Trauma in Schools

BY: E. DANE NIELSEN, EDS

Trauma in Schools

What is Trauma

- Overwhelming

- Lead to strong negative emotions (helplessness, fear, etc.)

- Experienced or witnessed threat to self (physical, emotional, mental)

Trauma in Schools

Toxic experiences can have a negative impact

Positive events can have a healing affect on a childs

development

Prevalence

20% of students affected by Trauma

60% of 17 year olds report exposure to violence

25% of these children report being victim of crimes such as robbery

Nearly 50% of these children report being assaulted at least once in

the past year

In a class of 25 students on average, 13 are exposed to violence in

the past year and 6 are victims of a crime

Prevalence

In 2014, 3.7 million U.S. children were investigated as potential

victims of child maltreatment and 20% of those were removed
from the home.

The average length of stay for these removed children is more

than two years.

25,000 children age out, never reuniting with family or having

permanent placement.

Prevalence

19% of U.S. children live in poverty

1 in 10 white children live in poverty

1 in 3 African American and Hispanic children live in poverty

Prevalence

75% of public schools reported at least 1 violent crime during the

year

94% of middle and high schools reported at least 1 violent crime

in the past year at school

Youth ages 12 to 17 experience on average more violent crimes

at school rather than away from school

Trauma in Schools

What is the most common source of trauma in children?

One in every two children seen by NCTSN mental health workers

suffers from psychological maltreatment, traumatic loss,
dependence on an impaired caregiver, or domestic violence.

One in three suffers from trauma caused by sexual maltreatment

and neglect

Trauma in Schools

Immigrant Students: 40+ million immigration students in the United States

Homeless Students: 1 in 50 children in the U.S. are considered homeless

Community Violence: 25% of children report violence or indirect victimization in the community

Incarcerated Parents: 8.3 million U.S. children have parents under correctional supervision

Parents Involved in Substance or Alcohol Abuse: 8.3 million children under 18 lived with at
least one parent who was dependent on or abused alcohol and illegal drugs during the last year.

Domestic Violence: 40-50% of children who come from homes of domestic violence witness the
violence. 45-70% are victims of violence themselves

Anticipating a Death or an Unexpected Death in the Family

Military Families: 2 million children are estimated to have one or both parents in the military

Sexual Abuse: 66,000 reports of sexual abuse were made in the past year?

Neglect: statistics are hazy

Physical and Emotional Abuse: Child maltreatment statistics are hazy

Natural Disasters

See Toolkit for strategies teachers can use to support these students

Development

Chronic adversity = brains that focus on survival

Fighting, Fleeing, Freezing

A lot of times outside of the childs conscious awareness

Brain Development

Exposure to violence, or chronic stress, alters the structure and

chemistry of childrens brains in predictable ways

Trauma organizes the brain to be hyperalert to danger

Cognitive functioning and STM converted to LTM

Trauma overstimulates the brain, which can impact its

development

Survival mode affects higher order brain functions

Brains not designed to handle long term stress

Development

Need fulfilling behaviors

Educators may see these behaviors as deceitful and manipulative

These experiences take a toll on

Regulatory capacities

Interpersonal skills

Intrapersonal development

Cognitive development

Trauma in Schools

What is the primary prevention or support for children who have

been affected by trauma?

Schools = Primary prevention efforts

Challenges is Schools

What challenges do schools face when it comes to children who

are affected by trauma?

Mental health often viewed as secondary and not related to

academics

Difficulty identifying traumatized youth

The many faces of trauma

Lack of resources

Brain Development

Children exposed to family violence and trauma often fail to

develop a framework for learning that helps them organize their
thoughts and plan for their future. The unpredictable nature of
their lives and the inconsistency of their care deprive them of the
cognitive infrastructure needed to bring order and meaning. As a
result, they often lack a basic, conceptual understanding of the
world, making it difficult for them to benefit from academic
instruction. This lack of conceptual framework explains many of
their typical characteristics, such as the inability to understand
rules or explain the reasons behind emotional outbursts or acting
out behaviors (Craig, 2014).

Learning

Trauma can cause:

Diminished concentration and memory

Loss of focus

Confusion

Rigidity

Self-doubt

Perfectionism

Difficulty making decisions

Hypervigilance

Impaired thinking

Learning

Maintain high academic expectations

Be flexible

Provide opportunities for success

Find ways to monitor and reward student progress

Routines

Behavior

Trauma can cause:

Struggles with emotional behavior

Management of fear and panic

Anxiety

Hyperarousal

Hypervigilance

Impulsivity

Overreactions

Poor judgment

Behavior

Recognize that behaviors are a response to the trauma

Acknowledge and accept boundaries

Provide opportunities to practice self-regulation

Use judgment in reporting behavior problems

Avoid power struggles, help them feel in control

Relationship is key

Document, document, document

Social-emotional

Trauma can cause:

