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School Shooting in Connecticut


Friday, December 14, the unthinkable happened in a Connecticut elementary school and many innocent lives were lost when a man shot at faculty and students. NSEA is deeply saddened by the horrific events that took place this morning in Newtown, Connecticut at Sandy Hook Elementary School. We are closely following events as they unfold and we extend our heartfelt condolences to the families of the victims. Employees at Sandy Hook Elementary are represented by AFT and NEA has already reached out to AFT at both the local and national level to offer condolences and assistance. The following are resources that may be helpful to you.
 
• NEA President Dennis Van Roekel's response to the incident.
 
• Connecticut Education Association (CEA) President Sheila Cohen's response to the incident.
 
• Health Information Network has produced a very useful Crisis Guide which gives guidance on how to respond before, during and after a crisis.  This may be useful answering the questions like, "How can we be better prepared to avoid or deal with a similar incident.  There are some particularly helpful areas of the guide: How Parents and Other Caring Adults Can Help http://bit.ly/W6qBvM; How Teachers can Help http://bit.ly/12q2qIB; Being responsive during a crisis http://bit.ly/U0EVnb
 
• NEA Today published the following article Lessons on Loss: How a school community heals after a student dies, which provides tips and ideas about how talk about and deal with student death and loss.

TIPS FOR TALKING TO KIDS - from the National Association of School Psychologists
http://www.nasponline.org/resources/crisis_safety/talkingviolence.pdf 
 
High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.

1. Reassure children that they are safe. Emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately.

2. Make time to talk. Let their questions be your guide as to how much information to provide. Be patient. Children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. Some children prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.

3. Keep your explanations developmentally appropriate.

• Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.

• Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.

• Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.

4. Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.

5. Observe children's emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child's level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of mental health professional if you are at all concerned.

6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be misunderstood.

7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don't push them if they seem overwhelmed.

 


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