RETURNING TO SCHOOL:�SUPPORTING TEACHERS, �STUDENTS & FAMILIES

PUC CLINICAL COUNSELING DEPARTMENT

*Presentation Adapted from “Trauma Informed Care Strategies for Approaching and Responding to Youth During COVID-19”. By Tia L. Roberts Hartsock, MSW, MSCJA and Lauren Canton, School Counselor, Kohala Middle School

PURPOSE/GOAL

• TO UNDERSTAND HOW COVID-19 MAY HAVE IMPACTED OUR TEACHERS, STUDENTS AND FAMILIES AND WHAT WE CAN EXPECT FROM THEM WHEN WE RETURN
• TO LEARN STRATEGIES TO BEST SUPPORT TEACHERS AND STUDENTS SOCIALLY, EMOTIONALLY, AND ACADEMICALLY UPON THE RETURN TO SCHOOL
• TO PRACTICE A POST-COVID COMMUNITY CIRCLE THAT WE CAN USE WITH TEACHERS AND STUDENTS

AGENDA

• IMPACT OF COVID-19 GLOBALLY AND OUR STATE
• IMPACT ON LEARNING
• TRAUMA-INFORMED STRATEGIES TO SUPPORT YOUTH AND INCREASE LEARNING DURING SCHOOL RE-OPENING POST-COVID
• STAFF SELF-CARE
• STAFF CIRCLE/CIRCLE PRACTICE

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GLOBAL TRAUMA/WORLD CRISIS

LARGE-SCALE TRAUMAS (THE WORLD TRADE CENTER ATTACKS, MASS SHOOTINGS, HURRICANES OR ENVIRONMENTAL DISASTERS), ARE ALMOST ALWAYS ACCOMPANIED BY INCREASES IN:

• DEPRESSION
• POST-TRAUMATIC STRESS DISORDER (PTSD)
• SUBSTANCE USE DISORDER
• OTHER MENTAL / BEHAVIORAL DISORDERS (ANXIETY, HYPERVIGILANCE)
• DOMESTIC VIOLENCE AND CHILD ABUSE
• SUICIDE

PROLONGED EXPOSURE TO STRESS…

HYPOTHALAMUS = BRAIN’S ALARM SYSTEM

WHEN ACTIVATED, RELEASES A SURGE OF HORMONES

(CORTISOL & ADRENALINE)

ONCE PERCEIVED THREAT HAS PASSED, HORMONE LEVELS RETURN TO NORMAL. HEART RATE AND BLOOD PRESSURE RETURN TO BASELINE, BUT WHEN STRESSORS ARE ALWAYS PRESENT, THE FIGHT-FLIGHT REACTION STAYS TURNED ON (HYPERVIGILANCE).

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OVEREXPOSURE TO STRESS CAN CAUSE:

• ANXIETY

• DEPRESSION

• DIGESTIVE PROBLEMS

• HEADACHES

• HEART DISEASE

• SLEEP PROBLEMS

• WEIGHT GAIN

• MEMORY & CONCENTRATION IMPAIRMENT

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COVID IMPACT ON STUDENTS

• SOME UNKNOWNS
• VARIES
• TO MEET STUDENTS’ NEEDS, WE HAVE TO MEET OUR OWN NEEDS FIRST…��(KIDS MIGHT NEED THE SAME THING…)

WHAT DO WE ALL NEED RIGHT NOW?�(EMOTIONALLY, SPIRITUALLY, FINANCIALLY, MENTALLY, PHYSICALLY, ETC.)

• PLEASE REFLECT FOR A MOMENT...
• IN YOUR EVERYDAY LIFE, WHAT RISES TO THE TOP IN TERMS OF NEED?
• DO YOU KNOW WHAT STEPS YOU NEED TO TAKE IN ORDER TO ADDRESS THAT NEED?
• HOW CAN YOU HELP YOUTH FIGURE OUT WHAT STEPS THEY NEED TO TAKE TO ADDRESS THEIR NEEDS?

