Trauma Sensitive Schools and School Safety: What parents need to know May 2, 2019 Presenters: Pamela Hansen, School Social Worker, Violence Prevention Program Anthony Jacobs, Safety Technician 1, Department of School Safety Keith P. Posley, Ed.D., Superintendent ©2017 Milwaukee Public Schools

Welcome and Introductions Introduce ourselves Discuss the Safety Grant ©2017 Milwaukee Public Schools

Agenda What is the background of this training? What is the definition of Trauma? What does it mean to be Trauma Sensitive School? What is the district doing? How can families be trauma sensitive? What is the role of School Safety?

Background School Safety Grant Purpose of Training Milwaukee Public School was awarded over $4 million in School Safety Grant Funding from the Wisconsin Department of Justice.  Dr. Posley, stated that “The safety of our students and staff is a top priority for MPS.” “Through this grant, and in partnership with the Wisconsin Department of Justice, we will further enhance our safety efforts with physical upgrades and additional training for staff.”  The school safety grant will allow for a series of professional development sessions and physical security enhancements.  The project aligns directly with the Milwaukee Board of School Directors school safety resolution passed on March 22, 2018.      ©2017 Milwaukee Public Schools

Definition of Trauma Trauma is not an event, but a sensory experience that overwhelms ones ability to cope. It can leave a person feeling hopeless, helpless, and fearing for ones safety and survival. The National Child Traumatic Stress Network (NCTSN) estimates that 25% of children nationally are exposed to trauma = 1 in 4 children Adverse Childhood Experiences Study (ACE Study) Milwaukee sets the national extremes of distress From: The Concentration of Poverty Within Metropolitan Areas Today, the city sets the national extremes of distress. Milwaukee leads all 100 of the nation’s biggest metro areas in an index of concentrated poverty created by the Federal Reserve Bank of Cleveland. In the Annie E. Casey Foundation’s annual report on the well-being of children, which examines the nation’s 50 biggest cities, Milwaukee is the only large city to land in the bottom five in such key categories as: percentage of children in single-parent families; children in poverty; children in low-income families; and children in which the head of the household has no more than a high school degree or equivalent. Key Findings Economic hardship and divorce or separation of a parent or guardian are the most common ACEs reported nationally, and in all states. Just under half (45 percent) of children in the United States have experienced at least one ACE, which is similar to the rate of exposure found in a 2011/2012 survey.* In Arkansas, the state with the highest prevalence, 56 percent of children have experienced at least one ACE. One in ten children nationally has experienced three or more ACEs, placing them in a category of especially high risk. In five states—Arizona, Arkansas, Montana, New Mexico, and Ohio—as many as one in seven children had experienced three or more ACEs. Children of different races and ethnicities do not experience ACEs equally. Nationally, 61 percent of black non-Hispanic children and 51 percent of Hispanic children have experienced at least one ACE, compared with 40 percent of white non-Hispanic children and only 23 percent of Asian non-Hispanic children. In every region, the prevalence of ACEs is lowest among Asian non-Hispanic children and, in most regions, is highest among black non-Hispanic children.

What does it mean to be a Trauma Sensitive School? It means to… Realize Recognize Respond Resist Realize the prevalence of trauma and impact - 1 our 4 children have experienced at least one traumatic event by the age of 16 and that trauma has an impact on our children’s learning, behavior, brain and how they view the world Recognize the signs and symptoms of trauma in our children, families and our staff Respond to our children’s unique needs, by incorporating what we know about trauma into our policies, procedures and practices and; Resist retraumatizaion – being aware of triggers and avoiding them. ©2017 Milwaukee Public Schools

What is the district doing? Trauma Sensitive Schools Education Mindfulness Restorative Practices Social and Emotional Learning Staff Wellbeing TSS Education: We have done book studies, modules, self-regulation intervention training, consultation with schools, compassion resilience, Introduction to Mental Health Awareness Introduced Mindfulness- Paying attention on purpose without judgement, being in the present moment. Restorative practices a continuum of tools that allow us to intentionally build, maintain and repair trusting relationships and community. Introduced Social and Emotional Learning skills –is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions We have focused on Staff self-care. Promoting taking of yourself so you can take of the children. ©2017 Milwaukee Public Schools

How can families be trauma sensitive? Be Understanding Be Patient Be Nurturing Keep It Simple Normalize Take Care of Yourself Be understanding – trauma is different than any other experience and children may respond in any number of ways, many of which you may not have seen before. Your child may not have control over their behavior because the terror/fear has made them feel out of control and this is what is driving the behavior. Be Patient – Trauma ruins a child’s sense of safety, therefore, some of the behaviors they exhibit, may be your child’s way of regaining control over their safety and help them to feel powerful again. DO NOT force a child to change or stop until you have consulted with a trauma specialist/therapist. Be Nurturing- no matter the age, all trauma situations require a lot of nurturing. Your child may need that extra attention. They may want to withdraw for a while or they may want to be a little more clingy. Try to place less demands on them. Keep it Simple – a child who has experienced trauma may have a difficult time focusing and concentrating. They have trouble remembering the simplest things. Protect your child from stress. Try to keep things simple. Normalize- Let your child know that their reactions are not unusual following a traumatic experience. ©2017 Milwaukee Public Schools

Role of School Safety Assistant to the Principal Foster environment focused on CWSS Roles of the Safety Assistant in the School Building Explanation of District Emergency Codes ©2017 Milwaukee Public Schools

Emergency Codes: What do they mean? Code: Green Code: Yellow Code: Red

Questions…

Thank you. Presenters: Pamela Hansen, School Social Worker, Violence Prevention Program Anthony Jacobs, Safety Technician 1, Department of School Safety Keith P. Posley, Ed.D., Superintendent ©2017 Milwaukee Public Schools

Keith P. Posley, Ed.D., Superintendent ©2017 Milwaukee Public Schools