Shock and denial are typical responses to large-scale natural disasters, especially shortly after the event. Both shock and denial are normal protective reactions.
Once the initial shock subsides, reactions vary from one person to another. These are common responses to a traumatic event:
Feelings become intense and sometimes are unpredictable. You may become more irritable than usual, and your mood may change back and forth dramatically. You might be especially anxious or nervous, or even become depressed.
Thoughts and behavior patterns are affected. You might have repeated and vivid memories of evacuating or seeing the fire approach. These flashbacks may occur for no apparent reason and may lead to physical reactions such as rapid heartbeat or sweating. You may find it difficult to concentrate or make decisions, or become more easily confused. Sleep and eating patterns also may be disrupted.
Recurring emotional reactions are common. Reminders or “triggers” such as smoke, ash, sirens, or fire trucks can create anxiety.
Interpersonal relationships can become strained, particularly if you are living in temporary housing. You may experience arguments with family or friends. On the other hand, you might become withdrawn and isolated and avoid your usual activities.
Physical symptoms may accompany the extreme stress. For example, headaches, nausea, and chest pain may result and may require medical attention. Pre-existing medical conditions may worsen due to the stress.
It is important to realize that there is no one “standard” pattern of reaction to the extreme stress of traumatic experiences.
Most children will be able to cope over time with the help of parents and other caring adults. However, some children may be at risk of more extreme reactions. The severity of children’s reactions will depend on their specific risk factors. These include exposure to the wildfire, personal injury or loss of a loved one, relocation from their home or community, level of parental support, the level of physical destruction, and pre-existing risks, such as a previous traumatic experience or mental illness. Symptoms may differ depending on age but can include:
Preschoolers—thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal from friends and routines.
Elementary school children—irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.
Adolescents—sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration.
A small minority of children may be at risk of posttraumatic stress disorder (PTSD). Symptoms can include those listed above, exhibited over an extended period of time. Other symptoms may include re-experiencing the wildfire during play or dreams; anticipating or feeling that a wildfire is happening again; avoiding reminders of the wildfire; general numbness to emotional topics; and increased arousal symptoms, such as inability to concentrate and startle reactions. Although extremely rare, some adolescents may also be at increased risk of suicide if they suffer from serious mental health problems like PTSD or depression. Students who exhibit these symptoms should be referred for appropriate mental health evaluation and intervention.
Excessive anger
Unusual startle reactions
Loss of appetite
Extreme fatigue
Physical or verbal aggression
Regular tardiness or absence from class
Perfectionistic, controlling or anxious behavior
Difficulty concentrating
Frequent headaches or stomachaches
Low self-confidence
Irritability
Clinginess
Trouble making friends
Self-harm or suicidal ideation
Hoarding
Risky behaviors (including drug or alcohol abuse or sexual acting out)
Panic attacks
Extreme self-reliance
Running away
Defiance
Alienation from peers
Trauma affects the ways individuals feel, think and behave. It influences self-perception as well as beliefs about other people and the world.
Though this list is not exhaustive, traumatic experiences can include:
Medical crises
Accidents or injuries (like a house fire or car collision that threatens the student’s safety)
Bullying or harassment
Family separation (due to incarceration, deployment, divorce, foster placement or death)
Natural disaster
Abuse (emotional, physical or sexual)
Neglect
Observation of domestic, community or school violence
Substance abuse
Mental illness
Terrorism and war
Instability due to being unhoused
Poverty
Overt discrimination or constant microaggressions
Refugee or undocumented status
More students may suffer trauma—or suffer more trauma—than you can see or know. Trauma is difficult to assess and identify; it’s also specific to the individual. An event that may traumatize one person may not traumatize another person. Moreover, the same event may lead to different trauma symptoms in different people.
Source: The National Child Traumatic Stress Network
Proactively applying trauma-informed classroom strategies benefits all students. Students respond positively when educators get to know their individual circumstances, affirm their identities and cultivate empathy in the classroom. Here are some ideas to consider incorporating in your teaching practice:
Social and emotional safety is the cornerstone of positive classroom outcomes. Research shows that students need to feel both physically and emotionally safe to learn. Students experiencing trauma, including bias, bullying and social isolation, are more likely to feel unsafe.
Strategies
Classroom contracts
Explicit anti-bullying or community-building curricula
Timely interventions in conflicts and hurtful exchanges
Teaching and modeling of empathy and active listening skill
Implement student-generated agreements and contracts
Discipline and behavior management are central to classroom culture and often present unique challenges for students responding to traumatic events or experiences. Foster compassion for and among your students. Focus on praising students for appropriate classroom behavior, not on punishment.
Strategies
Implement student-generated agreements and contracts
Adopt “zero indifference” (NOT zero-tolerance) policies
Seek out training in restorative justice techniques
Explore stress-management strategies to diffuse tense situations and help students process feelings in the moment
Give students opportunities to demonstrate their strengths
Increase your knowledge about trauma and how it may manifest for your students. Remember, students respond to trauma in different ways, and their responses may be influenced by cultural traditions, religious beliefs or familial relationships. Connect with students and their families to identify resources and services that can inform how best to support students who experience trauma.
Strategies
Seek professional development on working with specific identity groups
Share support resources with other educators
Connect with community organizations
Engage in ongoing self-assessment and reflection on your trauma responsiveness
Information from: https://www.tolerance.org/magazine/spring-2016/responding-to-trauma-in-your-classroom, 2020