Tips for Reinforcing School Safety

Thinking of the recent events in Newton, Conneticut, I thought it would this topic would be a great first post. High profile acts of violence, particularly in schools, can confuse and frighten children. This can result in feelings of danger and worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security. Below are some tips that may be useful as you encounter various questions and comments: Reassure children that they are safe. When questions arise, emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately. Schools are safe places. School staff work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe. The school building is safe because teachers and school staff work hard every day to keep everyone safe Any conversation with a student must be developmentally appropriate. Early elementary children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults are there to protect them. Young children are not able to process the complexities of violence in the same way that adolescents and young adults are prepared to discuss the issue. Young children often gauge how threatening an event is by adult reactions (i.e., if caregivers act scared and frightened, young children will view the event as scary and frightening). They may be confused by what they hear and may have basic fear responses such as bad dreams, resistance to separate from their parent, and/or crying and clinginess. They respond well to basic assurances by adults and simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools. Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of a mental health professional if you are at all concerned. Learning Disabilities: Students with learning disabilities (LD) may or may not need supports that are different from students without disabilities, depending upon their level of emotional maturity and ability to understand the concepts discussed. Many students with LD are able to process language and apply abstract concepts without difficulty, while others have specific deficits in these skills. In particular, some students with LD interpret very literally; therefore teachers and parents need to choose their words carefully to insure the child will not misinterpret. For example, even referring to terrorism as “acts of war” may confuse some children who interpret language literally; they may envision foreign soldiers, tanks and fighter planes attacking America. Communicate to parents about the conversations that school personnel have had with students. Schools need to keep parents informed about how they are responding to student questions and any type of support that has been made available for students struggling with the crisis. If you’ve had a conversation with a child, inform the parent about the discussion and the information discussed. Provide parents with guidelines for talking with children about violence. If a parent has questions about how to talk to their child, encourage them to contact the school psychologist or other professionals working with their child. Consider the cultures, traditions, religions and family/community values of students in any school response. It is important that schools respect the values, traditions, beliefs and customs of the students and their families impacted by the crisis. Remember not everyone processes strong emotions through conversation. Some children and adults may need to respond through art, poetry, prayer, or activity. Also, it is not always easy to maintain your own composure in the face of challenging questions and potential discussions with students. Therefore, be aware of your own emotional health and limits. If student questions are too frequent or upsetting for you to address, feel free to refer students to the school psychologist or counselor. Information obtained from the National Association of School Psychologists http://www.nasponline.org/