As nationwide protests against police brutality continue to rock the nation, educators and school staff are preparing to welcome students back for in-person and virtual learning. Many teachers see this as a prime opportunity to help students of all ethnic backgrounds process their feelings by addressing these protests and opening up discussions.
 
“Teachers cannot be silent during this time,” said Patrick Harris, a 6th and 7th grade English and social studies teacher at the Detroit Achievement Academy. “Teachers have to take a stand. Students are absorbing this and they’re going to ask themselves later on in life or even now, ‘What was my teacher doing during this time?’”
 
Talking with students about these events, as they experience them, is top priority right now. Teachers have to find a way to make meaning of this that creates a better society in the long run.
 
Education Week compiled the following list of resources for teachers, as we embark on a critical school year. 
 
Resources about George Floyd’s death and the current protests:

• PBS NewsHour Extra released a lesson plan for grades 6-12 about the death of George Floyd. The plan includes a news video (that omits the footage of Floyd's death) and discussion questions about the protests, police brutality, and media literacy. 
• The New York Times' Learning Network shared an article about the protests, along with discussion questions, and opened comments for students to share their opinion.
• The Anti-Defamation League has created a short lesson on Floyd's death and police killings of black people, which includes a reading, discussion questions, and action steps for students aged 11 and up. 

 
Resources for talking about race, racism and Black Lives Matter:

• Black Lives Matter at School, a national coalition, created an anti-racist curriculum guide with English/language arts, math, social studies, and arts materials. The guide has lessons for early childhood through high school students that align with the principles of the Black Lives Matter movement.
• D.C. Area Educators For Social Justice, an initiative of Teaching for Change, has a collection of lessons, videos, readings, books, and general teaching guides for students in early childhood through high school. 
• The Smithsonian National Museum of African American History and Culture launched an online portal called Talking About Race that's designed to help steer conversations about racism, racial identity, and the way these forces shape every aspect of society. 
• The Pulitzer Center partnered with the New York Times to turn the 1619 Project, a collection of essays and literary works observing the 400th anniversary of the beginning of American slavery, into a curriculum for teachers of all grade levels. The curriculum includes reading guides, activities, and other resources about the history of race in America. 

• Teaching Tolerance, a project by the Southern Poverty Law Center, periodically updates its package on teaching about race, racism, and police violence.
• Ian Lawrence, a teacher in Toronto, shared on Twitter a Google drive filled with resources for teachers of all grade levels on anti-racism and the Black Lives Matter movement. The resources include relevant articles, discussion questions, coloring pages, and Spanish-language materials.

 
Starting these classroom conversations can be uncomfortable and challenging. But for black teachers, talking about police brutality and anti-black racism can be particularly emotionally draining. The Practice Freedom Project, founded by Atlanta educator Tamara Pearson, is hosting virtual meditations and reflections for black educators. 

COVID-19 has turned the entire world upside down, forcing people of all ages, race, gender and backgrounds to reluctantly adjust to a new and ever-changing "normal", thus creating some confusing, stressful and sometimes frightening situations. Lost jobs, crumbling relationships/divorce, racial tensions, and an economy in a downturn, we’re all feeling some level of trauma. 
 
But are Children Feeling this Trauma too?
According to Dr. Adam D. Brown, clinical assistant professor in the Department of Child and Adolescent Psychiatry at NYU Langone and member of its Child Study Center, THEY ARE. Children’s reactions following a traumatic event vary depending on their age, developmental level, degree of social support and coping skills, among other factors. Some show signs and some do not - each child’s response mechanism is completely different. 
 
Dr. Brown provided a few typical reactions that young children – ages 10 and under – may exhibit after experiencing trauma. 

• Unwanted Thoughts or Images: “Your child may replay certain thoughts or images in their mind or have an increase in nightmares—which may or may not be clearly related to the traumatic events,” Dr. Brown says. “Children often describe feeling unable to control these thoughts or images. Some children may draw, write, talk, or play about the events repeatedly.”

