If you’ve been feeling anxious, worried, stressed or upset about the war in Ukraine, chances are your students are too. Like many of us, kids may be struggling to make sense of what they are hearing from peers and what they are seeing on television and social media.
Like school safety education, keep explanations developmentally appropriate. Individual levels may vary due to unique developmental, cultural, educational, and psychological factors.
Keep in mind that some students and their families may be more vulnerable. These groups include those with connections to Ukraine, those that are refugees or have experienced violent conflict/war,those who have a loved one in the military, those that have experienced traumatic events or loss, and those with a preexisting mental health condition.
Consider how media exposure can affect mental health. War coverage and its aftermath can be upsetting and graphic, and can trigger feelings of anxiety and uncertainty. Consider limiting media exposure, discussing healthy social media habits, and providing opportunities to discuss media coverage if appropriate.
Provide reassurance, support, and reaffirm safety to help foster resilience. Begin by clearing up any misconceptions and misunderstandings. Remember to be patient and empathetic. It is critical that students are provided with a safe space for discussion as well tools and services to support social connectedness and resilience.
Practice self-care and be kind to yourself. Modeling self-care and optimism can play a significant role in a child’s wellbeing. Unfortunately, sometimes we forget to acknowledge and address our own needs. This can lead to stress and burnout. Adults are encouraged to seek support services and take care of their physical and mental health so they’re better equipped to support the students they care for.
As you navigate this ongoing crisis and continue to monitor student reactions and behavior, don’t forget to keep the lines of communication open between home and school so students are better served and supported.
Resources by the National Association of School Psychologists (NASP)
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Like everybody else, I am working hard to adjust to the new normal to keep my family and community safe through the current crisis. “Stay Home,” “social distance,” “no-contact nods,” and near compulsive hand-washing are all a part of this strange, new normal.
Somewhere between calls, virtual meetings, meal prep (and so much more laundry!) these past weeks, my kitchen counter was converted into an art studio. I guess it’s a bonus that we can now help ourselves to snacks and meals–and arts and crafts–simultaneously? Yeah…
Under any other circumstances my kitchen-turned-art-studio would drive me nuts. Right now, I recognize the counter space as a small sacrifice to keep my kids safe and sane under these extraordinary circumstances. Come to think of it, I have noticed far less squabbling and far more healthy family chatter than I would have ever imagined.
We are all making sacrifices, discovering unexpected benefits, and finding creative ways to stay connected. Like so many of you, I find myself checking in on friends and family more often than ever–especially those living alone, or in nursing and retirement homes. But what else can we do from a distance? I cannot help but worry about our elder friends and family, now more isolated than ever.
And I know I’m not the only one worried.
Conversations with many of our Safe and Sound community members—parents, school leaders, educators, students, corporate partners, mental health and public safety folks– reveal common concerns about maintaining healthy connections, especially for our youngest and oldest populations.
And that’s where this idea came from…let’s connect our students to our seniors to encourage and engage two groups in most need.
This time at home offers our homebound students a unique opportunity to serve our senior population, albeit from a “safe distance.” It’s an opportunity to shift focus from so many difficult sacrifices––school, sports, prom, playdates, social outings, and more––toward the needs of others, painfully isolated from family and friends during this crisis.
Join us in connecting #StudentsToSeniors, a Safe and Sound initiative to engage students of all ages and encourage seniors at a time when both are in need of outside connection. Safe and Sound Schools invites students to create encouraging artwork for collection and digital delivery to seniors across the nation.
Artwork can be 2-D drawings, paintings, digital creations, or photos of 3-D artwork (like sculptures, models, or dioramas). To learn more about how you can participate, visit https://safeandsoundschools.org/s2s/.
I, for one, have a kitchen counter full of art waiting to be shared…
So push up your sleeves, allow for a little creative mess, and support the health and wellness of both students and seniors with us!
Thank you for helping us work to keep everybody safe and sound through this extraordinary time.
