Center for the Study of Traumatic Stress
CSTS | Department of Psychiatry | Uniformed Services University | 4301 Jones Bridge Road, Bethesda, MD 20814-4799 | www.CSTSonline.org

Teachers Helping Students
Listening and Talking
The magnitude of death andor identify with the victims or theSchool is an important normalizing
destruction in this event require
situation. Remind students thatspecial attention to communicating
they are safe at school. To decrease
experience for children and adolescents.
with children and adolescents.
overidentiﬁcation with the victims
Physical safety and security always
provide concrete information abouttake priority.
how they differ from the people
School is an important normalizing experience for
involved in the disaster.
children and adolescents. It is difﬁcult to predict the kinds■■ Engage your students in conversations of their choosingof psychological problems that children and adolescents— not necessarily about their feelings or the scene.
will have; however, the following management plan may
Talking about the normal events of life is central tohelp minimize later difﬁculties:
health.
■■ Increase your students’ sense of control and mastery at■■ Every student has a different way of responding toschool. Let them plan a special activity.
trauma. It is not advisable to require the same response■■ Older children and adolescents may feel “stirred up”.
of everyone. Listen to your students’ stories.
Helping them understand their behavior and setting■■ Maintain daily routines to the extent possible. Now
limits at school can help.
is not the time to introduce new routines. Familiar■■ Some children may respond by being distracted orschedules can be reassuring.
having trouble remembering things. These should be■■ Your response to the disaster will affect your student’s
tolerated and understood.
response; therefore, it is helpful to discuss your own■■ Be alert to changes in students’ usual behavior (e.g.,reactions with other adults and teachers before talking
drop in grades, loss of interest, not doing homework,with your students.
increased sleepiness or distraction, isolating themselves,■■ Provide structured time to discuss the event inweight loss or gain).
the classroom. Be alert to students expressing
overwhelming feelings in discussions. Limiting time can Teachers Helping Students: Techniques for thehelp the student express what they wish and not moreClassroom
than they might wish they had.
■■ Maintaining the usual classroom routines can be
For Younger Students:comforting. Even regular schoolwork can also provide■■ Reassure younger students that they are safe and thatsome sense of familiarity and comfort to some students.
their parents and other adults will take care of them.
■■ Encourage school faculty and staff to discuss and plan■■ Fearful younger students may need to touch base withclassroom interventions together.
their parents from time to time throughout the day■■ Be available to meet individually with your students.
during the early stages following the crisis.
■■ Discuss the event in an open, honest manner with your■■ Acknowledge questions about the death and thestudents. Children might want to talk intermittently,destruction.
and younger children might need concrete information■■ Acknowledge your student’s feelings: “You sound sad/repeated.
angry/worried…” “Are you sad/angry/worried?”■■ Limit exposure to television and other sources of■■ At a time when you are feeling calm and able to listen
information about the disaster and its victims.
and share with your students, acknowledge that you,■■ Help students limit the extent to which they personalize
too, may feel sad, angry, or worried.
Continued

xx Lead discussions that will help younger students
gain a sense of mastery and security. “You haveasked good questions.” “That was a good idea.”“Your family/Mom/Dad knows how to take goodcare of this.”
For Older Students:■■ Acknowledge the importance of peers in helping to reestablish normalcy.
■■ For many teens, their cognitive abilities are often
greater than their emotional capacity to manage highly
stressful situations. Expect emotional swings.
■■ Remember the importance of providing emotional

support by “naming” the expectable reactions ofsadness, numbness, anger, fear, and confusion. Explain
how inappropriate giddiness, laughter, or callousness
are often used to distance ourselves from becoming
overwhelmed.
■■ Help your middle and high school students reframe
their expressions of rage or despair. Focus on helping
them to ﬁnd positive solutions to the situation.
Coordinating memorial ceremonies or special school
assemblies or donating their time and creativity tofundraising, blood drives etc., are ways your students
can learn the beneﬁts of altruism to themselves and totheir communities.

Center for the Study of Traumatic Stress
Department of Psychiatry
Uniformed Services University
4301 Jones Bridge Road, Bethesda, MD 20814-4799
www.CSTSonline.org