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Building A Trauma Sensitive School

Trauma can leave children feeling overwhelmed and impede problem-solving or reasoning abilities and behavior, according to The National Child Traumatic Stress Network…First, students need to know they’re in a safe, supportive learning environment, even if that’s online. 

-Natalie Gross

https://www.educationdive.com/news/school-districts-plan-covid-19-trauma-support-even-as-classes-resume-onlin/583747/

Why Am I Doing This?

What is the definition of a trauma sensitive school?

Trauma Sensitive School

Educational practices that are intended

to cultivate a safe learning environment

and mitigate the impact of trauma on

learning.

A focus on regulation and relationship

before education.

SENSITIVE

Trauma-sensitive refers

to educational practices

and approaches that are

intended to cultivate a

safe learning environment

and mitigate the impact of

trauma symptoms on

student learning.

FOR ALL Informed

Trauma Informed vs Trauma Sensitive

INFORMED

Trauma-informed refers to

the delivery of therapeutic

practices and assumes

clinical understanding of

trauma and its impact on

individuals.

FOR TRAINED

THERAPISTS

What is Often Observed in Traumatized Children?

Traumatized children

Emotional dysregulation

  • Acting out
  • Dissociative behavior/extreme quiet

Reduced self-awareness

A lack of interpersonal or social skills

Non dialectical thinking

Reacting strongly or disproportionally to events

Symptoms of Trauma and What They Look Like

Trauma Mirrors other Symptoms

Difficulties maintaining relationships

Inattention, Lack of focus

Trouble with processing & working memory

Poor achievement

ADHD

Heightened vigilance, inaccurate perception of and

Aggressiveness, Poor anger management Emotional Disturbance

Impulsive response to danger

Withdrawal/Depression

Impulsive response to danger

Anxiety / Phobias

LD

Well, a lot has

happened since we

left in March.

Why is this work so important?

and, wait there is more...

What we are experiencing is not finite. Instead it’s ongoing and uncertain.Furthermore, the antidote to stress (CONNECTION) is affected because of COVID and the need for social distancing.

Mental Health Impacts of COVID

  • Traumatic Grief
  • Compassion Fatigue
  • Loneliness, isolation and fatigue
  • Anxiety stemming from uncertainty
  • Stress and sadness associated with major life changes
  • Secondary disturbance

“Although we are all in

the same storm, we

are not all in the same

boat. Some are on

super-yachts. Some

have just one oar.”

Historically Marginalized Communities

Historically Marginalized Communities Experience More Trauma & Toxic Stress

Check Assumptions

  • The effects of COVID are disproportionately impacting historically marginalized populations, including: Black, Indigenous, People of Color, and People with Disabilities
  • Disproportionate contagion /fatality of COVID
  • Food, financial, and housing instability, joblessness
  • Inequities in ability to access remote learning
  • Compounding trauma of racially motivated murder/police brutality
  • Preexisting racism, sexism, discrimination, and inequities
  • Check your assumptions. Be aware of your blind spots

Resilience

Resilience

Just as COVID-19 is fatal to a small percentage, the pandemic similarly will likely result in PTSD for only a small percentage and trauma effects for most will only be short- term (Griffin, 2020).

The environment before and after the trauma are more predictive than the trauma itself.

1. Sense of safety

2. Personal control

3. Connections -- Connecting with others, as well as giving to others.

4. Self-care & engaging in pleasurable activities.

5. Optimism and feelings of hope -- the expectation that everything will work out

6. Gratitude

7. Reminding yourself of past moments of strength & resilience

8. Mindfulness

9. A sense of purpose in it all

10. Humor

The

Environment that builds resiliency

Toxic Stress, Trauma and ACES

Toxic Stress, Trauma and ACES

Cognitive effects of stress in the brain structure include: reduced hippocampus, overactive amygdala, activation of limbic system which affects learning and reading emotions

What are ACES?

Adverse Childhood Experiences

Abuse: physical, sexual, emotional

Neglect: physical, emotional

Household Dysfunction: mental illness, substance abuse, intimate-partner violence, divorce, incarceration of a parent

Trauma and ACES

How childhood trauma affects health across a lifetime | Nadine Burke Harris

To mitigate ACES, one must boost Positive Childhood Experiences (PCES)

Positive Childhood Experiences

1) Talk with family members about their feelings

2) Feel that their families stood by them during difficult times

3) Enjoy participating in community traditions

4) Feel a sense of belonging in high school

5) Feel supported by friends

6) Have at least two non-parent adults who take genuine

interest in them

7) Feel safe and protected by an adult in their homes.

