Helping Youth after Community Trauma: Tips for Educators

Traumatic events such as a natural disaster; school violence; traumatic death of an educator or peer can impact students’ learning, behavior, and relationships. Here are some reactions you might see and how you can help.
Keep in mind, not all students will feel the same way.

STUDENTS WANT YOU TO KNOW THEY MAY:
	
YOU CAN HELP WHEN YOU:

1. Feel sad, scared, empty, or numb. Younge may be clingy. Older students may be em to show their distress, and may hide their f share more on social media.
	
r students barrassed eelings or
	
1. Provide support by liste students about differen students feel the same students’ different resp
	
ning to concerns and feelings. Educate t trauma reactions. Don’t assume all
or need help but try to accommodate onses.

2. Ha ha en alc
	
ve behavior problems that ve outbursts, be irritable, b gage in serious or harmful ohol abuse, self-injury, or
	
are new or worse (e.g., reak rules). Some may behaviors (e.g., drug or
risky sexual behavior).
		
2. Have patience with minor behavior problems. Sta setting limiits. Return to predictable school routine as soon as possible. Refer students for professio concerns about self-injury or dangerous behavior
	
y calm when
s and activities nal help for any s.

3. Have trouble concentrating, paying attention, participating, or getting work done on time.
	
3. Understan affected. tasks. Con instruction
	
d that attentio ocus on the sider modifyi
s.
	
n and doing classroom activities may be present with gentle reminders about daily
ng work or providing extra structure and

4. Appear sleepy o problems.

r irritable due

to having sl

eep
	
4. Realize that sleep difficulties are com and poor participation. Suggest heal from screens before bed) and calmi Consider adjusting deadlines until sl
	
mon and ca thy sleep hab ng coping str eep is stabili
	
n lead to fatigue its (e.g. a break
ategies. zed.

5. Have physical trauma reactions like stomach aches, headaches, a pounding heart, body aches, or fast, shallow breathing.
	5. Recognize physical rea making them even mor relaxation strategies su physical activity.
	ctions may confuse or scare students, e afraid. Encourage students to use ch as slow breathing, stretching, or

6. Sta (e. sys

rtle more eas g. a pencil dr
tem cracklin

ily in response to everyday noises opping, door slamming, the P.A.
g, kids yelling) and become scared.
		
6. Identify the sources of everyday nois dangerous. Reassure students that physical responses (e.g. feeling star breathing) are common after a traum alert. Suggest using callming strateg
	
es and that t they are safe tled, tense m a when they ies such as s
	
hese are not . Explain that uscles, fast
are on high low breathing.

7. Think life is meaningless, or and friends. Even students w outgoing may become withdr to social media, gaming or on
	
withdraw from family ho are typically
awn. They may retreat line activities.
	7. Suggest engaging in po hobbies). Discuss ways in-person support, talki connecting via media. other adultts they trust.
	sitive activities (e.g., volunteering,
to cope with sad feelings and the value of ng with family or friends, rather than
Discuss ways to support students with

8. Believe that school isn't safe, that the trauma will recur, or have other negative trauma-related thoughts. Students who think their future will be cut short may react by not studying or skipping school.
	
8. Create a s routines a rare. Pointt
	
ense of safety by returning to normal, predictable
s soon as possible. Remind them that such events are out ways adults make school safe.

9. Feel responsible for not taking action befo or after the event to prevent or minimize th outcome. They may feel guilty for not bein
	
re, during e
g harmed.
	
9. Discuss that people did honest, accurate, and a know you will tell them
	
the best they ge-appropria
the truth.
	
could at the time. Give
te information. Let students

10. Se an
	
arch the media for information about the event in attempt to find answers.
		
10. Suggest tt perspecti
	
hey limit the use of media to maintain balance and ve. Offer to help find answers to difficult questions.

If any of these problems interfere with student functioning, find out how to refer them for specialized help. Educators and professionals should also be aware of their own reactiions and seek support as needed.