1. 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

2. Welcome and Introductions
Introduce ourselves
Discuss the Safety Grant
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3. 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?

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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
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10. Emergency Codes: What do they mean?
Code: Green Code: Yellow Code: Red

11. Questions…

12. 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

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