"Positive Childhood Experiences..."

"Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample.

Associations Across Adverse Childhood Experiences Levels"

Christina Bethell, PhD, MBA, MPH1; Jennifer Jones, MSW2; Narangerel Gombojav, MD, PhD1; et al

Find this article here: https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336

Polyvagal Theory and the Brain

In 1994 Dr. Stephen Porges proposed the Polyvagal Theory, a theory that links the evolution of the mammalian autonomic nervous system to social behavior and emphasizes the importance of physiological state in the expression of behavioral problems and psychiatric disorders.

Polyvagal Chart

"Flipping Your Lid"

Amygdala hijack

The 3 R's to Reaching the Learning Brain:

1

Regulate: help the child to regulate & calm their

flight/fight/freeze responses. How? Soothing but limited language, a safe space to go, stepping back and allowing them time to process. Don’t add to the feelings by shouting or ‘adding fuel to the fire’.

2

Relate: we need to connect with and relate to

the child. How? Develop a calm, sensitive dialogue, acknowledging how they feel and how that is hard for them. “Wow, you must have felt really angry then. That must have been hard for you…”

3

Reason: we can support the child reflect, learn,

remember, articulate and self-regulate their emotions.

How? Teach them the language of emotions, strategies

for regulating them, use story to explore emotions and

remind them of their safe places and safe people

Paradigm Shift to a Trauma Sensitive School

CLICK THIS LINK:

https://safeyoutube.net/w/5uYQ

Trauma Informed Lens

Traditional

Trauma Sensitive

All behavior is a choice.

When children misbehave, teacher thinks:

- “What’s wrong with that child?

Academics first and foremost

Discipline

It’s all about the kids:

“The child is giving me a hard time.”

Paradigm Shift

We don’t always have conscious choice over the behavior(s) we display. We

can only make conscious decision(s) if our bodies are regulated.

When children misbehave, teacher thinks

- “What’s does that behavior mean?”

Well-being and academics, we must regulate, relate, then reason.

Restorative

Starts with the adults. All school personnel need support.

"They are having a hard time."

Focus on Strengths

The discussion around trauma becomes more complex over time. The most important things to remember are:

Don’t ask “What’s wrong with you?”, but do ask “What happened to you?”

The experience of trauma can lead to post traumatic growth. Changing the language of learned helplessness to that of learned resilience.

Keep the discussion strength based and don’t allow the system to start categorizing children by the worst thing that ever happened to them.

What We Can Do for Ourselves & Our Students

Self Care, Relationships, Regulation, and Fun

For Our Students

  • Safety/Schedule/Structure
  • Relationships
  • Regulation
  • Hobbies and Fun

“I see you, I hear you, and what you say matters.” - Oprah

  • Structure and routine creates safety.
  • Calm corners, crisis pass, don’t remove but give choice and voice.
  • Allow for witnessing and sharing one’s narrative. We need to share our narrative with equity and being present.

Safety

  • Relationships over Rigor, Connection before Correction.
  • Empathy and support for all (staff included)
  • If you find yourself being annoyed, calm yourself down so that you don’t unintentionally rupture a relationship or create power struggles. Co-Regulation.
  • Stay away from public redirection, instead create micro-moments of connections.
  • Watch out for dismissive /toxic positivity. Instead use empathy- reflect, validate , ask -don’t minimize and avoid problem solving. Be aware of body language and non-verbal communication, get low.
  • Create a touch-free or virtual routine. (Hi-five to fist and everything in between).
  • Break-out sessions (if remote) that create connection. Start in community first.

Relationships with Others

Regulation

  • Classroom organization, structure, routine. For remote learning, streamline the process.
  • Promote self-awareness by having a feelings chart, emotional check-ins, name it to tame it.
  • Mindfulness
  • Gratitude
  • Control/Self-Efficacy
  • Stay in rather than send out.