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It doesn’t matter where you are – if you stop and think of it, you’ll be able to recall a recent social media post regarding a local missing teen or young adult in just the past few days alone. These calls for help seem to be increasing and with it a lot of conversation about what’s really happening: Where do these children go when they run? Why do they run? And my biggest question: in a world where human traffickers are constantly on the prowl for prey, are these kids truly runaways or have they been strategically targeted and lured away, and what’s the difference? Well, the difference is one every parent must know. Let’s dive into the details:
RUNAWAYS. Some toss “running away” to a simple point in a child’s life when they need a break or time to do their own thing. According to Empowering Parents, in order to run, a child must have the willingness, opportunity and ability. Psychologists also identify triggers like stress, failure, bullying, fear of discipline, a desire to exert power, dealing with a substance abuse, not wanting to go to school or even idealizing running away (creating a romanticized view of freedom in life on the streets) as factors that lead kids to go. While runaways face grave dangers, if they are in control of their fate, the thinking is they will return.
LURED AWAY. But what if the child ran away because they were strategically lured away? There is a huge distinction. A child who is lured away has unknowingly been in contact with a predator who has targeted them, invested in them, and at the moment they run, sees them as a financial commodity where they will be held against their will and forced to do the unimaginable. Sure, these children may willingly walk out of their homes or school, but they have been defrauded and will more than likely be trafficked. I would say the dangers for these kids are grave, making it critical that the community come together, in full force, to find them.
Before you think that can never happen here, think again. Human trafficking, particularly of girls, is on the rise. The United Nations Office on Drugs and Crime added that trafficking cases overall have hit a 13-year high. Further, study shows that while victims of human trafficking were traditionally thought to be homeless individuals, children or youth in the foster care system, and migrant workers, times are changing and so are the victims.
Today we are learning that traffickers are placing recruiters in churches and schools, in the heart of American cities, to find their targets.
To learn more about this, I spoke to human trafficking activist, Jennifer Hohman, founder of FightForUs.org. FightForUs.org spells out the processby which the everyday child, in a regular neighborhood, in a great home, could fall into this trap. Here’s what parents/caregivers must look out for:
The child is:
Befriended– Recruiters are strategically placed in the child’s life to befriend them and gain their trust. They can be new kids at school or church. They may look like your child and will fit right in.
Intoxicated– Once the friendship blossoms, the recruiter introduces alcohol or drugs to start the process of breaking the child down and creating a wedge between the child and their family. Now the child has secrets that he/she shares with the recruiter but keeps from their parents/caregivers. The child starts to “enjoy” things that make him/her feel older and more independent.
Alienated– Now that a wedge is developed, parents start responding to the changes in their child by placing more rules and in turn, the recruiter uses this to drive a greater wedge between the child and their family.
Isolated– In addition to causing friction at home, the recruiter drives distance between the child and his/her friends and introduces the child to a new crowd of people.
Desensitized– By this stage, the child has heard so much about “life could be so much better if they were just free.” Parents and their rules are a burden, the child has already done drugs or been drinking, they may have started sleeping with a boyfriend/girlfriend or shared promiscuous images online. They start to see traditional thoughts about respecting themselves and their families as immature and no longer pertinent.
Capitalized – At this point, the recruiter has convinced your child that life is better somewhere else and a plan is placed for your child to leave home. Once away from you, the trafficking starts and the retrieval of this child goes down to 1 or 2 percent.
It’s important to realize that by the time you reach step six, your child “willingly” runs away but the real issue is your child was never truly in control of this decision and the outcome. Their immaturity and the parents’ naivety all work to the predator’s advantage.
But we can all stop being naive. We can know the signs, know who your child is talking to, question everyone, and invest in your ability to protect the child and their ability to protect him/herself. Share stories with your young children about the risks of running away and how predators lure children away and why. A lot of this is achieved through simple education and awareness. Talk to your kids. Talk to other family members. Talk to your school and do whatever possible to protect your children and all children. Every child is worth the thought and conversation.
