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Counselors:
As we think about those affected by the tornado over the weekend, I wanted to give you some reminders about a few things.
Please remind school staff that local disaster response mechanisms should run through local city and county governments. All those responses have been activated and are working. The most important thing is to stabilize people’s physical well-being and environment, then they will attend to the psychosocial (think Maslow’s Hierarchy of Needs).
It is critical that school staff remember that schools are a part of local crisis response plans, and that there likely are people at the district level who are already in contact with local authorities. It is important that local and state responders and offices not be overwhelmed – assume things are in order.
What can school staff do? Reach out to students, families and staff to see if anyone needs anything. If there is a family or community in need, find out where the local resources are (such as a community center, church or Red Cross) and help connect them to those existing resources. Provide food, clothing, money, etc. Most people are in shock during the first few days after a natural disaster and this is not the time for psychosocial intervention except for basic stabilization.
The National Child Traumatic Stress Network (NCTSN) has resources specific to tornadoes. Please share these with people asking what they can and should do. I’ve attached the links to the most relevant ones – first, for teachers, then a few handouts for kids and parents.
This coming week there may be a need for counselors, school psychologists and other behavior health folks to check in with students, staff and families. Once school is back in session, classroom visits and conversations to reassure students, answer questions and identify anyone who may need additional support is a good idea. Teachers MUST remain in the room when behavioral health professionals have these conversations.
These conversations should be geared based on what is age-appropriate. Acknowledge what has happened by providing the basic facts: “There was a tornado and lots of buildings were destroyed. Unfortunately, some people were hurt and some people died. The danger is over now and we are safe, but things like this can make us feel upset or worried. That’s normal. Let’s talk about some things you can do when you feel upset or worried.”
Give basic self-regulation tips, practice one or two, build them into the daily routines multiple times a day and give kids permission to ask questions or talk to adults in the building. Keep checking in at the universal level and then individually with kids who seem more distressed. For anyone who lost a family or friend, or have families or friends impacted, more checking-in and some individual support may be needed.
School staff have to expect students will be distressed and be comfortable with that for a few days or a week. The idea is not to make it all “better,” but to normalize and help kids feel like they have the ability to manage those feelings of distress.
This column was provided by Miriam Silman, the trauma and resilience advisor at the Kentucky Department for Behavioral Health, Developmental and Intellectual Disabilities and the Kentucky co-director for Project AWARE, which promotes student mental health and wellness through school-based behavioral health supports. She has worked as a clinician, researcher and trainer focusing on trauma and resilience for more than 30 years. She has a bachelor's degree from Brown University, a master's of social work from the University of Kentucky and has completed her doctoral coursework in social work at the University of Kentucky.
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