Instructions

A Mindful Way to Reflect: Rose, Thorn, and Bud

Argos Gonzalez

June 21, 2020

STEP 1: Define terms for the activity

Rose = A highlight, success, small win, or something positive that happened.

Thorn = A challenge you experienced or something you can use more support with.

Bud = New ideas that have blossomed or something you are looking forward to knowing more about or experiencing.

STEP 2: Brainstorm

Give students 30 seconds to a few minutes to sit silently and reflect on their their rose, bud, and thorn. Then give students 5-10 minutes to jot down ideas on a piece of paper or print out the graphic organizer provided here.

STEP 3: Debrief

Share your own rose, bud, and thorn, and then go around the room asking students to share their rose, bud, or thorn or reflect on the activity itself.

Find the instructions and graphic organizer here: https://www.mindfulschools.org/inspiration/mindful-reflection/?fbclid=IwAR28QjE-

Make time for fun - start with informal chats

Brain breaks, Kahoots, morning announcements, hobbies, etc.

Fun

The First Relationship Starts With You: Prioritize Self-Care

Prioritize Self-Care (Aaron Munson)

Prioritize Self-Care

Find the full Self-Care Action Plan document here: https://docs.google.com/document/d/15DSDg66otIWs2ZiF9YQURpLe2jiG2AnVU16opYKRsWQ/edit

"Psychology Tools"

Free Guide To Living With Worry And Anxiety Amidst Global Uncertainty

Dr Matthew Whalley

Clinical Psychologist & Dr Hardeep Kaur

Clinical Psychologist

March 17, 2020

Find this free guide here: https://www.psychologytools.com/assets/covid-19/guide_to_living_with_worry_and_anxiety_amidst_global_uncertainty_en-us.pdf

Emotions matter for attention, memory and learning. Positive emotions like joy and curiosity harness attention and promote greater engagement. Emotions like anxiety and fear, especially when prolonged, disrupt concentration and interfere with thinking. Chronic stress, especially when poorly managed, can result in the persistent activation of the sympathetic nervous system and the release of stress hormones like cortisol. Prolonged release of this and other neurochemicals impacts brain structures associated with executive functioning and memory, diminishing our ability to be effective educators and undermining student learning.

 Emotions matter for decision-making. When we’re overwhelmed and feeling scared and stressed, the areas of our brains responsible for wise decision-making also can become “hijacked.” In contrast, the experience of more positive states like joy and interest tend to help people evaluate individuals, places and events more favorably compared to people experiencing more unpleasant emotions. Pleasant emotions also have been shown to enhance mental flexibility and creativity, which are key to navigating the novel and evolving demands of living through a pandemic.

 Emotions matter for relationships. How we feel and how we interpret the feelings of others sends signals for other people to either approach or avoid us. Teachers who express anxiety or frustration (e.g. in their facial expressions, body language, vocal tone or behavior) are likely to alienate students, which can impact students’ sense of safety in the classroom—and likely at home in a virtual learning environment—thereby having a negative influence on learning. Further, dysregulated emotions can undermine healthy relationships between teachers and parents. For most students, a successful distance learning experience will require a solid partnership between teachers and families.

 Emotions matter for health and well-being. How we feel influences our bodies, including physical and mental health. Stress is associated with increased levels of cortisol, which has been shown to lead to both physical and mental health challenges, including depression and weight gain. Both the ability to regulate unpleasant emotions and the experience of more pleasant emotions have been shown to have health benefits, including fostering greater resilience during and after traumatic events.

 Emotions matter for performance. Chronic stress among teachers is linked to decreases in teacher motivation and engagement, both of which lead to burnout. Teachers who are burnt out have poorer relationships with students and are also less likely to be positive role models for healthy self-regulation—for their students and their families. It’s no surprise that teachers who are burnt out are more likely to leave the profession, which impacts student learning and puts a huge drain on schools.

Educators’ emotions matter. YOU matter.

Excerpt from: https://www.edsurge.com/news/2020-04-07-teachers-are-anxious-and-overwhelmed-they-need-sel-now-more-than-ever

Emotional Awareness in Teachers and Staff:

  • the ability to recognize emotions accurately
  • understand their causes and consequences
  • label them precisely, express them comfortably and;
  • regulate them effectively.

(This takes learning and practice!)