Author: Rania Mankarious, CEO of Crime Stoppers of Houston and Special Advisor for Safe and Sound Schools
https://safeandsoundschools.org/wp-content/uploads/2019/07/Untitled-design-58.png600940safesoundhttps://safeandsoundschools.org/wp-content/uploads/2018/11/logo.pngsafesound2019-07-17 05:30:502019-07-17 05:30:50The 6-Step Process Human Traffickers Use to Groom and Recruit Teens
What could fatherhood and school safety possibly have in common? Plenty, it turns out. At the heart of each is a primal instinct: survival and a need to protect. Central to each is a call to action — what we do and how we make our voices heard.
I began my professional career working with children as a general and special education teacher, and then through my doctoral training, gained a wide array of experiences as a psychologist – working with children, adolescents and adults, forensic and health psychology, crisis and disaster mental health, and trauma-informed care and practices.
When our son was nearly two years old, I decided to leave full-time private practice as a clinical psychologist and neuropsychologist in New York City to help design and open a global network of international schools, nursery through grade 12, the flagship campus of another international school, Avenues: The World School. This first campus would open the same year our son would begin his first formal educational experiences and enter nursery school. While I was excited to help build a “dream school,” I was also glad to be near my son and protect him throughout his school years.
Just as many “expecting parents” do, I sought to continue learning as much as I could about school design, safety, crisis management, and the many dangers our children face in setting out on this new journey to collaboratively design a new school. As a senior school administrator and leadership team member at Avenues and, more recently, the United Nations International School, I played an instrumental role in planning and developing key support foundations and programs, including health and safety; emergency management and crisis prevention; response and postvention; child protection and safeguarding; school climate; student physical and mental health prevention and wellness; social-emotional learning; life skills and human sexuality; and school safety, school violence prevention, risk-reduction and intervention.
With a wonderful team of “co-parents” (aka school administrators, faculty, staff, and parents), Avenues opened in September 2012. Proud of this new venture, I was eager to participate and experience the growth and progress of this new school and simultaneously, this new stage of development of my own son as he began his early school years.
With halls abuzz and the academic year off as one would expect for a startup school, two disasters hit before winter break that, ironically, in my mind, have stuck as “the year of Sandy”: Hurricane Sandy in October 2012 and the shooting at Sandy Hook Elementary in December 2012.
Hurricane Sandy, a natural disaster, caused some physical damages due to flooding. We needed to close school for a few days and provide essential outreach and support to school community members who lost homes. So many parents and community members reached out with a desire to provide support, and some raised important questions about safety measures for our leadership team.
As the school doors reopened, regular school routines and rituals resumed, and the fall months quickly passed. This was, of course, until a news alert from the NY Times popped up on my iPhone during the morning hours of the last day of school prior to our first winter break. It was Friday, December 14, 2012. The mass shooting at Sandy Hook Elementary School, an act of human violence, shocked and traumatized the Newtown community, the State of Connecticut, the nation, and the entire world.
As an administrator, the shooting at Sandy Hook was hard to accept, but as a parent, it cut to the core of my most grave fears about our children’s safety. I saw how community members came together to show support, and how human connectedness was essential for care, healing, and rebuilding. I was glad that through work, I had a role to play in safeguarding “my” children.
Upon relocating to Cincinnati in 2017 with our son and my partner for his career, I became a stay-at-home parent and for the first time, had to send our son to school on his own. Not only would I not be in the same building during the day, but I was also no longer one of the key leaders and decision makers. This was hard, so I was on the lookout for ways I could proactively put my “primal parenting” urges of physical and psychological protection to use.
Inspired and impressed by the strength and growth of the Safe and Sound Schools mission, becoming a part of the Parent Council was a no-brainer. I applied for the program, eager to increase my own learning in the area of school safety advocacy from a parent and community member perspective.
