1) The document provides guidance for teachers on supporting students during stressful times. 2) It recommends that teachers care for their own mental health and wellbeing so they are able to support students. 3) While all children will be affected by stress, the impact will be unique for each child depending on their individual resilience and prior experiences. Teachers should acknowledge students' emotions but not attempt counseling.

1. In stressful times what can we
as teachers do?
STRESS ON
STUDENTS

2. In stressful times what can
we as teachers do?
That every one is affected
We need to care for ourselves to be able
to support others
All children are affected but their
experience is unique
Adults can control the impact of media to
some extent

3. Listen to children and acknowledge their
emotions Use relaxation strategies to help
manage stress
Seek out information about how stress can
manifest in children and adults
Keep issues in the broader context
Collect resources
Know your responsibilities and limitations

4. EvERyONE iS
affEcTED
Understand that the issues and information
which affect our thinking and functioning
also has an effect on the children we teach,
their parents, careers and others.

5. Understand that we need to consider and
look after out own mental and physical
health and recognize we are as vulnerable
as others in our school community. While
we need take a professional interest to
become informed about world issues we
also need to become more informed about
how those issues can impact on us and
others in our school community.
We need to care for ourselves to
be able to support others

6.  As part of personal care
everyone needs to emphasize
good health and wellbeing
routines. Children and adults
should maintain good regular
nutrition and get regular
adequate sleep. Individuals
feeling physically sick,
worried, depressed should
consult their family doctor.

7. All children Are Affected
but their experience is
unique
Acknowledge that the
children in our classrooms
are all affected by the current
stresses but that what they
experience as individuals will
be unique.
The child's own resilience
will also determine the long
and short term impact on
them.

8. Children's own prior experiences will have
a part to play in how they are affected and
how they cope. In particular apparently
unrelated and possibly issues unknown to
teachers may arise in the context of the
current situation. These issues may relate
to current or earlier experiences of grief
and loss. While these experiences can be
profound and variable (e.g. death of
someone known to the child, family
separation, family dislocation, illness,
abuse experienced or witness by the child,
death of a pet etc), the impact on the child
will not necessarily be in proportion to the
experience.

9. Adults cAn control the
impAct of mediA to some
extent
Because of the overwhelming presence the
media in our lives and in our school
community and expediential increase in
'information' relating to world events it is
advisable to place limits on what children
see and hear in terms of traumatic world
events.

10. Remember that children do not
necessarily have to be sitting in front of
the TV to be traumatized. They will be
affected if the TV or radio is on in the
'background', when there are news
updates and if there are newsflashes.
Children will see pictures in the
newspapers and may read captions and
stories.

11. Acknowledge their
emotions
Individually listen to children and
acknowledge the feelings which go with
what they are saying. Encourage children to
talk to their parents or others at home about
what they are thinking. In the context of the
classroom don't attempt to give overt
'counseling' or 'therapy’.

12. The depth of a child's reactions and feelings
may not be evident in an informal exchange and
if the child is left without emotional security
after a 'talk' they may then be more at risk.
Keep track of the emotions of the class and if
specific needs arise ask for help.
Note in a low key way if the behaviour of
individual children changes. Some children may
be expressing violent thoughts through what
they are saying, their interactions with peers,
in their writing and drawings.

13. AdditionAl Points
Use relaxation strategies to help manage
stress
Use relaxation strategies to help manage
stress.
Become better informed about how stress
manifests in children and adults.
Remember to keep the issues in the broader
context of all the events (negative, neutral and
positive) and experiences surrounding the
child.
Collect and use resources which are readily
accessible on the internet

14. BY :-
Deepal Patel
Primary Section
www.udgamschool.co
m