Building Resilience in Educators and staff

~

Emotional Awareness

Positive Effects of Emotional Awareness in Administrators:

  • teachers are shown to have fewer negative emotions and more positive emotions.
  • these teachers also are likely to have better-quality relationships with their students.
  • when students have stronger connections with their teachers, they, in turn, are more engaged and committed to learning; they’re also more willing to take risks and persist in the face of difficulty. 

“The emotional climate is the feelings and emotions a learning space evokes; that space includes both the physical one and the learning climate that is evoked through the interactions between and among educators and students. This can be applied to traditional school settings and to a virtual one.”

- Christina Cipriano and Marc Brackett

https://www.edsurge.com/news/2020-04-07-teachers-are-anxious-and-overwhelmed-they-need-sel-now-more-than-ever

Supporting Educators’ Well-Being

time to adjust to the new normal of online learning 

ways to make virtual learning fun and engaging

need for honesty, respect, kindness, flexibility and patience from their school administrators more realistic expectations, including boundaries around working around the clock.

normalize teacher self-care

strategies to support their own and their students’

wellness and resilience

Coping in Hard Times: Fact Sheet for School Staff, Teachers, Counselors, Administration, and Support Staff

Found here: https://www.nctsn.org/sites/default/files/resources/fact-sheet/econ-coping-schoolstaff-factsheet.pdf

Coping and Supporting

Supporting Grieving Students During a Pandemic

Found here: https://www.schoolcrisiscenter.org/wp-content/uploads/2020/04/2861_0420-COVID-19-CRD-Supporting-Grieving-Students-Coalition_v4__April-10-2020.pdf

Guiding Principles

SAMHSA- 6 principles (Substance Abuse and Mental Health Series Administration & the CDC)

Blaming, Shaming, and Minimizing

Toxic Positivity

Avoid These...

https://www.thecut.com/article/what-is-toxic-positivity.html

Strategies for All:

Strategies for Re-Entry

  • Self-Care https://ggie.berkeley.edu/practice/mindful-self-compassion-for-adults/
  • Changing our lens from “kids do well when they want to, kids do well when they can.”
  • View behaviors as info of what is underneath, rather than a child challenging you (do the same for ourselves).
  • Co-regulate. We need to be aware of our feelings and need to manage ourselves in order to manage others.
  • The power of “and” and “yet”. It is hard to wear a mask and it’s important to wear (DBT technique) . Our kids might not be there “yet,” nor may we (growth mindset).
  • The adults need connections in the building too.
  • Trauma-informed must include antiracist and antisexist lenses. Trauma-informed without considering racism and sexism is not inclusive and ignores a huge aspect of some people’s experiences.
  • Leadership that ensures that everyone, including staff, feels protected , valued and are on-board!

Sample Reentry Scripts

For Elementary

  • Build connections and make it fun.
  • Transparency (without oversharing) and information (in a controlled manner) helps little ones feel safe.
  • Kids will need help with keeping masks on, social distancing and the "new normal." Remember to view all these mistakes, yes there will be mistakes, through an empathic, trauma sensitive lens.

The first days of school, teachers meet kids

outside and engage in fun activities (simon says, read-aloud) to facilitate separating

from caregiver.

First Day Fun...

Start and end each day with an intentional way to make a connection. Can do a distance high five (great) to a fist bump (terrible) to see where kids are emotionally. Have the child

show from 1-4 fingers for everything in between. Can do this if remote or in school.

Start Each Day...

Morning meetings where children have an opportunity to check in, talk about

feelings and share their narratives.

https://docs.google.com/document/d/1L0LRaxkuDozjJfY4rwys3GucvmjzsofdLd6Ba8Yex3U/

edit

Morning Meetings...

  • Social Distant Classroom

Created by: FRES Summer School Staff Members

Saturday, July 25, 2020

https://cardboardhighfiveteacher.blogspot.com/?fbclid=IwAR2obe6dyJKj_bB3jTnB-

jckbkRSPimlcuAHqKXPlbGPOYUvaPENNDkdHXE

  • Make feeling masks. Calm corners.

Cute Ideas for Creating a Socially Distant Classroom...

Adults in the building can have a picture of themselves without masks.