 

• Negative Feelings: “Your child may struggle with a range of negative feelings including sadness, hopelessness, irritability and anger, or numbness,” Dr. Brown says. “Some children may become overwhelmed by their feelings and act silly or younger than their age. Others may become anxious, especially when separated from caregivers. Your child may display behaviors they had previously outgrown, such as becoming clingier, bedwetting, separation anxiety, or having sleep difficulties.”

 

• Avoidance of Reminders and Problems with Attention: “Your child may avoid, or become agitated or distressed if unable to avoid, people, places, and things that remind them of what happened, or what is happening,” Dr. Brown says. “Your child may also have a hard time concentrating on schoolwork or other activities, seem more forgetful, or seem like they are daydreaming.”

 

• Arousal and Reactivity Symptoms: “The child may startle more easily or feel like there is danger or a threat present,” Dr. Brown says. “The child may have an increase in stomachaches, headaches, or other bodily aches and complaints, or have a change in appetite. The child may also have difficulty falling or staying asleep.”

 
When Should Caregivers Consider Professional Help for Their Child?
If the child’s symptoms do not decrease in two to four weeks after the traumatic event, it may be beneficial to seek out a child or adolescent psychiatrist of psychologist. However, with COVID, this is difficult to assess since it’s ongoing. If you’re unsure, consult with a professional and try to find a provider with knowledge of trauma and evidence-based or evidence-informed treatments for treating traumatic stress. 
 
Other situations that may warrant a specialist:

• If your family is unable to meet the needs of the child (maybe you’re also struggling with trauma).
• If the child’s symptoms are severe or significantly interfere with daily routines, ability to socialize or do schoolwork.
• If the child has been previously exposed to trauma, previously diagnosed with a mental health disorder or struggles with anxiety or mood problems. These children are particularly vulnerable for developing ongoing traumatic stress problems.
• If the child has experienced loss or grief, this may warrant additional support.

 
How Can Caregivers Help Their Child Cope?

• These are unprecedented times, so caregivers should provide developmentally appropriate information. Ask the child what they have heard and whether they have questions. Provide concrete explanations and use child-friendly language. If a family member or friend has passed, avoid using euphemisms as they can be confusing to the child.

 

• Be prepared for the child to ask the same questions or express the same concerns repeatedly.  Keep responses brief and honest. Caregivers should also be mindful about discussing the pandemic with others when children are present, and that includes limiting media exposure, as that can be overwhelming and confusing for young children (and adults too!). 

 

• Create opportunities to check in with the child. This doesn’t need to be formal but casually check in while in the car, eating dinner or at bedtime. 

 

• Children may have concerns about their safety and the health and safety of those close to them – especially as some will be returning to school soon. Provide concrete reassurances about what you’re doing in the present and future to keep them safe. Masks and gloves may be frightening, so have multiple and ongoing conversations about why we are wearing them. 

 

• Teenagers may want more information and may need to talk more. Alternatively, they may act as nothing is bothering them and won’t want to talk. Give them some space, but also keep a close eye on how they’re coping and continue to create opportunities for discussion.

 
How Can Caregivers Help Children Manage Their Feelings?

• Children may feel a wide range of emotions after trauma. Caregivers can help the child by labeling their feelings and providing validation. For example, you could say, “It makes perfect sense you’re feeling worried. Lots of people are getting sick, but we are doing everything we can to stay safe and healthy.”

 

• Help child identify activities to soothe themselves, like playing with the family pet, watching a show, listening to music, or playing a game. If the child is unable to calm down, use simple strategies such as deep breathing, thinking about a happy memory, or using a stress ball.

 

• Maintain consistency with daily routines if possible. If that’s not possible, keep the child informed about what changes they can expect.

 

• Caregivers should model healthy emotional expression. Talk about how you’re feeling and how you manage difficult feelings. As a previous blog post mentioned, children learn a lot about emotions by watching those closely around them. 

 

• Caregivers should demonstrate self-care. This could mean getting the optimal amount of sleep and exercise, establishing healthy eating habits, staying connected with family and friends, utilizing self-soothing strategies, etc. 

 
ACE’s website serves as a comprehensive resource hub for those seeking help with trauma. Please visit the Resource section for more information. Specifically, check out this Help Guide discussing trauma in children. 

