Security
Schools continue to work toward security of students and teachers within and around the school building. The presence or threat of violence or bullying will not allow children to engage and learn with their Rational/Cognitive brain. They will be using their Survival/Emotional parts of the brain, and therefore learning will be inhibited.
Felt Safety
Children and Teens who have experienced trauma or come from a difficult home environment may have trouble relaxing and feeling safe, even when we know they are safe. They will continue to engage their survival/emotional part of the brain in order to react quickly to any threat. This inhibits their ability to learn new information. We can help them by providing stable relationships, predictability of schedule and activities, support around transition times - give warnings, allow physical activity, visual schedules or supports, etc. Always use a calm voice and do your best to remain calm. They will sense and mirror the calmness of others.
Meeting Needs
Physical needs of children from hard places may be a little different than typical. Metabolism may be faster, access to food at home may be less secure, ability to sleep at home may be disrupted, etc. It is helpful to be sure that physical needs are being met as much as possible so that children are not distracted from learning by these needs. Frequent or constant access to water, frequent access to snacks, and frequent opportunities for physical exertion, even just standing up or walking to the pencil sharpener, are all things that may help children to focus. When recess is not outside due to weather it is helpful to find ways of allowing large muscle movement indoors, rather than just quiet play time. The GoNoodle app LINK and other apps or videos may be helpful for group exercises.
Rituals
Rituals are things like chants, claps, handshakes, nicknames, mascots, traditions, etc. that provide a sense of belonging to a group. They may be used to signal what is coming next in a transition time. They may also be used for adults to show that they notice and value each student.
Empowerment
It may help children with a history of trauma or a difficult home environment to be able to make choices. It may be motivating to be able to choose between two acceptable alternatives. This gives a sense of control which can increase the feeling of safety. Teaching Life Skills is also a great way to increase Resilience. Young people increase in confidence and self-worth when they are able to achieve competence in skills that are relevant to their life outside of school. It is also empowering to use the arts, music, and creative writing to learn to express feelings when verbal expression may not be as easy.
Connection
Stable, healthy, positive relationships with adults and peers is imperative for building resilience. If children have limited positive role models at home, it is very helpful to have a connected relationship with a teacher or coach. This happens when the teacher sees a behavior and looks for the need that is not being met that is causing the behavior, or looks for the explanation before giving correction. Students from difficult home environments may have less verbal ability to express their feelings or needs. They will grow in trust of adults when they are given the benefit of the doubt, or the opportunity to explain themselves.
Correction
When considering school policies and training for correction it is helpful to again look at "What is the need?" rather than taking a punitive approach. As much as possible, it is helpful to keep a lighthearted attitude. Allowing choices that are acceptable is helpful to kids who feel a need for control. Children who have trouble regulating their emotions may benefit from being close in proximity to a calm teacher. They may be a helper or have a time-in. In-school suspension has been shown to be more beneficial than at-home suspension because it allows students to keep up with school work and continue to be supervised or get extra attention from helpful adults. Taking away recess or physical activity is almost never helpful as children with a high cortisol level may need to expel more energy to be able to focus on learning. The documentary, Paper Tigers LINK, is a good example of how supportive adults can make a difference in the lives of students.
Collaboration
Consider how you might collaborate within your community to provide opportunities for learning life skills, increasing, art, music, drama, and writing expressions, and building healthy mentoring relationships for students, and providing easy access to mental health professionals without having to draw on the school budget for these things.
Schools continue to work toward security of students and teachers within and around the school building. The presence or threat of violence or bullying will not allow children to engage and learn with their Rational/Cognitive brain. They will be using their Survival/Emotional parts of the brain, and therefore learning will be inhibited.
Felt Safety
Children and Teens who have experienced trauma or come from a difficult home environment may have trouble relaxing and feeling safe, even when we know they are safe. They will continue to engage their survival/emotional part of the brain in order to react quickly to any threat. This inhibits their ability to learn new information. We can help them by providing stable relationships, predictability of schedule and activities, support around transition times - give warnings, allow physical activity, visual schedules or supports, etc. Always use a calm voice and do your best to remain calm. They will sense and mirror the calmness of others.
Meeting Needs
Physical needs of children from hard places may be a little different than typical. Metabolism may be faster, access to food at home may be less secure, ability to sleep at home may be disrupted, etc. It is helpful to be sure that physical needs are being met as much as possible so that children are not distracted from learning by these needs. Frequent or constant access to water, frequent access to snacks, and frequent opportunities for physical exertion, even just standing up or walking to the pencil sharpener, are all things that may help children to focus. When recess is not outside due to weather it is helpful to find ways of allowing large muscle movement indoors, rather than just quiet play time. The GoNoodle app LINK and other apps or videos may be helpful for group exercises.
Rituals
Rituals are things like chants, claps, handshakes, nicknames, mascots, traditions, etc. that provide a sense of belonging to a group. They may be used to signal what is coming next in a transition time. They may also be used for adults to show that they notice and value each student.
Empowerment
It may help children with a history of trauma or a difficult home environment to be able to make choices. It may be motivating to be able to choose between two acceptable alternatives. This gives a sense of control which can increase the feeling of safety. Teaching Life Skills is also a great way to increase Resilience. Young people increase in confidence and self-worth when they are able to achieve competence in skills that are relevant to their life outside of school. It is also empowering to use the arts, music, and creative writing to learn to express feelings when verbal expression may not be as easy.
Connection
Stable, healthy, positive relationships with adults and peers is imperative for building resilience. If children have limited positive role models at home, it is very helpful to have a connected relationship with a teacher or coach. This happens when the teacher sees a behavior and looks for the need that is not being met that is causing the behavior, or looks for the explanation before giving correction. Students from difficult home environments may have less verbal ability to express their feelings or needs. They will grow in trust of adults when they are given the benefit of the doubt, or the opportunity to explain themselves.
Correction
When considering school policies and training for correction it is helpful to again look at "What is the need?" rather than taking a punitive approach. As much as possible, it is helpful to keep a lighthearted attitude. Allowing choices that are acceptable is helpful to kids who feel a need for control. Children who have trouble regulating their emotions may benefit from being close in proximity to a calm teacher. They may be a helper or have a time-in. In-school suspension has been shown to be more beneficial than at-home suspension because it allows students to keep up with school work and continue to be supervised or get extra attention from helpful adults. Taking away recess or physical activity is almost never helpful as children with a high cortisol level may need to expel more energy to be able to focus on learning. The documentary, Paper Tigers LINK, is a good example of how supportive adults can make a difference in the lives of students.
Collaboration
Consider how you might collaborate within your community to provide opportunities for learning life skills, increasing, art, music, drama, and writing expressions, and building healthy mentoring relationships for students, and providing easy access to mental health professionals without having to draw on the school budget for these things.
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