As schools across the US resume classes following the winter break, whether online or in-person, many continue to adapt to the challenges and uncertainty created by the COVID-19 pandemic. Despite the ongoing uncertainty, schools serve as a critical system of support for children and teens who have experienced trauma. Traumatic events can interfere considerably with a child’s learning and behavior at school. It is important for schools to recognize the impact that a student's personal experiences can have on their learning achievement and provide them with the support they need to achieve their educational goals. The NCTSN has resources to help support educators, school staff and administrators in providing trauma-informed care when working with students during this challenging time.
Trauma-Informed School Strategies During COVID-19
This fact sheet offers information on the physical and emotional well-being of staff and creating a trauma-informed learning environment, including strategies for dealing with stress/STS for educators and administrators during COVID-19. It includes guidance for identifying, assessing, addressing, and treating traumatic stress. This fact sheet also provides trauma education and awareness, partnerships with students and families, cultural responsiveness, emergency management and crisis response, and school discipline policies and practices.
Coping in Hard Times: Fact Sheet for School Staff
Discusses how challenging financial circumstances may affect you, other school staff, students, and their families and provides specific ways to help.
Child Trauma Toolkit for Educators
Provides school administrators, teachers, staff, and concerned parents with basic information about working with children who have experienced trauma in the school system. This includes a Self Care for Educators tip sheet.
Trauma-Informed Schools for Children in K-12: A System Framework
Highlights the key elements of the 2017 NCTSN System Framework for Trauma-Informed Schools, while also underscorÂing the public health implications of trauma exposure and the benefits of having trauma-informed schools.
Addressing Race and Trauma in the Classroom: A Resource for Educators
Helps educators understand how they might address the interplay of race and trauma and its effects on students in the classroom. The guide outlines recommendations for educators and offers a list of supplemental resources. It should be implemented in accordance with individual school policies and procedures.
Childhood Traumatic Grief: Information for School Personnel
Offers information on why school personnel are important for grieving students. This fact sheet outlines how children grieve, what Childhood Traumatic Grief is, who develops Childhood Traumatic Grief, what traumatic stress reactions in Childhood Traumatic Grief can look like, the signs a student might have Childhood Traumatic Grief, and what school personnel can do to help their students.
Pause-Reset-Nourish (PRN)* to Promote Wellbeing: Use as Needed to Care for Your Wellness!
Provides information about the specific self-care strategy of Pause-Reset-Nourish, or PRN. This fact sheet acknowledges the levels of stress that professionals may be currently experiencing and offers a way to address unwanted symptoms and promote and replenish wellbeing and enhance resilience.
Psychological First Aid for Schools (PFA-S) Field Operations Guide
This version of Psychological First Aid gives school administrators, educators, and staff practical assistance to meet immediate needs and concerns, reduce distress, and foster adaptive coping in the wake of a disaster or stressful event(s). The manual includes in-depth information about each of the eight core actions and accompanying handouts for administrators, school staff, educators, students, and parents and caregivers.
Educator Sexual Misconduct in Schools: Guidelines for Staff, Volunteers, and Community Partners
Explores the importance of knowing the difference between appropriate and inappropriate school staff behavior with students. This webinar looks at how to be prepared to respond when allegations of sexual misconduct are made about a staff person and how to recover following an incident or allegation of sexual misconduct.
