In modifying the material for the upcoming Mindshifting for Conflicts, Collaboration, and Opposition starting next week, I added material on stress and chronic stress, which then prompted me to research ways to ensure support for students with chronic stress or trauma. Here is part of what I uncovered, but you should also consider taking the class.
How do you raise awareness about ACEs (Adverse Childhood Experiences), chronic stress, and the implications in your school? What do you do if your school does not provide the level of support your students need?
Consider that this a complex issue: it is unique, there is no known path that will give you the results that you desire, whatever ends up happening, it will evolve over time, and everything you do might have unintended consequences and unpredictable results. As with any complex issue, it is unlikely that the first thing you do will completely resolve the issue. Be prepared to iterate and use OODA loops to take in the results and adjust your actions, select the actions that are least likely to result in harm to yourself or the children and which are most likely to give you insights that you can use. One initial goal should be to build a coalition of allies, in unity there is strength.
Here are some potential actions to choose from.
Request a meeting: Prepare your concerns and emphasize the severity of chronic stress and its potential impact on academic performance, mental health, and overall well-being with specific examples of students’ behavior and performance that raise concerns. Show your desire to understand the school’s policies and resources regarding student wellbeing and stress management.
Document Concerns: Keep detailed records of your observations and any interactions with the students that led you to believe they are experiencing chronic stress. Include specific examples, dates, and any behavioral or emotional changes you notice in these students. This documentation can be vital if further action is needed or if situations escalate and will help provide a strong case by offering specific examples of how chronic stress is affecting your students.
Seek Guidance from School Counselors, Social Workers, or Psychologists: School counselors or psychologists are trained to handle such situations. They can provide guidance on how to approach these cases and might be able to intervene directly. School support services can offer valuable expertise and resources in assessing the students' well-being and developing appropriate interventions. They can also provide additional documentation and support in advocating for the students' needs. Be aware that in-school professional services departments may have limited staffing, time constraints, or heavy caseloads, which could delay their response or limit the attention they can dedicate to these specific students.
Professional Development on ACEs: Consider undergoing professional development related to ACEs and trauma-informed teaching practices. This can equip you with strategies to support these students in your classroom, although it may be difficult to get approval, funding, or credit for these courses if they are not supported.
Engage Parents or Guardians: If appropriate and feasible, reach out to the students' parents or guardians to discuss your concerns. It's important to approach these conversations sensitively and with the aim of supporting the child. Parent-teacher conferences provide an opportunity to involve families in understanding the potential impact of ACEs on their child's development. Through these conversations, parents may become more aware and supportive of their child's needs. Encourage the parents to seek additional support or resources that could mitigate the effects of chronic stress.
Explore Community Resources: Look into community organizations or programs that specialize in supporting children with high ACE scores, like local social service agencies, child protective services, or organizations focused on child welfare. Inform them about your concerns and seek guidance on how to proceed. They might offer services like counseling, mentoring, or after-school programs that can help.
Advocate for Policy Changes: If you feel that the school's response to students with high ACE scores is inadequate, consider advocating for policy changes. This could involve forming a committee, presenting research to the school board, or collaborating with other educators to push for a more supportive approach.
Legal Advice: If you believe that the students' well-being is at serious risk and the school is neglecting its duty of care, you might consider seeking legal advice to understand what further actions can be taken.
Implement trauma-informed strategies in your classroom: This may involve creating a safe and welcoming learning environment with predictable routines, fostering positive relationships, and utilizing techniques like mindfulness or relaxation exercises. Implementing trauma-informed strategies can directly impact the affected students by creating an environment conducive to their well-being. It can help reduce stress and anxiety, improve their focus and engagement, and support their overall academic success.
Peer Support: Connect with other teachers who might be facing similar challenges. Sharing experiences and strategies can be both supportive and informative. Building collective support may strengthen your voice. Collaborating with colleagues allows for a broader understanding of the students' behavior and needs. It can lead to the development of a consistent support system within the school, benefiting the overall well-being of the students. It may also require alignment and compromises on approaches and interventions, which can be challenging.
Self-Care: Dealing with such situations can be emotionally taxing. Ensure that you are also taking care of your own mental health and seeking support when needed.
Educate and Raise Awareness: Sometimes, a lack of awareness about the impact of ACEs can lead to inaction. Educating your colleagues and administration about the importance of addressing these issues can be a step towards change. Compile evidence-based research and resources to share with your colleagues, administrators, and parents.
Additional resources:
- The National Center for PTSD: https://www.ptsd.va.gov/
- The National Alliance on Mental Illness (NAMI): https://www.nami.org/
- The Jed Foundation: https://www.jedfoundation.org/
- The American Psychological Association: https://www.apa.org/
- The deepest well by Nadine Burke Harris, MD
- Mindshifting on Conflict, Collaboration, and Opposition, starting January 16, 2024