Since starting this national leadership program, I’ve been able to collaborate with like-minded parents interested in being active, invested and empowered ambassadors, advocates, and parent leaders. Through our Parent Council training program, I’ve looked at school safety from a parent’s perspective. It has been an eye-opening and inspiring experience and a true privilege. Schools should be healthy, cheerful places of learning. The Safe and Sound Schools Parent Council is a way to foster this potential and reality.
As noted in the Final Report of the Sandy Hook Advisory Commission: “the successful implementation of Safe School Design and Operations (SSDO) strategies requires the support of ‘local champions.’ Each community or school district should have a small standing committee or commission, comprised of individuals representing the school community, law enforcement, fire, EMS and public health, whose responsibility is to ensure that the SSDO standards and strategies are actually implemented in their community.”
Parents have an essential role to play in this framework. Combined with the resources of Safe and Sound Schools’ Comprehensive School Safety Planning and Development model, communities have a plethora of tools to help create safer schools. While negative news coverage may dominate the headlines, we need to keep reminding ourselves of how communication, collaboration, and proactive planning has resulted in stronger, prepared, and resilient school communities.
There is so much more we can all be doing to make our schools safe and welcoming places where our children can reach their full potential, and teachers, staff, and administrators can educate without fear.Our common voice as parents and safe school advocates is extremely important towards this vital goal, and we need to exercise it at all levels with an overarching belief of ‘everyone safe, everyone learns and everyone is successful.’
Herein is the call to action. Let’s work together to make this happen!
About the Author: Topher Collier, PsyD, ABSNP, In addition to being the proud father of a 9-year-old, Dr. Topher Collier is a licensed psychologist and school administrator with advanced training in trauma-informed and crisis-specific care as well as in clinical care and intervention and neuropsychological, psychological and educational assessment of children, adolescents, adults, and families.
Editor’s Note: This blog contains views, and positions of the author, and does not represent Safe and Sound Schools. Information provided in this blog is accurate and true to the best of the author’s knowledge. Safe and Sound Schools accepts no liability for any omissions, errors, or representations. The copyright to this content belongs to the author and any liability with regards to infringement of intellectual property rights remains with them.
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After months of preparations, the Safe and Sound Parent Council program training has officially begun! The Parent Council is an exclusive structured education program to empower and prepare participants to advocate for school safety with authority and credibility. With our first webinar session completed last week, we are now gearing up for a string of guest experts who will teach our Parent Council about each topic in our comprehensive school safety approach.
Brooke, one of our Parent Council members, explained how she has always wanted to get more involved in school safety, but wasn’t sure she could make a difference. She said, “ After the first session I couldn’t believe how my mind was swirling with thoughts on how I actually could make a difference. SASS presented school safety as so much more than just a topic but as a process and as an achievable goal with many avenues. I can’t wait to learn more!”
Next week we will be hearing fromDr. Todd Savage, a professor of school psychology and former president of the National Association of School Psychologists. Dr. Todd Savage will be teaching us about Culture, Climate, and Community. He will be presenting withBill Modzeleski, a senior consultant with several groups specializing in school safety, threat assessment, emergency management, and homeland security. Bill recently retired after over 40 years of service at the Departments of Justice and Education and will be presenting on Law, Policy, and Finance.
We look forward to seeing all the amazing ideas from our fantastic group parents come to life as they work with school administrations to make their schools safe and sound. We are so grateful for this wonderful group of parents who understand that school safety is not one person’s responsibility – it is all of our responsibility.
Alissa Parker, Co-founder & Director of Safe and Sound Schools
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I can still remember the feelings of fear and guilt that washed through my body when I first heard a gunman had entered my daughter’s elementary school. Fear because only two months earlier, at a parent-teacher conference, I made comments to my husband about the flaws in the school’s security system. Guilt because I buried the pit in my stomach, despite knowing my child’s safety was in danger, and dismissed my concerns altogether. Guilt because I remember thinking the words, that would never happen here. Not only did it happen a few months later, but my daughter, Emilie, would be one of the victims who would not survive.