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COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING (CASEL)

CRITICAL PRACTICES �FOR RE-OPENING SCHOOLS

• TAKE TIME TO CULTIVATE AND DEEPEN RELATIONSHIPS, BUILD PARTNERSHIPS, AND PLAN FOR SEL
• PRIORITIZE RELATIONSHIPS THAT HAVEN’T BEEN ESTABLISHED, ENGAGE IN TWO-WAY COMMUNICATION, AND BUILD COALITIONS TO EFFECTIVELY PLAN FOR SUPPORTIVE AND EQUITABLE LEARNING ENVIRONMENTS THAT PROMOTE SOCIAL, EMOTIONAL, AND ACADEMIC LEARNING FOR ALL STUDENTS.
• DESIGN OPPORTUNITIES WHERE ADULTS CAN CONNECT, HEAL, AND BUILD THEIR CAPACITY TO SUPPORT STUDENTS.
• HELP ADULTS FEEL CONNECTED, EMPOWERED, SUPPORTED, AND VALUED BY CULTIVATING COLLECTIVE SELF-CARE AND WELLBEING, PROVIDING ONGOING PROFESSIONAL LEARNING, AND CREATING SPACE FOR ADULTS TO PROCESS AND LEARN FROM THEIR EXPERIENCES.

CRITICAL PRACTICES �FOR RE-OPENING SCHOOLS

• CREATE SAFE, SUPPORTIVE, AND EQUITABLE LEARNING ENVIRONMENTS THAT PROMOTE ALL STUDENTS’ SOCIAL AND EMOTIONAL DEVELOPMENT.
• ENSURE ALL STUDENTS FEEL A SENSE OF BELONGING; HAVE CONSISTENT OPPORTUNITIES TO LEARN ABOUT, REFLECT ON, AND PRACTICE SEL; EXAMINE THE IMPACT OF THE PANDEMIC AND SYSTEMIC RACISM ON THEIR LIVES AND COMMUNITIES; AND ACCESS NEEDED SUPPORT THROUGH SCHOOL OR COMMUNITY PARTNERS.
• PARTNER WITH STUDENTS, FAMILIES, STAFF AND COMMUNITY PARTNERS TO LEARN ABOUT STUDENTS’ AND ADULTS’ ONGOING NEEDS AND STRENGTHS, AND CONTINUOUSLY IMPROVE SEL AND TRANSITION EFFORTS�
• HTTPS://CASEL.ORG/WP-CONTENT/UPLOADS/2020/07/SEL-ROADMAP.PDF

STRATEGIES TO HELP CREATE & STRENGTHEN �A TRAUMA-INFORMED ENVIRONMENT

• TRAUMA-INFORMED CARE PRINCIPLES CAN PROVIDE A FRAMEWORK FOR SCHOOLS AND ORGANIZATIONAL COMMUNITIES FEEL SAFE AND SUPPORTED DURING TIMES OF CRISIS.
• STUDENTS NEED AN OPPORTUNITY TO LEARN, EDUCATORS NEED SUPPORT TO TEACH, AND ADMINISTRATORS NEED TO PROVIDE A EFFECTIVE STRUCTURE

BIGGEST GOAL :

NOT TO TRAUMATIZE, NOT TO RE-TRAUMATIZE, NOT TO TRIGGER

TRAUMA-INFORMED STRATEGIES TO SUPPORT STUDENTS DURING THE GLOBAL COVID CRISIS

1. VOICE, CHOICE AND PACING
2. SAFETY
3. EMPOWERMENT
4. TRUSTWORTHINESS & TRANSPARENCY
5. RESILIENCE & COLLABORATION
6. CULTURAL RESONANCE & RESPONSIVITY

WHAT IS TRAUMA INFORMED TEACHING?