Relationship struggles

Depression or hopelessness

Suicidal ideation

Social-emotional

Empower, never disempower

Unconditional positive regard

High expectations

Check assumptions, observe and question

Provide opportunities to participate

Relationships are key

Interventions

Preschool/elementary school

Routines

Provide opportunities to feel empowered

Peer partners rather than groups

Allow expression without having to speak

Dont overanalyze

Visual supports

Provide reassurance

Be flexible and understanding

Developing Resilience

Core belief in children

Exception to the rule

Does not violate their core belief

Provide realistic expectations

Positive social support

Positive cognitions (Learn the power of optimism)

Make healthy choices

Teach children to take responsibility

Social-emotional

Teacher Self-Care:

Physical

Emotional

Psychological

Social

Financial

Spiritual

Emotional Toolkit for Teachers

Emotional Toolkit Table of

Contents

Immigrant Students: Slide 27

Homelessness: Slide 31

Community Violence Exposure: Slide 34

Students with Incarcerated Parents: Slide 38

Students with Parents Involved in Substance or alcohol abuse: Slide 42

Students Exposed Domestic Violence: Slide 47

Students Anticipating a Death in the Family Member or Loved One: Slide 52

Students Responding to the Unexpected Death of a Family Member or Loved One:

Slide 58

Students From Military Families: Slide 62

Students Affected by Sexual Abuse: Slide 67

Students Affected by Neglect: Slide 72

Students Affected by Physical and Emotional Abuse: Slide 77

Students Responding to Natural Disasters or Terrorism: Slide 80

Immigrant Students

Immigrant Students

85% of children of immigrants were born in the U.S.

6% arrive without papers

Often mixed (one parent citizen, other not etc.)

53% - Latin America

28% - Asia

0.8 Muslim

AZ ranks 8th in the U.S. with almost 1 million immigrants

Refugees

Immigrant Students
Strategies for Teachers and Educators:

Learn about the students country of origin and use it in lessons

Collaborate with local community organizations

Routines can equal safety

Focus on strengths

Support the home culture

Engage parents as part of the school community

Empower and educate parents

Immigrant Students
Strategies for Teachers and Educators:

Recruit mentors

Address discrimination, promote tolerance and teach conflict

resolution

Ensure civil rights are protected

Support students with interrupted education

Homelessness

Homelessness
Challenges:

Lack of Basic Needs

High Mobility

Poor Health

Lack of Transportation

Academic Barriers

Mental Health and Exposure to Violence and Trauma

Invisibility and Stigma

Homelessness
Strategies for Teachers and Educators:

Make every day count

Be discrete and compassionate

Be familiar with McKinney-Vento

Know your M-V contacts

Pay attention to needs and difficulties

Be aware of signs of homelessness

Prepare with movement in mind

Upon arrival while enrolled upon departure

Community Violence Exposure

Community Violence Exposure

Disproportionately occurs among minority, low income, and

urban communities

Often see the world as an unsafe place and dont develop a

positive universal understanding of the world

Often have a distrust to police, teachers, authority, etc.

25% of children witness violence in their community, urban areas

is higher

Community Violence Exposure

Brain development changes from chronic exposure

Stress hormones

Hypervigilance and hyperarousal

Defeat/freezing

Nonreactive, passive

Disassociation with activities or surroundings

Fight or flight

Aggressive, impulsive, reactive, hyperactive and inattentive

Community Violence Exposure

Strategies for Teachers and Educators:

Dont force conversations

Use teachable moments to demonstrate problem solving

Be flexible

Be prepared to report possible abuse

Brainstorm with student

Know when to ask for help

Students With Incarcerated

Parents

Students With Incarcerated

Parents

Some struggles student might have could include: anxiety, fear,

guilt, shame, distrust, dependency, decreased academics,
difficulty developing relationships and personal identity.

Behaviors could include emotional withdrawal, social isolation,

low self-esteem, inattention, acting-out or antisocial behaviors,
difficulty forming relationships, and delinquency.

Often a stigma that students have to live with

Students With Incarcerated

Parents
Strategies for Teachers and Educators:

Be prepared to meet basic needs

Be honest

Reassure that it is not their fault

Share the Bill of Rights of Incarcerate Parents

Create opportunities for students to connect with parents

Increase school connectedness

Focus on resilience and positive qualities

Students With Incarcerated

Parents
Strategies for Teachers and Educators:

Maintain high expectations

Stay informed

Encourage involvement

Change stigma surrounding incarceration

Reach out to the existing caregivers

Familiarize yourself with existing programs

Students With Parents Involved in

Substance Abuse or Dependence

Students With Parents Involved in

Substance Abuse or Dependence

Children of alcoholic parents demonstrate higher rates of:

Substance abuse

Behavioral problems

Aggression

Internalizing disorders

ADHD

Psychiatric distress

8.3 million children younger than age 18 lived with at least one
parent who was dependent on or abused alcohol or illegal drugs

Students With Parents Involved in

Substance Abuse or Dependence

Younger children may withdraw or show aggression

Older children often have better coping skills and it may be

difficult to know what is happening with them

Often dont receive proper care at home

In utero abuse issues

11% of mothers report using alcohol while pregnant and 5%

drugs (statistics probably higher)

Children may have bonding issues

May have little supervision

Students With Parents Involved in

Substance Abuse or Dependence
Strategies for Teachers and Educators:

Dont be afraid to ask questions

Think practically

Meet students basic needs

Dont keep it a secret

Know the law

Develop trust

Students With Parents Involved in

Substance Abuse or Dependence
Strategies for Teachers and Educators:

Know what to say

Become a source of information

Be flexible

Connect with parents and other family members, even the

substance abusing ones

Familiarize yourself with evidence-based interventions

Students Exposed to Domestic

Violence

Students Exposed to Domestic

Violence

Definition?

A pattern of assaultive and coercive behaviors that adults use

against their intimate partners

40-50% of children in homes with domestic violence witness the

abuse

45-70% of children in homes with domestic violence are victims

of abuse by the abuser or the abused parent

Inconsistent parenting

Students Exposed to Domestic

Violence

Struggle with coping

Attachment may be impacted

Struggles with internalizing

Communication issues may lead to a number of behaviors

Self-esteem

Externalizing problems

Students Exposed to Domestic

Violence
Strategies for Teachers and Educators:

Be prepared for varied methods of disclosure

Consult with professionals in your school

Know the law

Be honest

Document, document, document

Provide structure and a sense of security

Students Exposed to Domestic

Violence
Strategies for Teachers and Educators:

Validate and reassure the student

Only make promises you can keep

Do not blame or criticize the abusing parent

Know the triggers

Use a daily check-in

Teach problem-solving skills

Monitor attendance

Communicate concerns with parents

Students Anticipating the Death

of a Family Member or Loved One

Students Anticipating the Death

of a Family Member or Loved One

2 million children and adolescents younger than 18 have

experienced the death of a parent

Expected death vs. unexpected death

Saying goodbye

Anticipatory grief

Students Anticipating the Death

of a Family Member or Loved One

Processing death

The most important protective factor for children and adolescents

who experience the loss of an immediate family member is how
well the surviving parents attends to their own grief and to the
grief of their children

Teachers can watch for signs of unfair expectations or

responsibilities on the surviving children

Cultural aspects of death

Students Anticipating the Death

of a Family Member or Loved One
Strategies for Teachers and Educators Before the Death:

Schools should be prepared to educate and support teachers in

their daily interactions with bereaved students

Establish a bereavement fund for students and staff who

experience loss

Use teachable moments

Students Anticipating the Death

of a Family Member or Loved One
Strategies for Teachers and Educators During the Terminal Stage:

Prepare for separation anxiety

Keep in close contact with the spokesperson for the family

Maintain a predictable routine

Know the students triggers and avoid them when possible

Encourage students to write or draw pictures in a journal

Students Anticipating the Death

of a Family Member or Loved One
Strategies for Teachers and Educators Once the Death Has
Occurred:

Offer reassurances

Make contact with the bereaved student and family before the
child returns to school

Do not impose your own beliefs

Consider attending the visitation or funeral

Be flexible

Provide a means to communicate with the childs teachers for the

following years

Students Responding to the

Unexpected Death of a Family Member
or Loved One

Students Responding to the

Unexpected Death of a Family Member
or Loved One
Strategies for Teachers and Educators:

Provide as much choice and autonomy as possible

Make classroom life as predictable and safe as possible

Make sure all conversations are developmentally appropriate

Adjust or modify work requirements as needed

Help the student find a safe haven

Document, document, document

Encourage return to normalcy

Students Responding to the

Unexpected Death of a Family Member
or Loved One
Strategies for Teachers and Educators:

Dont make assumptions

Limit exposure to media coverage

Help find ways to let the student memorialize the deceased

Provide ways to express emotion

Prepare for separation anxiety

Present the facts

Coordinate with parents

Students Responding to the

Unexpected Death of a Family Member
or Loved One
Strategies for Teachers and Educators:

Listen openly and attentively

Engage in a classroom discussion or lesson

Know when to refer to student support personnel

Students From Military Families

Students From Military Families

2 million children are estimated to have one or both parents in

the military

Frequent moves

Anxiety before deployment

Separation during employment

Postdeployment issues

30-50% of military members returning from combat report physical

and psychological conditions (TBI, PTSD, etc.)