Check out these nurses who did this with pins: https://news.vumc.org/2020/07/16/button-project-

lets-children-see-the-faces-behind-the-

masks/?fbclid=IwAR3HQr17VFuMd65Sa2MuRxTRAULoGEmqYvDtufunKyWynlkdjG-

56MkxROI#.Xx0NQ5f5FPI.facebook

Picture this...

Stories Sent Home...

Recommend social stories for parents to read at home before school starts about routines and

structures in school.

https://www.autismresourcecentral.org/social-stories-for-young-and-old-

on-covid-19/

Gratitude Journal and All About Me Journal (Thank you- Liz Barajas-

Trauma Informed Educators Network).

Gratitude Journal

https://docs.google.com/presentation/d/1JjeMkoxpHbejo8rCYtYxasQijuK_Yg58QknE4UqcdAM/edit?usp=sharing

All About Me Journal

https://docs.google.com/presentation/d/1gP8O0RYrRWvWIVbwaVpfpyb_kEc3sE5pMGAy5QHmduI/edit?usp=sharing

Journals...

The Kissing Hand...

Have parents read, The Kissing Hand with their child. There are free read

alouds on youtube. Ex below.

https://www.youtube.com/watch?v=dPUW1t9Gu4s&t=34s

Teachers can reinforce the Kissing Hand with these activities.

https://www.pinterest.com/pin/153755774751174372/?fbclid=IwAR3dUnxoh

hTmHvzaN1ozV68OZr_roq9xBKVVrnccW9LK35W9F76f3G56cls

  • Relationships and connection matter MOST!
  • Since there are so many teachers, it’s important for there to be school wide initiatives.
  • Be flexible, understanding and not that strict, scary teacher.
  • Have student leaders help come up with ways to handle masks and social distancing. They need their sense of agency restored.
  • Let kids know in advance of all changes in the routine, including distancing and masking.
  • Use the events surrounding the pandemic and the social
  • unrest in curriculum. We are all living in times that will enter in future history books.
  • Don't be afraid to confront loss and fear, be prepared. Not only the kids have been traumatized, share your own vulnerability as appropriate.
  • Need to keep in mind that we are still in the throes of COVID. Many teens feel that they are “over corona”. On the other hand, they are still shell shocked. Need to balance providing structure, relevant curriculum and understanding.
  • Inequality, racial issues are things teens will want to discuss- get ready to get comfortable being uncomfortable. Third Rail.
  • Remember about that treadmill - slow and steady wins the race.

For Middle and High School

1-2-3 Clap: A School Team Building

ActivityPartners engage in a counting and clapping team building activity that welcomes mistakes, and reflect on the experience after.

Find this activity hereL https://ggie.berkeley.edu/practice/1-2-3-clap/

"Asking middle and high schoolers to socially distance is like

asking a dog not to bark.”- Caren

Mistakes will happen. Re-frame them as an opportunity to build resilience.

Mistakes will happen

1-2-3 Clap: A School Team Building Activity

Partners engage in a counting and clapping team building activity that welcomes mistakes, and reflect on the experience after.

Find this activity here: https://ggie.berkeley.edu/practice/1-2-3-clap/

Gratitude Journal (Liz Barajas- Trauma Informed Educators Network).

Find the journal here: https://docs.google.com/presentation/d/1XIoCGi0nEUxpLFKiLJIrW_p4u04wncszjsjlpMU65m4/edit?usp=sharing

Gratitude Journal

Elementary In-Person

https://drive.google.com/file/d/1d1vFAZnM7dk3mE33mlV0XCeu_cY5ikPL/view?usp=sharing

Elementary Virtual

https://drive.google.com/file/d/1rImSlz2gXKZ1otvEK2nrMxVF7v_1Sq14/view?usp=sharing

Middle & High School School In-Person

https://drive.google.com/file/d/1amI7Qt02zuB88n4pX5gtdcAdGYyyjpO9/view?usp=sharing

Middle & High School Virtual

https://drive.google.com/file/d/1KLAYMo1Cauq8bAPvxI1ikx2POdFC4B_9/view?usp=sharing

Wealth of Resources

In this Link:

https://docs.google.com/document/d/1rz5kLABSv7U9b30OeLgEPYRYGMcEN6GU5at7aAsnLYg/edit?usp=sharing

Thank you!

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