TRAUMA-INFORMED TEACHING IS NOT A CURRICULUM, SET OF PRESCRIBED STRATEGIES, OR SOMETHING YOU NEED TO “ADD TO YOUR PLATE.” IT’S MORE LIKE A LENS THROUGH WHICH YOU CHOOSE TO VIEW YOUR STUDENTS WHICH WILL HELP YOU BUILD BETTER RELATIONSHIPS, PREVENT CONFLICT, AND TEACH THEM EFFECTIVELY.

STRATEGY 1: VOICE, CHOICE & PACING

• PROVIDE INSTRUCTIONS AND DIRECTION IN SMALL, CONCRETE WAYS.
• ALLOW STUDENTS TO ASK MANY QUESTIONS AND EVEN PROVIDE PROMPTS TO CLARIFY.
• ASK DIRECTLY FOR FEEDBACK ABOUT PACING.
• IS THIS TOO MUCH INFORMATION? ARE WE GOING TOO FAST RIGHT NOW?
• CHECK IN WITH KIDS OFTEN (SHOWS YOU CARE, CREATES SAFETY, IT’S LIKE ASKING “ARE YOU OK?”)
• CREATE OPPORTUNITIES TO SOLICIT EACH STUDENT’S VOICE IN CONVERSATIONS.� THROUGH WRITING, IN CHAT ROOM (IF VIRTUAL) OR EVEN THROUGH ART
• PROVIDE CHOICE WHENEVER POSSIBLE!! �OPTIONS ARE SO HELPFUL WHEN STUDENTS ARE FEELING OVERWHELMED! GIVE THEM BACK CONTROL...

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WHAT IS ONE WAY YOU CAN PROVIDE CHOICE TO A STUDENT

IN YOUR CLASSROOM?

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STRATEGY 2: SAFETY

• CHECK-IN WITH STUDENT AND CO-WORKERS OFTEN.
• FORMALLY MAKE TIME EVERYDAY TO TOUCH BASE – WHETHER IT IS AN EMAIL OR TEXT, JUST LET PEOPLE KNOW YOU ARE THERE.
• IDENTIFY THOSE WHO MAY NEED ADDITIONAL SCREENING AND/OR TREATMENT FOR STRESS/MENTAL HEALTH CONCERNS.
• REFER TO SCHOOL COUNSELOR, ASK ME FOR SEL RESOURCES
• VALIDATE, VALIDATE, VALIDATE. AND EMPATHIZE. IT HELPS CREATE A SAFE SPACE.
• THIS. IS. HARD. PEOPLE NEED TO HAVE THEIR EMOTIONS, WHEREVER THEY ARE, VALIDATED AND HEARD. “I HEAR YOU…I HEAR THE STRESS IN YOUR VOICE…”
• ESTABLISHING BOUNDARIES HELPS STUDENTS FEEL SAFE
• WHEN STUDENTS KNOW WHERE THE LINE IS, AND THAT LINE DOESN’T MOVE, IT HELPS PROVIDE SAFETY
• PAY ATTENTION TO YOUR NON-VERBAL COMMUNICATIONS
• WHEN BRAINS ARE STRESSED, THEY ARE MORE AWARE OF HOW PEOPLE COMMUNICATE NON-VERBALLY IN FACIAL EXPRESSIONS AND TONE OF VOICE
• STRESS BRAIN = LOWER COMMUNICATION SKILLS, IMPAIRED ABILITY TO CONCENTRATE

STRATEGY 3: EMPOWERMENT

• PEOPLE ARE FEELING VERY DISEMPOWERED RIGHT NOW.

EMPOWERMENT INCREASES WHEN SOMEONE FEELS THEY HAVE CONTROL OVER THEIR DAILY LIVES.

IDENTIFY WAYS TO GIVE STUDENTS CONTROL/CHOICE. CONTROL OVER ANY SMALL THING ON A REGULAR BASIS.

• CREATE OPPORTUNITIES FOR YOUTH TO TAKE ON LITTLE RESPONSIBILITIES.�IF A STUDENT FEELS LIKE THEY HAVE RESPONSIBILITIES AND THEN MEETS THE EXPECTATIONS, IT INCREASES EMPOWERMENT, CELEBRATE SUCCESSES
• OUTLINE STEPS TO GET TO A GOAL.�MAKE SURE INSTRUCTIONS ARE IN SMALL, DIGESTIBLE AMOUNTS
• BUILD SELF-EFFICACY

THE BELIEF IN ONE’S ABILITY TO CARRY OUT SPECIFIC TASKS AND REACH GOALS

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WHAT IS ONE WAY YOU CAN CREATE SAFETY OR EMPOWER A STUDENT

IN YOUR CLASSROOM?

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STRATEGY 4: TRUSTWORTHINESS & TRANSPARENCY

• BOUNDARIES, BOUNDARIES, BOUNDARIES!

STUDENTS NEED TO KNOW WHERE THE BOUNDARIES ARE. ADULTS NEED TO CREATE AND COMMUNICATE THEM. �TRUST IS BUILT UPON KNOWING WHERE THE LINE IS AND ENSURING IT DOES NOT MOVE.

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• CLEAR COMMUNICATION – DIRECT & FREQUENT

HELPS REDUCE ANXIETY AND CAN HELP WITH PREDICTABILITY

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• EXPLANATION OF THE ‘WHY’ FOR MANY THINGS

POLICIES, PROCEDURES, CHANGES, ETC. HELPS WITH HOW PEOPLE ARE ABLE TO ACCEPT AND MOVE FORWARD

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• MODELING STRENGTH & SENSITIVITY

MODELING BEHAVIORS FOR STUDENTS WILL HELP THEM NAVIGATE THROUGH THESE WATERS

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STRATEGY #5: RESILIENCE & COLLABORATION

• HELPING STUDENTS RECALL HOW THEY SUCCESSFULLY HANDLED HARDSHIPS IN THE PAST
• REMIND STUDENTS OF THE PATH THEY HAVE TRAVELED AND WHERE THEY ARE TODAY
• ENCOURAGING PARENTS TO GET SUPPORT AND HELP DURING A CRISIS
• REFRAMING
• THINK OF HOW TO FIND THE STRENGTHS OF THIS SITUATION
• EMOTIONAL REGULATION CAN HELP TO BUILD RESILIENCE

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WHAT IS ONE WAY YOU CAN ENHANCE RESILIENCE OR BUILD TRUST WITH A STUDENT IN YOUR CLASSROOM?

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STRATEGY #6: CULTURAL RESONANCE & RESPONSIVITY

• CULTURE : HELPS US SURVIVE, BUILDS RESILIENCE, CONNECTION, BELONGING, GIVES STRENGTH, COMFORT, SUPPORT

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• BUILDING UPON THE CULTURAL STRENGTHS

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HELP IDENTIFY – BY ASKING – WHAT A STUDENT’S CULTURAL PRACTICES ARE AND HOW THEY CAN BE HONORED DURING THIS TIME

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• UNDERSTANDING THERE ARE CULTURAL DIFFERENCES BETWEEN HOW PEOPLE ARE IMPACTED BY THE EVENTS OF TODAY

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THERE ARE FINANCIAL, SPIRITUAL, EMOTIONAL AND OTHER WAYS PEOPLE ARE EXPERIENCING THIS CRISIS; CAUSING VARYING LEVELS OF STRESS

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• BUILDING TRUST

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ACKNOWLEDGING TRUST MAY HAVE BEEN BROKEN IN THE PAST AND HOW TO MINIMIZE MISTRUST

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WHAT IS ONE WAY YOU CAN CREATE A CULTURALLY RESONANT APPROACH WITH A STUDENT IN YOUR CLASSROOM?

