Trauma-Informed Crisis Education - Teaching Adult Immigrants and Refugees

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1	Trauma-Informed Crisis Education - Teaching During/After Big Events
2	Hi there! My name is Eliana and I developed this spreadsheet in the aftermath of January 6 to help support my adult immigrant and refugee ESOL students. Since then, it has been shared with many people (shout out to Literacy Minnesota for blasting this out), which is awesome. However this is definitely not an extensive list and I am always looking to add to it. So, if you have resources you want me to add, please email me at emstanislawski@gmail.com and I can include it. Thank you for the work that you do.
3	Title	Source	Author	Link	Date	Notes

4	5 Tips for Your Classroom Tomorrow	Anti-Racist Education Institute	Ashley Y. LipsComb and Emily Schorr Lesnick	https://www.instagram.com/p/CJucnLth9SI/?igshid=1qq0mpm6dbhvp	January 6, 2021	You don't have to teach about things you are still processing; equip your students with the tools to process events and care for themselves; focus on the roots of problems
5	When Bad Things Are Happening	Teaching Tolerance	-	https://www.tolerance.org/magazine/when-bad-things-are-happening	May 2018	(1) Listen; (2) Protect; (3) Model; (4) Take Care of Yourself;
6	Teaching In Times of Crisis	Center for Teaching, Vanderbilt University	Nancy Chick	https://cft.vanderbilt.edu/guides-sub-pages/crisis/	April 2013	A 2007 survey by Therese A. Huston and Michelle DiPietro (2007) reveals that “from the students’ perspective, it is best to do something. Students often complained when faculty did not mention the attacks at all, and they expressed gratitude when faculty acknowledged that something awful had occurred” (p. 219). Students report that “just about anything” is helpful, “regardless of whether the instructor’s response required relatively little effort, such as asking for one minute of silence…, or a great deal of effort and preparation, such as incorporating the event into the lesson plan or topics for the course” (p. 216). The exception, the least helpful and even most problematic responses are a “lack of response” and “acknowledging that [the crisis] had occurred and saying that the class needs to go on with no mention of opportunities for review or extra help” (p. 218).
7	Conversation & Support	Coalition to Support Grieving Students	-	https://grievingstudents.org/modules/conversation-support/	-	"What Not To Say" module is especially helpful
8	Managing Strong Emotional Reactions to Traumatic Events: Tips for Families and Teachers	National Association of School Psychologists	-	https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/trauma/managing-strong-emotional-reactions-to-traumatic-events-tips-for-families-and-teachers	2016	Tips for helping control anger were useful suggestions for teachers to model resilience
9	Hope Matters	Inside Higher Ed	Mays Imad	https://www.insidehighered.com/advice/2020/03/17/10-strategies-support-students-and-help-them-learn-during-coronavirus-crisis	March 17, 2020	Written about COVID-19, but largely applicable
10	Stress Busters	Save the Children		https://www.savethechildren.ca/wp-content/uploads/2020/03/Stress-busters.pdf	2020	I consider managing feelings of stress and anxiety to be part of all of these conversations. Here's a resource I've used because of it's great illustrations. It is a nice way to help students with limited English understand the visualizations of guided breathing. I also tell parents that these are strategies they can use with their kids
11	5 Ways to Manage Politically Induced Stress	Michigan Health	Jordan Imhoff	https://healthblog.uofmhealth.org/lifestyle/5-ways-to-manage-politically-induced-stress	Oct 2019	No matter where you fall on the political spectrum, a Michigan Medicine psychiatrist offers strategies for how to be mindful of depression and anxiety symptoms around the topic.
12	Teaching on Days After: Dialogue & Resources for Educating Toward Justice	Beyond the Stoplight's Facebook Group	-	https://www.facebook.com/groups/teachingondaysafter/	-	This group will share resources and offer a space for dialogue about teaching on days after injustice, traumas, and tragedies, on an international, national, or local scale. How do we as educators respond to these major events in our classrooms?
13	Asking Questions As News Unfolds	-	Jess Lifshitz (?)	https://docs.google.com/document/d/1Hg1UrzZy7h06z2yAuNQVsHkLdG-lfDX5T8b1phJhYw4/edit	-	Not great for adult ESOL except at a very high level, but can be good for ABE; a learning tool that helps you as a class break down what questions learners have and what questions the class can create as a group about news events
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