After the shooting at Sandy Hook Elementary, I vowed to never silence my voice again. This was the beginning of my journey towards becoming a school safety advocate and co-founding Safe and Sound Schools.
When I travel across the country sharing my story, I am always approached by parents, just like me, who are concerned about their child’s school and feel completely lost about what to do. There was a lack of resources available for parents who also wanted to get involved in school safety, and I know from personal experience how intimidating the process can be.
The Parents for Safe Schools program is designed for parents who want a more hands-on approach to school safety. This free program helps guides you on how to organize your own community dedicated to safety.
Just like any school safety initiative, this is not a one-size-fits-all approach. That’s why the Parents for Safe Schools program offers different options, whether you want to start by learning more or sparking discussions at your school, or if you want to take action and advocate for safer schools in your community, Parents for Safe Schools has guidance just for you.
Over the years, I have seen how incredibly powerful the voices of parents advocating for their child can be. There is so much to be done, and Safe and Sound Schools invites you to join our mission. Together we can make our schools safe and sound.
Alissa Parker, Co-founder of Safe and Sound Schools
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One of the key takeaways from the 2018 State of School Safety Report illustrates a lack of communication and misunderstanding about school safety among parents, students, and educators.
Safe and Sound Schools is addressing this need with some quick, simple ideas for how parents can get more involved. We hope you can use these ideas as a start in your community.
1. Form a Parent Safety Team within your school community. This could be the organizing body for safety activities and communications throughout the year. You can also tap into the Safety Team to have discussions with leaders and administrators to share the programs and resources from Safe and Sound Schools. Another idea is to bring administrators the State of School Safety Report to learn about how your school compares to our findings.
2. Conduct a Survey in Your Community. This will help your school community get a better sense of what concerns they have, as well as what assets already exist. Perhaps you have a parent who is also a public safety officer, or another who is a mental health expert, or one who has been studying the influence of media on our youth. You might find some real gems and people who can enrich your community’s knowledge.
3. Fundraise for Safety. One way to help fund subject matter expert presentations and workshops, and safety improvements is to tap into the power of parent networks for fundraising. Asking friends, family members, and neighbors to support school safety for your children will help defray costs while having a tangible benefit to the community. Have a bake sale or lemonade stand, run a “Change for School Safety” collection drive, start a GoFundMe page, sell tickets to a talent show, or even hold a silent auction. A little bit spread over a broad network will go a long way.
4. Organize Volunteers. Launch a volunteer program at your school designed to have more adults on hand during busy moments such as arrival, dismissal, or lunchtime. Make an effort to get as many parents CORI-certified as possible to strengthen your volunteer force.
5. Tip Reporting. Check in with your school to see if they have an anonymous tip-reporting system. Help them promote the tool through posters, announcements, and even guest speakers. If they don’t have a system, help them get one. Giving students, staff, teachers and administrators a safe way to report concerns will increase the likelihood of stopping a security threat before it starts.
School safety isn’t one person’s responsibility, it is the responsibility of every school community member. As parents, we should have a seat at the table and play an active, present role in ensuring the safety of our students. For more ideas, visit our Parents for Safe Schools page.
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While I spend a fair amount of time traveling to visit schools, communities, and school safety professionals, my travel increases tremendously in the wake of a school tragedy. In those moments, when I listen to the conversations around me, I hear such strong views, opinions, and ideas about school safety– all coming from the deepest places of concern, fear, anger, and disbelief.
In the aftermath of tragedy, with every breaking news detail, we are unified in our desire to keep our kids and communities safe. But, as mouths move and emotions rise, I find myself internally wondering, What were your thoughts on school safety the day before the disaster? Were you this concerned with school safety the day before the tragedy? Were you talking about it at the office? Did you post on social media about it? Was the topic even on your radar?
For many–if not most of us–it likely wasn’t. While I wonder, I do not judge. It wasn’t high on my radar on December 13, 2014, the day before an attacker walked into Sandy Hook Elementary School and into my daughter’s first-grade classroom. It wasn’t until a tragedy touched my life that the issue of school safety took a permanent position in the forefront of my mind and sparked the mission that is now at the core of Safe and Sound Schools.
With the new school year upon us, the back-to-school commercials airing once more, and school emails filling our inboxes, I wonder about the year ahead. Many of you are wondering about it as well, perhaps even considering a more proactive role in the safety of your child’s schools. With this hope in mind, I share the top 10 questions I hope you will ask yourself, your children, your neighbors and your school – questions I wish I had asked myself years ago:
1. What conversations are you willing to have with your children regarding school safety and the risks that can arise while at school (always considering your child’s age and readiness for conversations surrounding safety)? Topics may range from weather safety (what to do in the case of a tornado) to school violence. What will be your family plan? Who in your family can your student call in case of an emergency?
2. What about your school’s plans? Are you aware of the emergency plans? Do you know what is expected of you? It’s critical that you know and understand your school’s plan in the case of an emergency and in order to support these plans at home. For example, does the school perform lockdowns? What kinds of other drills are practiced–and how often?
3. How is outside access to the building controlled during school hours? Are exterior doors locked or open during the day? How many points of entry into and out of your school are there? What about the security of school visitors? Is there a visitor management system, either manual (with staff checking visitors in and verifying id’s) or technology-based (such as Raptor Visitor Management) in place to vet those gaining entry into the school?
4. What about security? Does staff or security walk around the school, inside or out? Does your school have the support of a school resource officer? Does your school have any unique weaknesses in terms of its physical structure that need to be addressed? Do the classroom doors lock? If so, how? Do those locks meet fire code? How are the doors unlocked? Are glass entryways into your school fortified?
5. What law enforcement agency supports your school and is called in case of an issue? How many officers and agencies (i.e. fire, police, EMS) are available to your school if needed?
6. In the case of an emergency, what is your school’s reunification plan? Is there one? What is expected of parents in case of reunification?
7. Have you talked to your students about being good citizens as well as being good cyber-citizens? How are kids protected and/or disciplined in cases of bullying?
8. How does your school support mental health? Is there a school-based mental health professional available to students and families? Do students know where to take concerns about themselves or their peers? How does your school foster a culture of safety and support for all students?
9. Does your area provide unique challenges or issues that affect your student’s safety? Extreme weather or natural hazards? If so, are there weather shelters in place? Is your school in a high-crime area? If so, is walking to school appropriate? How is student safety ensured when coming and going to and from school?
10. Does your school have a system to monitor threats on social media that identify your school or students in them? What about reporting mechanism on campus? Do students have a way of reporting known information to either a trusted adult or an outside agency? Safe and Sound partners with Safe2Tell nationally. This and other organizations offer tools for students and community members to keep their schools safe.
Having lost our precious daughter at Sandy Hook School, the thought of school safety is with my family every single day. It is my hope that communities come together, with students hand-in-hand, working purposefully, to protect every campus across our nation. The loss of one child this coming school year is one too many. Join me and our growing team of volunteers, experts, and community members who are determined to keep all kids Safe and Sound.
Michele Gay, Co-founder and Executive Director of Safe and Sound Schools
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Earlier this week, I had the amazing opportunity to speak at the National PTA Legislative Conference in Arlington, Virginia. I was invited to speak during the opening session with U.S. Secretary of Education, Betsy DeVos.
The attendees gathered were state PTA representatives from every state in the country. The theme of this year’s conference was to “Get in the Game”, to inspire advocates into action.
