Author: Anna Fogarty, M.A.

Schools serve an important role in providing children with a safe space to learn and develop. The teacher-student relationship functions as a bridge for children who are gradually learning to tolerate more time spent away from their parents, through the support and protection provided from another caring adult. Teachers are also in an optimal position to provide emotional support to their students. As consistent and predictable adults in children’s lives, they are often able to monitor changes in behavior that can be indicative of greater struggles developing under the surface.

“Big T” and “Little t” Traumas

When our communities are impacted with tragedy, schools also have a responsibility to help children process their feelings and determine when intervention is needed. Children have different ways of coping with sudden hardship, and it can be difficult to know how to meet a whole classroom of students’ needs while simultaneously managing one’s own reaction to a tragic event. Such events may include “Big T” Traumas, such as: death of a student, violence in the school or community, natural disasters, sexual violence, or any instance in which one is exposed to real or perceived danger to self, family, or one’s community. These are the events more commonly associated with Post-Traumatic Stress Disorder (PTSD), but not everyone who experiences such hardships will develop persistent symptomology. “Little t” traumas may also result in trauma symptoms, and may include other highly distressing events that impact students on an individual level. These may include: emotional abuse, injury, death of a pet, bullying, loss of relationships, or maltreatment/neglect. What is highly distressing to one person may not be highly distressing to another, and many factors including social support and biological temperament can impact the way one responds to both types of trauma.

Recognizing Trauma in the Classroom

There are several ways for teachers to help students following a trauma. While one may feel compelled to quickly return to academics or help a child to re-engage in the learning process, focusing on long-term recovery is the most optimal way to support students following a crisis. The first step is to actively reach out to students who may be struggling. This includes students who may appear withdrawn, have difficulties concentrating, and those who may struggle to seek out help independently. The following are common signs of distress following a traumatic event (NCTSN, 2014):

• Poor emotional control
• Anger and moodiness
• Frustration and anxiety
• Social withdrawal
• Change in academic performance or attendance
• Trouble with concentration, memory, cognition, and organization
• Physical symptoms (e.g. headaches, stomachaches)
• Risk-taking, unpredictable, and/or impulsive behavior
• Intense reactions to reminder of the event

How to Respond

Some students may not feel comfortable talking with their teacher about their feelings following a trauma, and in such cases it may be best to utilize another trusted adult with whom they feel safe. There are several things to keep in mind when addressing a child following a trauma:

1. Speak to the child in private and be respectful of their autonomy in the conversation. Do not lead them into talking about something they are not ready for.
2. When in doubt, refer the child to a trained mental health clinician if you do not feel confident in your ability to calmly talk to the child about the subject matter.
3. Consult with professionals who can help you to understand the child’s behaviors or answer students’ questions. You are not expected to know everything and having your own emotional reaction to the situation is appropriate. Social workers or outside professionals may be able to help guide you in your approach and provide some education to you or the students.
4. Reassure students that adults are responsible for keeping them safe and inform them of procedures that will provide them with a sense of security. Also, be truthful and do not provide reassuring statements that are not accurate.
5. Be aware that students may be hyper-vigilant to their safety and provide appropriate information about the event.
6. Share information in a developmentally appropriate way. It is okay to omit information that is too “adult” at this time, while explaining your reasoning for withholding some details.

Moving Forward from Trauma

In addition, it is important to provide students with a calm, supportive, and predictable environment with clear rules and expectations to help provide them with a sense of security and normalcy.

1. Provide a timeline of upcoming school activities in place as a response.
2. Reinforce that those in charge (e.g. school, parents, community) are working together to restore a sense of safety.
3. Give advanced notice about changes to their routine or possibly triggering reminders of the trauma (e.g. school drills).
4. Encourage pro-social activities amongst students and discourage the spreading of rumors.
5. Provide information on available services both at school and in the community and follow up on recommendations.
6. Check in with parents to identify any barriers for the children receiving aid.
7. Remember that your emotional steadiness is the best support for students at this time, and that self-care is important. Vicarious traumatization is a real risk for teachers, and it is encouraged that teachers seek out their own support during these times.

It can be reassuring to remember that when communities are impacted by trauma, they often come together and find a way to be stronger after the event. If your community or school has been impacted by a traumatic event, contact SVPS today for more information on presentations, workshops, and other resources we can provide to support your community.

The following are additional resources for teachers for guidance in determining how to respond to children following trauma, or when traumatic symptoms are observed in students:

The National Child Traumatic Stress Network’s (NCTSN) Child Trauma Toolkit for Educators available online at: https://www.nctsn.org/resources/child-trauma-toolkit-educators

The International Society for the Study of Trauma and Dissociation’s FAQ’s for teachers: https://www.isst-d.org/resources/faqs-for-teachers/