Respond to Students' Questions and Concerns

A toolkit to help students and families with grief(Updated 8/4/2020)

• Grief Resources - Available in Spanish and English

• National Center for School Crisis and Bereavement: Modules to Learn How to Support Grieving Students

  • Offers 3 modules to help school staff understand the experience of the grieving student and includes information about how children understand death and express their grief.

A toolkit to help foster productive conversations about race and civil disobedience (Updated 6/2/2020)

Say Their Names

Talking to students about Coronavirus (COVID-19)

• How to talk to children about the coronavirus (Harvard Health Blog)

• How to talk to teens about the new coronavirus (Harvard Health Blog)

• Parent/Caregiver Guide to Helping Families Cope With the Coronavirus Disease 2019 (COVID-19 (National Child Traumatic Stress Network)

• Helping Children Cope with Changes Resulting from COVID-19 (National Association of School Psychologists)

• Just for Kids: A comic exploring the new coronavirus (NPR)

Responding to student mental health concerns

Excerpt from CPS guidance for Responding to Student Mental Health Concerns During School Closure

During a public emergency, students may share feelings of anxiety, depression, or fear - all of which are normal given the circumstances. In such cases, teachers can implement trauma- informed practices to help students feel safe and calm and foster positive emotions.

• Post positive visuals and quotes

• Teach students mindfulness techniques to regulate their body’s response (blood pressure, temperature, etc.) - Keep Calm & Practice Calm Classroom

• Help students become aware of feelings and healthy coping strategies: When Terrible Things Happen: For Students

However, for some students, these feelings may be overwhelming - especially students already experiencing such emotions as a result of chronic stress or trauma. Strange or inappropriate behavior should not be ignored. Look and listen for signs of distress (nervousness, fearfulness, lack of energy, withdrawal, etc.). Below are best practices and instructions for additional support when anyone becomes concerned about a student’s emotional or mental health, or related disclosure (i.e. in a written assignment, verbal statement, drawing/depiction, etc.).

1. Set a time to meet with the student and ask an administrator, colleague, or RSP/counselor to join you.

2. If already engaged in a meeting with a student when you become concerned, stay present and available, and reach out to an administrator, colleague or RSP/counselor as soon as possible to consult.

When talking with a student:

• Listen carefully to what is troubling the student. Rephrase what they are saying and help them identify their feeling/emotion:

  • “I can see how upset you are because …… and it feels like nobody will listen/understand."

  • “I hear how angry/sad/worried you are”.

  • Avoid making promises such as, "Everything will be alright."

• Acknowledge your observations and express your concerns:

  • “It sounds like: it has been hard to be at home, you are worried about….”

  • “I noticed you seem different…(are usually more engaged, smile more, seem more interested in learning, interact with your friends more, etc.)”

  • “I am worried about you, and want you to make sure you are safe.”

• Thank the student for sharing, reassure the student that you want them to be safe and that you/others at the school are here to help.

• Make an appointment to check in with the student later that day or the next day.

Immediately after talking with a student:

• Note: If the student in crisis reported a physical/sexual abuse, or neglect issue, you should follow the procedures listed above in the section titled “Students in Crisis (physical/sexual abuse, neglect, etc.).” If not, then follow the steps outlined below in this section.

• Consult with the school social worker or psychologist and determine if further outreach/assessment is needed. Ask them to join you on the next contact with the student.

• Inform Principal/School Administrator.

• Contact the parent to make them aware of the concern.

  • If the student is making an allegation against the parent, however, then the parent should not be contacted. DCFS should be notified.

• Contact Student Safety Center (773-553-3335) if there are concerns over suicidal or homicidal ideation (see above guidance).

• If available, engage the school’s MTSS/Behavior Health Team to develop a support plan or safety plan, if appropriate.

• The student’s MTSS Plan in Aspen should be updated to reflect the support/safety plan.

University of Michigan- Materials and support for Depression, Anxiety and COVID -19 Grades 3-12 (Updated 8/4/2020)

• TRAILS materials are designed with accessibility in mind. All agendas and materials needed for leading 10 sessions focused on alleviating symptoms of depression and anxiety.

• TRAILS resources are divided into key components that may be covered throughout TRAILS sessions and include handouts, homework, activities, and multimedia. All agendas and materials needed for leading 10 sessions focused on alleviating symptoms of depression and anxiety.

• We have expanded access to new materials designed for grades 3-5.