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Suicide Among Children

Helping Students Deal with Grief

Bullying Prevention

Classroom Guidance

Don’t Laugh At Me

A program of Operation Respect that has a mission to assure each child and youth a respectful, safe and compassionate climate of learning where their academic, social and emotional development can take place free of bullying, ridicule and violence.

 

Through music, video, and classroom activities, the "Don't Laugh at Me" (DLAM) programs help sensitize children to the painful effects of behaviors that too often are accepted as necessary rites of passage in childhood - ridicule, disrespect, ostracism and bullying. Children participating in DLAM learn that by working together they can positively shape their school environment, and eventually bring this message to the broader community.

Brain Power! Challenge

The National Institute on Drug Abuse's (NIDA) mission is to lead the Nation in bringing the power of science to bear on problems of drug abuse and addiction. The Brain Power! Challenge program is one effort in trying to reach this goal. Brain Power! Challenge is designed to take students in grades 6 - 9 through a step-by-step exploration of scientific processes and how to use these processes to learn about the brain, nervous system, and effects of drugs on the nervous system and body.  In addition, the project's overall goal is to make learning fun and engaging, and to instill in young students a lifelong interest in science.

 

Suicide Among Children

 

Suicide is an important issue that should be addressed among students, parents, and teachers. The prevalence of suicide among children and adolescents calls for intervention from friends, siblings, parents, and teachers.  

 

Risk Factors

· Prior suicide attempt

· Co-occurring mental and alcohol or substance abuse disorders

· Family history of suicide

· Parental psychopathology

· Hopelessness

· Impulsive and/or aggressive tendencies

· Easy access to lethal methods, especially guns

· Exposure to the suicide of a family member, friend, or other significant person

· History of physical or sexual abuse

· Same-sex sexual orientation (only been shown for suicidal behavior, not suicide)

· Impaired parent-child relationships

· Life stressors, especially interpersonal losses and legal or disciplinary problems

· Lack of involvement in school and/or work ("drifting")

 

At-Risk Signs for Suicide

· Change in eating and sleeping habits

· Withdrawal from friends, family, and regular activities

· Violent actions, rebellious behavior, or running away

· Drug and alcohol use

· Unusual neglect of personal appearance

· Marked personality change

· Persistent boredom, difficulty concentrating, or a decline in the quality of schoolwork

· Frequent complaints about physical symptoms, often related to emotions, such as stomachaches, headaches, fatigue, etc.

· Loss of interest in pleasurable activities

· Not tolerating praise or rewards

 

For additional information and support please visit Yellow Ribbon.

For more information on Suicide Among Children and Adolescents visit

the CDC website.

 

Helping Students Deal with Grief

How Your Student May Grieve

Regressive Behavior:

Children experiencing an emotional crisis often will act more childlike, immature, and may exhibit separation anxiety when away from their parent. They may need to sleep in their parent’s bed or need to be held more often than they had previously. This is normal, and it is important to be tolerant of their regressive behavior. Grieving children should not be shamed or told to “grow up”.

Emotional “Numbing”:

Many children in crisis will seem detached from their feelings. It helps them manage their pain. However, behaviorally they will look like they are doing fine because they are not crying and emotional. As a result, many adults in their life will not check in with as frequently and they will not get as much support as they may need.

Acting Out:

An increase in problem behavior, erratic or explosive emotions, difficulty concentrating, and work avoidance are all symptomatic of grief. Children may feel helpless, angry, scared, anxious, or frustrated. They make be seeking to increase control over their immediate environment because they feel so powerless over circumstances.

Repeating Questions:

Children may have difficulty understanding or accepting the facts about a traumatic loss or event and may therefore need to ask the same questions again and again.

Developmental Differences in Understanding Death

Cognitive development, personality, religious education, media exposure, and family teaching will all influence your student’s understanding of death and terminal illness. Here are some overall developmental characteristics of death concepts.

9-12 years:

Have developed a complete death concept but may lack the ability to fully understand abstract concepts that are involved in certain causes of death. This age group is more at risk of acting out in ways that are self-injurious.

8 Ways to Help Your Grieving Student

• Give grieving students the opportunity to tell you what happened and how they feel.

• Encourage them to work with you to make modifications and accommodations to their schoolwork. This will help them voice what they need and how they are feeling. Grieving is a process. Make sure you are patient and give them adequate time to resume a normal workflow. Putting too much pressure on them too quickly may result in an emotional breakdown or school avoidance.

• Don’t distort the truth or lie to kids about tragedy. Children will often see through lies and will feel more alone and confused with their feelings because they know you don’t want to talk with them about the truth. Knowing the truth will help kids begin to heal because they have a complete understanding of events.

• Encourage children to ask questions about death or the traumatic loss. Often if things are not discussed, children will create their own, inaccurate interpretations of events. For example if a child’s parent commits suicide, the child may falsely decide that they caused it somehow. Helping children understand the event will insure that their interpretations are accurate, as painful as the truth may be.

• Understand that we all grieve differently. There is no right or wrong way to do it. There may be a great deal of anger, the need for vengeance, and an ongoing sense of worry for your student. Always remember that it is hard work for your student to grieve. You are only able to be helpful in supporting them in their process.

• Encourage “active coping” techniques, which refers to taking action to seek out help when one is hurting. Be straightforward with your student that you really want to understand what they need and how they are feeling. Give them time and encouragement since they often may not be able to express themselves or let you know what they need right away.

• Connect them with a place to go outside the classroom if they become upset. This may be the school psychologist or counselors office, the librarian, whoever seems like they will be most helpful. Let the student know they are free to leave the class whenever they feel like they need space.

• Make sure you manage your own grief appropriately. The death of a student, teacher, or staff member can affect you as well as your students. Keep in mind that you need to take care of yourself as well, and if you need to miss school or take time to get help yourself, you will be much more effective at helping your students in the long run. Remember that they are learning from your response. It is perfectly appropriate to cry softly with your students or express your sadness, but if you become hysterical it may be more upsetting for them. Go through your own process but make sure to take time away if you are not okay.

Bullying Prevention

How Teachers Can Help

How to Intervene to Stop Bullying: Tips for On–the-Spot Intervention at School

Providing Support to Children Who Are Bullied: Tips for School Personnel And Other Adults

Steps to Address Bullying at Your School: Tips for School Administrators