Emotions play a critical role in everyday life and affect a majority of the choices we make. Having the ability to express, regulate and understand one’s own emotions, as well as those of others – commonly known as emotional competence or intelligence – is linked to higher social skills and academic achievement. 
 
Differences in emotional competence can be observed as early as the toddler years. Some children will throw a temper tantrum when they don’t get the toy they want, while others who have the ability to self-regulate themselves, will not. One of the most common ways children learn about emotions is through those consistently around them. Interactions with surrounding family members, close friends, schoolmates/teachers, and those close in the community allow for valuable opportunities for a child to identify and understand emotions. 
 
For those stuck at home during the pandemic, we have compiled a list of books helpful in teaching young children all about complicated feelings that often feel too big to keep inside, from sadness to jealousy to happiness. Although still a fairly abstract concept for young children, supporting children in their early understanding of emotions and allowing them to feel all the feels is the first step in ultimately teaching them how to cope and resolve them as they continue to grow.
 
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With the onslaught of negative news streaming through the TVs, car radios, and web pages of Americans across the country, it has become increasingly more difficult, even for the most optimistic, to stay positive and upbeat. Yes, each and every one of us needs to stay informed and take the COVID-19 pandemic seriously – it’s spreading at an alarming rate, causing severe illness, death and crippling the economy. It’s easy to hone in on the negativity, especially when it’s hitting you in all directions. 
 
Such constant negativity can create long-term damaging effects on well-being, which can then trickle into the workplace and your relationships. Seeking out positive elements in your life will give you the energy and resolve to weather the storm. Here are nine things you can change in your day-to-day to stay upbeat:

1. LIMIT YOUR INTAKE: Choose a single news source and limit the time you spend with it each day. No need to suffer all day long with 24-hour news channels. 
2. WATCH A FUNNY VIDEO: The Internet has no shortage of hilarious videos that will leave you rolling on the floor for hours. Take a look around YouTube and start bookmarking the funniest videos you stumble upon. Revisit the videos when you start to feel gloomy. 
3. LOOK AFTER YOUR PEOPLE: Sure, you may not have the underlying conditions others have that make them far more susceptible to severe consequences of COVID-19. Check in on your neighbors, your friends, co-workers and acquaintances. Checking in on them will make them feel great and cared for and will make you feel great in return. We’re all in this together.  
4. SUPPORT YOUR FAVORITE LOCAL BUSINESSES OR DONATE: Do what you can to keep your favorite local businesses alive. You may not have any interest in dining indoors or shopping right now, but purchasing a gift card, tipping your favorite bartender/server/hair stylist, and contributing in any way you can will ensure you will have something and somewhere to celebrate when we’re on the other side.
5. SEND GIFTS IN THE MAIL: We may not all be able to gather at the moment but sending a card or small gift in the mail can be a huge pick-me-up in high-stress times. This is particularly valuable to the elderly who are living in nursing homes.   
6. TAKE ADVANTAGE OF FOUND TIME: With stores and restaurants closed; work on pause, from home, or slower; and pretty much all activities canceled, we are left with a chunk of time to fill. Use this time to focus on things you haven’t had the time for or to enhance your skills. Select companies are now offering free online classes and certifications. Or just enjoy the rare downtime to indulge in a hobby or fun activity.
7. PRACTICE RANDOM ACTS OF KINDNESS: Think of those who could benefit from your thoughtfulness and generosity and act on it. Perhaps it’s a cup of coffee for the doorman, a gift card for your Amazon delivery driver, a handwritten letter of appreciation to a friend. Anything goes here and it will only make you feel great.   
8. TAKE A DAILY INVENTORY: Close each and every day with a positive acknowledgment of something you accomplished, learned or are just generally grateful for. It will make some of that negativity fade away and serve as a gentle reminder that the day really wasn’t that terrible. 
9. EXERCISE: Moving your body during the pandemic is essential for maintaining positive mental and physical health. Exercising each day reduces stress, prevents weight gain, boosts your immune system, boosts endorphins and improves sleep. 

Be deliberate in finding the positive in each and every day and embrace the parts of life that make you laugh, smile, and feel peaceful. 
 
Additional resources for mental health during a pandemic: