Harris County Texas Homeland Security and Emergency Management
Tips for Educators
Traumatic events such as a natural disaster, school violence, accidents, traumatic death of an educator or peer can impact students’ learning, behavior, and relationships. Here are some ways you can help students. Keep in mind, not all students will feel the same way.
If any of these problems interfere with student functioning, find out how to refer them to specialized help. Educators and professionals should also be aware of their own reactions and seek help if needed.
If students feel sad, scared, empty, or numb:
Provide support by listening to concerns and feelings. Educate students about different trauma reactions. Do not assume all students feel the same or need help but try to accommodate students’ different responses.
If students have behavior problems that are new or worse:
Have patience with minor behavior problems. Stay calm when setting limits. Return to predictable school routines and activities as soon as possible. (Refer students for professional help for any concerns about self-injury or dangerous behaviors.
If students have trouble concentrating, paying attention, participating, or getting work done on time:
Understand that attention and doing classroom activities may be affected. Focus on the present with gentle reminders about daily tasks. Consider modifying work or providing extra structure and instructions.
If students appear sleepy or irritable due to having sleep problems:
Realize that sleep difficulties are common and can lead to fatigue and poor participation. Suggest healthy sleep habits and calming coping strategies. Consider adjusting deadlines until sleep is stabilized.
If students have physical trauma reactions like stomachaches, headaches, a pounding heart, body aches, or fast shallow breathing:
Recognize physical reactions may confuse or scare students, making them even more afraid. Encourage students to use relaxation strategies such as slow breathing, stretching, or physical activity.
If students startle more easily in response to everyday noises:
Identify the sources of everyday noises and that these are not dangerous. Reassure students that they are safe. Explain that physical responses (e.g. feeling startled, tense muscles, fast breathing) are common after a trauma when they are on high alert. Suggest using calming strategies such as slow breathing.
If students think life is meaningless, or withdraw from friends and family:
Suggest engaging in positive activities (e.g. volunteering, hobbies). Discuss ways to cope with sad feelings and the value of in-person support, talking with family or friends, rather than connecting via media. Discuss ways to support students with other adults they trust.
If students believe that school isn’t safe:
Create a sense of safety by returning to normal, predictable routines as soon as possible. Remind them that such events are rare. Point out ways adults make school safe.
If students feel responsible for not taking action before, during, or after the event:
Discuss that people did the best they could at the time. Give honest, accurate, and age-appropriate information. Let students know you will tell them the truth.
If students search the media for information about the event to find answers:
Suggest they limit the use of media to maintain balance and perspective. Offer to help them find answers to difficult questions.