The PTA has touched my heart in a deep way. The PTA is made up of parents and educators who volunteer their time for the sole purpose of benefiting the youth in our communities. These are the real change-makers! I was honored to share with them my own personal journey from a stay-at-home mom to a school safety advocate. It was never a path that I anticipated or would think to take, but our lives have a strange way of changing course when we least expect it.
Over the last couple of months, I have seen a major shift in the conversation surrounding school safety. Communities are ready to take actions to ensure that tragedies like Sandy Hook and Parkland don’t happen again. Our goal as an organization is to help educate school communities in how to get started today. Change is possible. We can make schools safe when we work together.
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While schools are among the safest places for young people in our society, the recent mass shootings and school shooting in Benton, Kentucky, can increase fears and safety concerns for children and parents.
While the odds of a child aged 5 to 18 years being the victim of a violent death at school are extraordinarily low, it can and does happen. Consequently, it is important for parents to have guidance on how to address such events with their children. Adapted from guidance we have developed for the National Association of School Psychologists, in this blog we offer some of our thoughts on how parents can support their children when they ask questions about school violence.
Develop and Foster Resiliency
Proactively developing resiliency can help your child develop resources needed to cope with trauma exposure. Internal resiliency can be promoted by:
Encouraging an active (or approach oriented) coping style (e.g., helping others, taking action to help yourself)
Teaching your child how to better regulate their emotions and solve problems
Providing your child guidance on positive, healthy ways of coping
Fostering self-confidence and self-esteem by building upon your child’s strengths
Validating the importance of faith and belief systems
External resiliency can be promoted by:
Facilitating school connectedness and engagement in school and community activities
Facilitating peer relationships
Providing access to positive adult role models
Provide a Safe Place to Talk
Next, let your child know you are willing to pay attention, listen, and without forcing them to do so, talk about school violence. Protect your child by answering questions truthfully and providing reassurance that adults will take care of him or her. When providing facts about school violence, avoid providing any unasked-for details that might increase fears and emphasize actions adults and their school are taking to help keep them safe.
Build Community Connections
Connect your child to others by engaging the assistance of your child’s teachers, a school psychologist, coaches/mentors, friends, and neighbors. Spend extra time with your child and encourage engagement in familiar routines and activities.
Take Care of Yourself
It’s important to be aware of your own emotions, and while it is okay to show some emotion, it is a problem when adults lose the ability to regulate their emotions or fears in front of children. Especially for youth in preschool and primary grades, this makes a situation seem more frightening. If you are struggling to cope with the reality of school violence, reach out to others with similar experiences, or seek professional help. Taking care of yourself, will help you to better care for your child.
Increase Self-awareness and Understanding
It is important for your child to learn how to identify and manage fear and anxiety related emotions. You might tell your child to listen to their body’s “alarm system.” Help them to understand that stress reactions can help to keep them safe from physical and emotional harm in a dangerous situation, but when danger is not present such stress is not helpful. Enlist the support of a school psychologist to help your child regulate emotions such as anger, anxiety, and fear. Development of these skills empowers your child with knowledge that they have control over their emotions.
Encourage positive messaging by helping your child to assert: “I am strong,” and “People care about me.” Help your child to understand that while they may not have complete control over their circumstances, they do have some control over how they respond to the situation and how they seek support. Review safety protocols their school has in place and what they can do to get to a safe location if there is a concern. Refer to Developmental Levels of Safety Awareness for information on providing such guidance.
Increase Empowerment through Engagement
Let your child know that his or her voice matters. Help them find a way to be a part of the solution and a true stakeholder in safety. Younger children may enjoy starting or joining a Safety Patrol at school, while middle and high school students may take a greater leadership role by starting or joining the Safe and Sound Youth Council in their school.
If your child is distressed, keep in mind that recovery is the rule. However, if stress reactions do not begin to lessen after a week or more, consider seeking the help of a trained professional such as a school psychologist. This is especially important if your child has ever been directly exposed to an act of violence or has lost a family member.
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