Tips for Teachers, Counselors, Administrators, and other School Personnel
Tips for Parents and Teachers
Helping Children Cope
Keeping Your Students Safe and Well
Understanding Student Diversity
Post-Traumatic Stress Disorder (PTSD)
Common Reactions & Support Strategies for Children and Teens
The Role of Culture in Helping Children Recover From a Disaster
HELPING CHILDREN COPE
Teachers and school administrators play a critical role in how children cope with crisis and handle events in the aftermath of the terrorist attacks. Your reassurance is key to helping children recover from a traumatic experience. Additionally, your active involvement in identifying and supporting students that are experiencing the long-term effects of trauma, e.g., post-traumatic stress disorder, is vital to the well-being of the community. Finally, acknowledge that you, too, may have reactions associated with the traumatic event, and take steps to promote your own physical and emotional healing.
KEEPING YOUR STUDENTS SAFE AND WELL
Disaster preparedness and planning will help you ensure school safety. In the wake of a disaster, maintain normal school routines and encourage children to participate in recreational activity, express emotions through conversation, drawing, or painting and by finding ways to help others who were affected by the disaster. Very young children need a lot of cuddling, as well as verbal support. Answer questions about the disaster honestly, but don't dwell on frightening details or allow the subject to dominate classroom time indefinitely.
Disaster Preparedness
Schools' emergency response plans typically address school violence and natural disasters. It is now important for school administrators and teachers to expand those plans to address the possibility of terrorism.
A key objective is to reduce fears and prevent overreaction through a balanced, common sense, and practical approach to school security and crisis preparedness.
Strategies should be developed in collaboration with mental health providers, public health agencies and emergency management departments. They should address both short and long-term mental health needs of students, faculty and parents. It is important to practice and train students and other faculty in disaster preparedness.
The following list of ‘Lessons Learned,' published by the U.S. Department of Education following September 11, 2001 , provides an overview of components that they recommend be included in disaster preparedness planning.
Lessons Learned ~ U.S. Dept. of Education**
- Have a comprehensive school safety plan.
- Develop plans with input from public and private agencies.
- Include a strategy to overcome potential communications difficulties
- Include strategies to address short and long-term health needs of students, faculty and parents.
- Develop detailed procedures to provide accurate and timely information to students, faculty and parents.
- Work with mental health service providers, teachers and parent groups to determine appropriate actions to take after a trauma occurs.
- Conduct practice drills on a regular basis.
- Review plans and policies on a regular basis.
- Initiate relationships with local health and mental health providers.
- Include a process for screening volunteers.
- Designate and train a person or groups to act as a leader in a crisis situation.
** CDC & U.S. Department of Education
Collaborate to Help Schools Prepare for Possible Terrorism – webcast,
Additional Resources :
Educators for Social Responsibility (ESR)
ESR provides support for schools and families in social and emotional learning, character education, conflict resolution, violence prevention, and intergroup relations.
Suggested Lessons for Teachers
Following the Attacks on the World Trade Center and the Pentagon can be found along with other materials at:
National School Safety and Security Services
“School Safety Issues Related to the Terrorist Attacks on the United States .” Issues to consider and additional information on school safety,
National Education Association
Hands-On Assistance: TOOLS for Educators. Provides detailed information on disaster preparedness and response planning.
U.S. Department of Education
"School Disaster Plan." Provides emergency planning tips and tools for school leaders.
UNDERSTANDING STUDENT DIVERSITY
Children respond to trauma in many different ways. Some may have reactions very soon after the event; others may seem to be doing fine for weeks or months, then begin to show worrisome behavior. Understanding the variety of possible student responses can help you recognize problems and respond appropriately.
School staff are aware of the diversity in their schools and classrooms. Students come from diverse cultural, racial and ethnic backgrounds that each provide a framework from within which they view traumatic events. In addition, students have diverse needs based on how such events may have impacted their family, friends and home life. There are special considerations for teachers, specifically:
- Students from different cultural, racial, and ethnic groups face challenges differently.
- Children who have recently lost a loved one or have experienced previous trauma may face unique challenges.
- Kids may also be trying to cope with friends who have experienced loss or trauma.
- Different cultures cope with grief and death differently.
- Children with one or more relatives in the military or rescue force may have a lot of concern about their relative's deployment and safety.
Strategies to Address Cultural Competence and Diverse Needs in the Classroom:
- Identify the various groups of students that have been impacted by trauma and assess their different needs.