5 THINGS TO UNDERSTAND ABOUT TRAUMA

1. TRAUMA IS REAL. DON’T MINIMIZE OR DISCOUNT IT.
2. TRAUMA IS PREVALENT. BE ALERT AND “ON THE LOOK OUT”.
3. TRAUMA IS TOXIC TO THE BRAIN AND CAN AFFECT LEARNING AND DEVELOPMENT IN A MULTITUDE OF WAYS.
4. IN OUR SCHOOL, WE NEED TO BE PREPARED TO SUPPORT KIDS WHO HAVE EXPERIENCED TRAUMA, EVEN IF WE DON’T KNOW EXACTLY WHO THEY ARE.
5. CHILDREN ARE RESILIENT, AND WITHIN POSITIVE LEARNING ENVIRONMENTS, THEY CAN GROW, LEARN, AND SUCCEED.

MISTAKES TO AVOID

1. DON’T ASSUME YOU KNOW WHO’S BEEN IMPACTED BY TRAUMA AND WHO HASN’T, THE EXTENT OF THE TRAUMA, OR THE REASON FOR IT.
2. DON’T LABEL KIDS OR UNNECESSARILY ADVERTISE THEIR TRAUMA.
3. DON’T JUDGE THE TRAUMA OR COMPARE TRAUMATIC SITUATIONS.
4. DON’T TAKE THE BEHAVIOR PERSONALLY.
5. DON’T TRY TO DIG UP TRAUMA AND PSYCHOANALYZE KIDS.
6. DON’T TAKE ON THE BURDEN OF FIXING THE TRAUMA FOR THE CHILD.

PRACTICAL STRATEGIES FOR TRAUMA-INFORMED TEACHING

1. BE PRESENT AND EMOTIONALLY AVAILABLE.
2. ASK KIDS DIRECTLY HOW YOU CAN HELP THEM.
3. WATCH FOR TRIGGERS, EVEN THE INNOCUOUS ONES, AND RESPOND PROACTIVELY.
4. WHEN YOU SEE AN OUTBURST, SHIFT FROM JUDGMENT TO CURIOSITY.
5. LEARN MORE ABOUT THE FAMILIES AND COMMUNITY YOU SERVE, ASKING “WHAT ELSE COULD BE TRUE BESIDES MY ASSUMPTION?”
6. PROVIDE STRUCTURE AND PREDICTABILITY, TO COUNTERACT STUDENTS’ FEELING OF BEING “ON HIGH ALERT AT ALL TIMES. 

BE MINDFUL OF THE POTENTIAL IMPACT OF VICARIOUS TRAUMA.�

WORKING WITH KIDS IMPACTED BY TRAUMA IS CHALLENGING, BUT WE DON’T NEED TO SAVE KIDS FROM THEIR TRAUMA. WE NEED TO REALLY SEE KIDS AND HELP THEM BECOME THE BEST VERSIONS OF THEMSELVES. 

SELF-CARE: TAKING CARE OF YOURSELF DURING COVID-19

RESOURCES

1. SAMHSA GUIDANCE FOR A TRAUMA INFORMED APPROACH - HTTPS://STORE.SAMHSA.GOV/SITES/DEFAULT/FILES/D7/PRIV/SMA14-4884.PDF
2. PARENT/CAREGIVER GUIDE TO HELPING FAMILIES COPE WITH COVID-19 HTTPS://WWW.NCTSN.ORG/SITES/DEFAULT/FILES/RESOURCES/FACTSHEET/PARENT_CAREGIVER_GUIDE_TO_HELPING_FAMILIES_COPE_WITH_THE_CORONAVIRUS_DISEASE_2019_COVID-19.PDF
3. TRAUMA-INFORMED TEACHING/PARENTING IN OUR NEW ONLINE ENVIRONMENT - HTTPS://442.A94.MYFTPUPLOAD.COM/WP-CONTENT/UPLOADS/TTS-SOCIAL-DISTANCING-INFOGRAPHIC-2.PDF
4. COPING WITH STRESS & COMPASSION FATIGUE - HTTPS://STORE.SAMHSA.GOV/SITES/DEFAULT/FILES/SAMHSA_DIGITAL_DOWNLOAD/PEP20-01-01-016_508.PDF
5. FEELING STRESSED OR ANXIOUS ABOUT THE COVID-19 PANDEMIC? - HTTPS://STORE.SAMHSA.GOV/PRODUCT/FEELING-STRESSED-OR-ANXIOUS-ABOUT-THE-COVID-19-PANDEMIC/PEP20-01-01-015
6. A CRASH COURSE ON TRAUMA INFORMED TEACHING - HTTPS://THECORNERSTONEFORTEACHERS.COM/TRUTH-FOR-TEACHERS-PODCAST/TRAUMA-INFORMED-TEACHING/

