a prolonged period of time because they need to undergo a medical procedure.

In instances where teachers notice that there students have experienced a significant physical injury, they should pay attention to that students' behaviour and learning outcomes. The students may exhibit different behaviour and their academic performance may be different. If that is the case, then the teacher should remain aware that a physical injury can have a big affect on somebody's life (many negative effects) and therefore be willing to help the student maintain motivation and initiative. The teacher can help the student be aware that a physical injury will affect other facets of their life. They can do this by having conversation with the student about their injury. They can ask them how it happened and what they are doing to rehabilitate it. They can occasionally check-in with the student about their injury.

Past Negative School Experiences

heathervelez — 2023-08-26 09:08:39 UTC

Schooling and learning experiences can be different for everyone this includes all the different types of students. From our outstanding students to our special need’s ones. Students’ first years of school are the foundation of their learning perspectives. What our students experience throughout their primary years can be dragged from grade to grade. This includes both positive and negative encounters. In the long term, it can display obvious behavior that on time might be inappropriate for a classroom. Let us focus on a child with special needs, school experience, and teacher interaction. Often students with special needs encounter hardship due to their inability to perform or behave according to school rules or routines. This adding to the child's traumatic experience comes often with having teachers who are not prepared to interact with students who have special needs. I am sure that we all remember multiple of our key experiences growing up mainly being strong traumatic memories and those positive memories of classmates or teachers that impacted our lives. A negative teacher-student interaction can be the main key to a child's traumatic stress.

Symptoms of Past School Experiences can be seen as:

1. A student that displays aggressive behavior towards mainly teachers. this can also be specific based from child to child. On occasions, the aggression can be shown to teachers from a specific gender.

2. Low self-esteem, As the child continues receiving negative feedback from classmates and teachers, they tend to believe they're not capable of learning or doing good.

3. Afraid to come to a person of authority in school. This child typically seems to rely on classmates to us questions or interact with teachers.

4. Taking tests could be the trigger for great stress. even when the student has studied it is possible that day may get a low score. This is even when given extra time.

5. The idea of coming to school can be a physically and emotionally painful experience. They might often refuse to come to school.

6. Due to the lack of interaction with previous teachers or the school body, there are possibilities that the student might be under their learning expectations for their grade. This makes it hard for the student to keep up with the rest of the class.

Response Strategies:

1. Teacher-student Relationship: This is the key to approaching a student with previous traumatic stress experience especially due to negative teacher-student interaction. Getting to know your students and their needs can help us as teachers to assess how can we better support them. A great amount of patience and understanding is required

2. Social Emotional Learning: Creating a class environment where the student feels safe to participate learn and share experiences can be the first step towards supporting.

3. School Counselor: Once a bond between the teacher and the student has been built and after receiving permission from parents, the student can frequent the school counselor for formal or informal interaction. sharing our ideas or our concerns with someone of trust is known to be of support for a child's social and learning development.

4. Class Acceptance or Culture: Negative experiences at school do not always come from what we experience with teachers. as our classmates can often be polite or not understand our culture in ways of learning. creating a culturally positive classroom environment in which everyone learns and respects each other’s traditions, cultures, foods, and behaviors can give way to a positive class environment followed by supporting those students with past school experience traumas.

5. Teacher-parent Communication: Creating a solid circle of communication can impact our student's learning experience. making sure that proper communication is been shared between parents, teachers, and students can assist in a fluent or smooth transition and school experience.

6. One-on-one Lessons: It is possible that the student might be academically behind. offering the student one-to-one lessons during the school day can not only support the teacher-student bond but will also help the student to keep up with the rest of the class. This is followed by the student wanting to come to school to participate in class and interact with projects or class activities.

References

American Psychological Association (n.d) Students exposed to trauma apa mental health primers, American Psychological Associationhttps://www.apa.org/ed/schools/primer/trauma#:~:text=Don%27t%20neglect%20symptomatic%20trauma,breaks%3B%20or%20unusually%20flat%20affect.