- Identify and utilize support networks and community resources that are acceptable to each group, e.g., family, churches, schools.
- Incorporate cultural knowledge and sensitivity into classroom activities and curriculum.
Additional Information:
The National Association of School Psychologists (NASP) – “Coping With a National Tragedy”
This site provides numerous resources and links for teachers promoting tolerance and cultural competence.
Post-Traumatic Stress Disorder (PTSD)
Classroom teachers and other school personnel can play a major role in the identification and referral of students with post-traumatic stress disorder (PTSD). Making the diagnosis of PTSD requires evaluation by a trained mental health professional. However, because school personnel see the child for many hours of the day (including playtime), they may be first to suspect all is not well.
“Children who have witnessed violence in their families, schools, or communities are vulnerable to serious long-term problems. Their emotional reactions, including fear, depression, withdrawal or anger, can occur immediately or some time after the tragic event. Youngsters who have experienced a catastrophic event often need support from parents and teachers to avoid long-term emotional harm. Most will recover in a short time, but the few who develop PTSD or other persistent problems need treatment.”*
* National Institute of Mental Health , “Helping Children and Adolescents Cope with Violence and Disasters”
The National Institute of Mental Health (NIMH) outlines the criteria that, if present for more than one month, could be symptomatic of PTSD. They are as follows:
- Re-experiencing the event through play or in trauma-specific nightmares or flashbacks, or distress over events that resemble or symbolize the trauma.
- Routine avoidance of reminders of the event or a general lack of responsiveness (e.g., diminished interests or a sense of having a foreshortened future).
- Increased sleep disturbances, irritability, poor concentration, startle reaction and regressive behavior.
Additional Sites:
International Society for Traumatic Stress Studies
The Anxiety Disorders Association of America offers a referral network of professional therapists, as well as a self-help group network.
The National Institute of Mental Health Anxiety Disorders webpage can help the consumer find more information about anxiety disorders and related issues.
Sidran offers a referral list of professional therapists, as well as a fact sheet on how to choose a therapist for PTSD and dissociative disorders.
The National Alliance for Mental Illness (NAMI) has a website with information on advocacy for those with mental illness, including affiliates who provide family support groups in different states.
About.com 's trauma resource page offers a comprehensive listing of information, resources, links, and support groups on a wide array of topics related to trauma, particularly incest and child abuse.
Facts for health offers a referral database for clinicians based on clinicians who have completed a continuing education course on PTSD, or on clinicians who have been identified by the directors of the Madison Institute of Medicine as being specialists in PTSD.
The holistic health yellow pages offers a referral network of holistic practitioners.
Alcohol and Drug Treatment
Al-Anon/Alateen Family Group Headquarters, Inc.
(For families and friends of individuals with alcohol addiction)
1600 Corporate Landing Parkway
Virginia Beach , VA 23454-5617
888-4AL-ANON
www.al-anon-alateen.org/
Alcoholics Anonymous World Services
P.O. Box 459
Grand Central Station
New York , NY 10163
212-870-3400
www.alcoholics-anonymous.org
Department of Health and Human Services: The Substance Abuse and Mental Health Services Administration (SAMHSA)
www.samhsa.gov
Hazelden Foundation
P.O. Box 11-CO3
Center City , MN 55012-0011
1-800-257-7810
www.hazelden.org
Narcotics Anonymous
P.O. Box 9999
Van Nuys , CA 91409
818-773-9999
Fax: 818-700-0700
www.na.org
Nar-Anon Family Groups
P.O. Box 2562
Palos Verdes Penninsula , CA 90274
310-547-5800
National Drug Information, Treatment and Referral Hotline:
1-800-662-HELP (662-4357)
The National Association for Children of Alcoholics
11426 Rockville Pike, Suite 100
Rockville , MD 20852
1-888-554-COAS
www.nacoa.net
Online Recovery: Alcoholism and Drug Addiction
www.SoberCity.com
Common Reactions & Support Strategies for Children and Teens
Following are some reactions you may observe in students in your educational setting following a traumatic occurrence.
Preschool
Children from one to five years in age may find it particularly hard to adjust to change and loss. In addition, these youngsters have not yet developed their own coping skills, so they must depend on parents, family members, and teachers to help them through difficult times.
Very young children may regress to an earlier behavioral stage after a traumatic event. For example, preschoolers may resume thumb sucking or bedwetting or may become afraid of strangers, animals, darkness, or "monsters." They may cling to a parent or teacher or become very attached to a place where they feel safe.