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COVID STUDENT CIRCLES

• INFORMATIONAL AND SOCIAL-EMOTIONAL BENEFITS
• IMPORTANT TO EXPLAIN TO KIDS WHAT THE PLAN IS AND WHY WE ARE DOING WHAT WE ARE DOING, REDUCES ANXIETY, BUILDS TRUST AND COMPLIANCE
• PROVIDES STUDENTS WITH A SAFE SPACE AND AN OPPORTUNITY TO PROCESS THEIR EXPERIENCE
• OFFERS EMOTIONAL SUPPORT (FROM TEACHER AND PEERS)
• CREATES CONNECTION, BUILDS COMMUNITY, IMPROVES RELATIONSHIPS
• CREATES SENSE OF BELONGING

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COMMUNITY CIRCLE GUIDELINES/PROTOCOL

ONE PERSON SHARES AT A TIME – TALKING TRANSITIONS; NO OUTSIDE COMMENTS OR CHATTING EVEN IF IT’S RELATED TO WHAT THE SPEAKER SAID

SPEAK FROM YOUR HEART – WHATEVER IS TRUE FOR YOU IN THE MOMENT - TRUST THAT YOU WILL KNOW WHAT TO SAY

LISTEN TO UNDERSTAND – TRY TO LET GO OF ANY FEELINGS OR STORIES FROM THE PAST THAT MAKE IT HARD TO HEAR SOMEONE

HONOR CONFIDENTIALITY – WHAT HAPPENS IN CIRCLE STAYS IN CIRCLE

SAY JUST ENOUGH – TAKE THE TIME YOU NEED, KNOWING OTHERS NEED TIME TOO

YOU CAN ALWAYS PASS FOR THE ROUND OR SAY “PASS FOR NOW” AND THE CIRCLE LEADER WILL COME BACK TO YOU

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COVID COMMUNITY CIRCLES: CIRCLE PROMPTS

BEGIN WITH CIRCLE GUIDELINES/PROTOCOLS

• WHAT HAS THE EXPERIENCE OF COVID-19 BEEN LIKE FOR YOU?
• WHAT 3 FEELINGS DESCRIBE HOW YOU’VE FELT DURING THIS TIME?
• WHAT’S BEEN A CHALLENGE FOR YOU DURING THIS TIME OF COVID?
• WHAT’S BEEN SOMETHING GOOD/POSITIVE THAT HAS COME FROM IT?
• WHAT HAVE YOU LEARNED ABOUT YOURSELF? HOW HAVE YOU GROWN?
• WHAT HAS HELPED YOU REDUCE STRESS?/HOW DO YOU SELF-CARE?
• HOW CAN YOU HELP OTHERS DURING THIS TIME?
• HOW ARE YOU FEELING ABOUT THIS NEW SCHOOL YEAR AND THE CHANGES IN PLACE?
• WHAT’S ONE CHALLENGE YOU MIGHT EXPERIENCE THIS SCHOOL YEAR AND 2 STRATEGIES TO ADDRESS THIS CHALLENGE?
• WHAT’S ONE GOOD THING ABOUT THIS SCHOOL YEAR, OR ONE THING YOU’RE LOOKING FORWARD TO?
• WHAT QUESTIONS DO YOU HAVE ABOUT THIS SCHOOL YEAR?

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