Berson, I. R., & Baggerly, J. (2009). Building resilience to trauma: Creating a safe and supportive early childhood classroom. Childhood Education, 85(6), 375-379.

Blitz, L. V., Anderson, E. M., & Saastamoinen, M. (2016). Assessing perceptions of culture and trauma in an elementary school: Informing a model for culturally responsive trauma-informed schools. The Urban Review, 48(4), 520-542.

Dods, J. (2013). Enhancing understanding of the nature of supportive school-based relationships for youth who have experienced trauma. Canadian Journal of Education/Revue canadienne de l'éducation, 36(1), 71-95.

Hudson, C. C., Adams, S., & Lauderdale, J. (2016). Cultural expressions of intergenerational trauma and mental health nursing implications for US health care delivery following refugee resettlement: An integrative review of the literature. Journal of Transcultural Nursing, 27(3), 286-301. https://doi.org/10.1177/1043659615587591

Weight Loss (Layla)

2023-08-27 10:20:49 UTC

People are continually bombarded with ideal beauty standards, and students feel this pressure more than anyone. As students age and their bodies change, they feel they must lose weight to fit body standards. This pressure to lose weight can significantly impact students' emotional well-being, negatively impacting their academic achievement. Teachers need to be aware of potential symptoms and learn how to respond in a supportive manner.

Possible Symptoms:

Change in Mood:

Symptoms: Students may be irritable, have mood swings, begin to withdraw from their classmates, have increased anxiety, depression, and a decline in academic achievement (Body Image : Mentally Healthy Schools, n.d.).

Response Strategy: Teachers should be attentive to changes in a student's mood. The teacher can approach the student non-judgmentally, express concern, and see what is happening.
2. Physical Signs:

Symptoms: Students may show signs of rapid weight loss, fatigue, lack of energy, and difficulty maintaining concentration.

Response Strategy: If the teacher notices any significant physical changes, the teacher should approach the student empathetically and privately. The teacher should express concern regarding their well-being and suggest a conversation with the school nurse or counselor. The teacher should also report it to the proper authorities.
3. Body Image Issues:

Symptoms: Students may have negative body image, fixation with weight and appearance, and avoid eating (Handling the Psychological and Emotional Effects of Dramatic Weight Loss, n.d.).

Response strategy: The teacher should foster a positive classroom environment that promotes body positivity and self-acceptance. The teacher could share resources related to body positivity and self-esteem.
4. Social Isolation:

Symptoms: Students may start avoiding social situations, decrease participation in group activities, and isolate themselves from peers (Handling the Psychological and Emotional Effects of Dramatic Weight Loss, n.d.).

Response Strategy: The teacher can create opportunities for students to engage in low-pressure social interactions, like group or partner cities. The teacher will also discuss with the school counselor if this behavior continues. 5. Anxiety and Stress:

Symptoms: Students may have panic attacks, excessive worry, and increased stress levels (Body Image : Mentally Healthy Schools, n.d.).

Response strategy: Teachers should show empathy and understanding. Teachers should reassure the students, offer extensions, and try to mitigate some of their academic pressures. If the behavior continues, the teacher should contact a school counselor or the student's parents.

6. Loss of Interest:

Symptoms: Students may lose interest in activities they previously enjoyed. Students may be disengaged from school work and have a lack of motivation (Body Image : Mentally Healthy Schools, n.d.).

Response Strategy: The teacher should have a conversation with the student about their interests and passions. The teacher should see what may have caused a shift in the student's engagement in school work and find ways to encourage them to boost their motivation.
7. Expressed Guilt or Shame:

Symptoms: Students may begin expressing guilt or shame about weight loss (Handling the Psychological and Emotional Effects of Dramatic Weight Loss, n.d.).

Response Strategy: Teachers should empathize with the student and let them know that they are not alone and that their appearance does not define them. The teacher should also encourage students to have open conversations about their feelings and speak to a school counselor to work through them.