Changes in eating and sleeping habits are common, as are unexplainable aches and pains. Other symptoms to watch for are disobedience, hyperactivity, speech difficulties, and aggressive or withdrawn behavior. Preschoolers may tell exaggerated stories about the traumatic event or may speak of it over and over.
For Children 1-5 Years Old
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For Additional Information:
The Center for Mental Health Services
“After a Disaster: A Guide for Parents and Teachers”
National Institute of Mental Health
“Helping Children and Adolescents Cope with Violence and Disasters”
Univ. of Illinois , Urbana-Champaign
Children, Stress and Natural Disasters: School Activities for Children
FEMA for KIDS
“Resources for Parents and Teachers”
Educators for Social Responsibility (ESR)
ESR assists schools and families by providing social and emotional learning, character education, conflict resolution, violence prevention, and intergroup relations.
Suggested Lessons for Teachers
Following the Attacks on the World Trade Center and the Pentagon can be found along with other materials at: http://www.esrnational.org/wtclessons.htm
Young Children
Children ages five to eleven may have some of the same reactions as younger boys and girls. In addition, they may withdraw from play groups and friends, compete more for the attention of parents, fear going to school, allow school performance to drop, become aggressive, or find it hard to concentrate. These children may also return to "more childish" behaviors; for example, they may ask to be fed or dressed.
For Children 5-11 Years Old
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For Additional Information:
The Center for Mental Health Services
“After a Disaster: A Guide for Parents and Teachers”
National Institute of Mental Health
“Helping Children and Adolescents Cope with Violence and Disasters”
Univ. of Illinois , Urbana-Champaign
Children, Stress and Natural Disasters: School Activities for Children
FEMA for KIDS
“Resources for Parents and Teachers”
Educators for Social Responsibility (ESR)
ESR provides schools and families with social and emotional learning, character education, conflict resolution, violence prevention, and intergroup relations.
Suggested Lessons for Teachers
Following the Attacks on the World Trade Center and the Pentagon can be found along with other materials at: http://www.esrnational.org/wtclessons.htm
Sesame Workshop Education and Research Division
“Suggestions for Books That You Can Read With Your Child to Help Them Cope”
Teenagers
Youth ages twelve to fourteen may have vague physical complaints when under stress and may abandon chores, school work, and other responsibilities they previously handled. While on the one hand they may compete vigorously for attention from parents and teachers, they may also withdraw, resist authority, become disruptive at home or in the classroom, or even begin to experiment with high-risk behaviors such as drinking or drug abuse. These young people are at a developmental stage in which the opinions of others are very important. They want to be thought of as "normal" by their friends and are less concerned about relating well with adults or participating in recreation or family activities they once enjoyed.
For Children 11-14 Years Old
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For Children 14-18 Years Old
In later adolescence, teens may experience feelings of helplessness and guilt because they are unable to assume full adult responsibilities as the community responds to the disaster. Older teens may also deny the extent of their emotional reactions to the traumatic event.
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For Additional Information:
The Center for Mental Health Services
“After a Disaster: A Guide for Parents and Teachers”
National Institute of Mental Health
“Helping Children and Adolescents Cope with Violence and Disasters”
Univ. of Illinois , Urbana-Champaign
Children, Stress and Natural Disasters: School Activities for Children
FEMA for KIDS
“Resources for Parents and Teachers”
Educators for Social Responsibility (ESR)
ESR provides schools and parents with social and emotional learning, character education, conflict resolution, violence prevention, and intergroup relations.
Suggested Lessons for Teachers
Following the Attacks on the World Trade Center and the Pentagon can be found along with other materials at: http://www.esrnational.org/wtclessons.htm
The Justice Project and the Vietnam Veterans of America Foundation (VVAF)
“Beyond Blame: Reacting to the Terrorist Attack”, in response to the terrorist tragedy of September 11 and subsequent attacks against Arab-Americans, EDC has developed a free 30-page curriculum for middle and high school students focused on issues of justice and mislaid blame.
The Parent/Professional Advocacy League
The Massachusetts state chapter of the Federation of Families for Children's Mental Health, The Parent/Professional Advocacy League (PAL) provides support, education, and advocacy around issues related to children's mental health.
National Center for Children Exposed to Violence
The National Center for Children Exposed to Violence (NCCEV)
at the Yale Child Study Center has a publication: "In
the Setting of War: Teachers' Guide for Talking to Your Students."
(PDF) (MS Word Version)