Students From Military Families

Strategies for Teachers and Educators Predeployment:

Talk about it

Maintain frequent communication with the at home caregiver

Students From Military Families

Strategies for Teachers and Educators Deployment:

Make a deployment countdown to the reunion with the deployed parent

Use teachable moments

Maintain consistent expectations

Provide appropriate class placement

Encourage the writing of letters or e-mails and pretend play

Encourage journaling

Utilize the experiences of military students

Support various creative outlets

Keep an eye out for signs of maltreatment

Anticipate changes as deployment ends

Students From Military Families

Strategies for Teachers and Educators Postdeployment:

Open lines of communication

Allow leniency with attendance

Maintain routines and structure

Help students create new ways to reconnect

Encourage active participation

Teach life skills

Document

Students Affected by Sexual

Abuse

Students Affected by Sexual

Abuse

Definition?

Any sexual activity perpetrated against a minor by threat, force,

intimidation, or manipulation

Statistics are difficult to know

Girls are 2 times more likely to be victims, however

Students Affected by Sexual

Abuse

Distorts self-concept

Trust and intimacy issues

PTSD

Mood disorders

Sleeping, eating and regressive behaviors

Teenagers are at a higher risk for at-risk sexual behavior,

substance abuse, fear, anxiety, withdrawal, and self-harming

1/3 may not manifest any symptoms

Students Affected by Sexual

Abuse

Shame, fear, taboo, honor and respect for elders, religion etc. are
often factors for disclosure and nondisclosure.

Students Affected by Sexual

Abuse
Strategies for Teachers and Educators:

Respond to disclosures with empathy and without judgement

Make school-based support personnel known to all students

Help locate any needed medical attention

Stay attuned to hints of sexual abuse

Follow legal and ethical obligations when responding to

disclosure

Students Affected by Neglect

Students Affected by Neglect

Childhood neglect is the most frequently reported form of

maltreatment, and children are more likely to die from the
experience of chronic neglect than they are from single incidents
of other types of maltreatment

More severe cognitive deficits

More internalizing behavioral problems

Students Affected by Neglect

Cultural standards for caring for children can vary significantly

Disciplinary factors

What constitutes neglect is iffy

Timing, nature and duration

Attachment is hugely affected

Students can be anxious, inattentive, slow learners, and highly

dependent on classroom teachers for approval, encouragement,
and assistance

Aggression, animal cruelty, lack empathy

Students Affected by Neglect

Brain development is altered

Executive functions

Regulate stress

Anxiety

Aggression

Social relationships are difficult

Managing emotions

Anxiety and depression

Behavioral considerations

Impulsive, planning, fatigue, lack of focus, somatization and eating

issues

Students Affected by Neglect

Strategies for Teachers and Educators:

Dont be afraid to report a suspicion of neglect

Talk to the student about your concerns

Reconsider the use of suspension or expulsion for discipline

Meet basic needs

Engage with the parent or caregiver

Know your limits

Learn to manage your own emotions

Maintain predictable and consistent routines and expectations

Provide direct social skills instruction

Intentionally create opportunities for positive peer interaction

Students Affected by Physical and

Emotional Abuse

Students Affected by Physical and

Emotional Abuse

Physical abuse purposeful, physical acts that can result in injury

or harm

Emotional abuse verbal abuse or excessive and unreasonable

demands on a child

CPS reports 18% child maltreatment, 8% emotional abuse

1770 fatalities resulted from maltreatment in 2009, most with

children 3 and younger

Students Affected by Physical and

Emotional Abuse
Strategies for Teachers and Educators:

Report suspected abuse

Shift thinking about causes of behavior

Model emotional control

Shift students beliefs about the world

Offer choices

Provide frequent opportunities for success

Students Responding to Natural

Disasters or Terrorism

Students Responding to Natural

Disasters or Terrorism

http://espn.go.com/video/clip?id=13742971

Schools often affected themselves

Behaviors may vary

Posttraumatic Growth

Developmental considerations

Family and social factors

Parenting struggles

Sociocultural factors

Poverty and vulnerability

Limited access to resources

Students Responding to Natural

Disasters or Terrorism
Strategies for Teachers and Educators:

Focus on helping students reclaim normalcy

Stay calm and reinforce safety

Listen and observe actively

Help identify susceptible students

Provide opportunities for sharing and expressing emotions

Consider modifying your curriculum

Provide caring support for students

Students Responding to Natural

Disasters or Terrorism
Strategies for Teachers and Educators:

Draw on students past experiences or provide opportunities to

demonstrate competence

Help your students help others

Draw attention to stories of compassion

Communicate with parents

Recognize the importance of cultural values and beliefs

References

Rossen, E., Hull, R. (2015). Supporting and Educating

Traumatized

Students. New York, New York: Oxford

University Press

Craig, S. (2015). Reaching and Teaching Children Who Hurt. East

Peoria, Illinois: Brooks Publishing Co.