Teachers need to ensure they create a supportive and safe classroom environment. If the teacher believes the students' health is at risk, they must report it to the proper channels.

Reference:

Body image : Mentally Healthy Schools. (n.d.). https://mentallyhealthyschools.org.uk/risks-and-protective-factors/lifestyle-factors/body-image/

Handling the psychological and emotional effects of dramatic weight loss. (n.d.). https://www.mymed.com/diseases-conditions/obesity/handling-the-psychological-and-emotional-effects-of-dramatic-weight-loss

Pandemics [Taylor]

taylorkunkel — 2023-08-27 13:25:16 UTC

As we saw with COVID-19, pandemics can have a significantly negative impact on one’s physical, mental, and social well-being.

Here’s how pandemics can cause traumatic stress for students -

Trigger or Exacerbate Mental Health Problems
- Examples: paranoia, OCD, depression, anxiety, eating disorders, etc.
- Additionally, social isolation can make it more difficult to confide in others and access doctors who can assist with these mental health problems

Difficulties Starting/Maintaining Physical Health Regime
- Exercising indoors amongst others can be dangerous due to shared air and shared equipment
- Going to shared places such as grocery stores increases one’s chance of infection

Social Isolation
- This led to an increase in reports of domestic violence
- Fewer opportunities for in-person interaction and collaboration

Racism and Acts of Hate
- During COVID-19, there was a dramatic increase in hate speech and racially motivated acts of violence against Asians in the US and around the world

Possible Response Strategies -

Implementation of SEL to teach students emotional awareness, coping strategies, and empathy

Distance learning (schools) and free e-appointments (hospital appointments)
- Respects social distancing protocols, lowers the risk of infection, and furthermore hopefully alleviates some stress revolving around pandemics

Increased staff and funding to go toward mental health hotlines and organizations
- More mental health outreach to schools
- Frequent, required counseling/check-ups on all students by professionals
- Programs that help guardians cope with raising a child during a pandemic

Free meals subsidized by the government, especially for families who qualify for free or reduced-price meal programs

Outdoor, social-distanced meditation/yoga/pilates/gyms or more indoor, online exercise classes required by schools for students to take part in

Teacher taking notice of various mood/behavioral changes in students, frequent check-ins on students, requesting further assistance when necessary, and trying different methods of teaching to heighten spirits and keep students motivated

Poverty (Steve)

stevenkiyooka — 2023-08-28 01:40:55 UTC

Poverty refers to a lack of money in order to access basic resources. Some symptoms of poverty include:

- Unstable living conditions
- Poor education
- Poor personal conduct in the classroom
- Lack of food / water and poor health

This can create a crippling effect on the mental state of children in a country. Poverty in Thailand is much more commonplace than in Western countries, and many school-aged children are forced to work after school hours instead of studying. Parents of these students often work multiple jobs and may not be available to assist their children with their schoolwork. Students living in poverty often have fewer resources at home to complete homework, study, or engage in activities that help them succeed academically.

Response Strategies:

Build Relationships.

Establishing strong bonds with your students helps keep them resilient despite their challenges at home.

Create a Safe Environment.

Students living in poverty often have to deal with an unstable life at home. Creating a safe environment enables students to feel comfortable learning and absorbing new material.

Practice Empathy

Students living in poverty often lack proper role models at home in order to model how to conduct themselves in class. Poverty can also cause students to become anxious and have a lack of confidence in the classroom. Understanding where the students are coming from can help a teacher better recognize their perspective, rather than jumping to conclusions in regards to their behavior.

Promote fun, healthy school activities

Incorporating fun physical activities can help students achieve better overall health. This can also help them establish bonds with their classmates and teachers outside of the typical classroom environment.

References
https://www.linkedin.com/pulse/effects-poverty-education-mental-health-children-dewmi-bartholomeues

https://resilienteducator.com/classroom-resources/trauma-informed-strategies/