PTSD: Post

Traumatic
Stress Disorder
Kendall Tomyk, Madi Meakin, Mae De Claro, Nicole Godbout, Theresa Minnelli
What is PTSD?
PTSD (Posttraumatic Stress Disorder) is an anxiety disorder that can develop after
being exposed to a terrifying event or ordeal where there was perceived or real risk of
physical harm (Omnigraphics, 2018).
The development of PTSD occurs when an individual feels an overwhelming sense of
fear, helplessness or horror at the exact moment of exposure (Bisson, 2007).
The criteria for PTSD have been modified since first appearing in the 10th Edition of
the International Classification of Diseases. (Bisson, 2007)
Events that can trigger PTSD include (but are not limited to) “violent personal assaults,
natural or human-caused disasters, accidents, and military combat” (Omnigraphics,
2018). People with PTSD have persistent frightening thoughts and memories of their
ordeal, and may experience sleep problems, feelings of detachment/ numbness, or be
easily startled. (Omnigraphics, 2018).

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 Symptoms of PTSD
Symptoms of PTSD can look different in every child. Some of these diverse symptoms include: “intrusive
reexperiencing, avoidance, altered cognition/emotion, hyperarousal (including problems with sleep, aggression,
self-harm, and reckless behavior), and dissociation. (Landolt, M., Cloitre Marylène, & Schnyder, 2017). These
symptoms can emerge and disappear with varied intensity and frequency over time. Symptoms can even take months
or years to show up at all after a traumatic event. This makes it difficult to sometimes see PTSD in a child, as a child
may be in a period where symptoms have subsided, but the trauma still exists. It is also possible for a child to
experience a traumatic event, and never experience impairment enough to be diagnosed with PTSD. (Landolt, M.,
Cloitre Marylène, & Schnyder, 2017).
It is important to note that children who have been exposed to traumatic stressors are also risk for developing serious
problems with “anxiety, phobias, depression, disruptive behavior (including attention deficits, impulsivity,
oppositional-defiance, and delinquency), learning, eating/weight, sexual behavior, addictions, psychosis, mania, and
suicidality” (Landolt, M., Cloitre Marylène, & Schnyder, 2017). It is vital we are keen in diagnosing and addressing
PTSD in children as early as possible, so we are able to help support them in avoiding further issues to come of it.

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Observable Signs of PTSD
According to KidsHealth (Hasan, 2021), the following
are observable signs of PTSD:
● Physical and/or verbal aggression
● Disproportionate reactions to setbacks and
unexpected changes
● Trouble managing strong emotions (extreme
anger, excessive crying, etc.)
● May startle easily or be overly sensitive to
noises, sights, or smells that remind them of the
traumatic event
● Avoid people, places, things, or activities that
remind them of the event
Knowing the signs of trauma is valuable, as it can
help the educator and school staff understand that
the student is not intentionally acting out. In this
way, “we can move away from disciplining
unproductive coping mechanisms. We can support
students with unlearning the responses that do not
serve to push them toward their goals and that do
not keep them safe.”. (Todd, 2021).
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Non- Observable Signs of PTSD
According to Edutopia (Todd, 2021), these are some
signs of PTSD that may be observed in the
classroom. The signs listed are deemed non-observable,
because there could be other factors that could lead
● Extreme shyness and difficulty engaging with to a student to display these signs. The student
others should never be obligated to speak upon any of their
● Clinginess life experiences. In some cases, they may not even
● Difficulty transitioning from one activity to the understand the link between their symptom and
next trauma (Hasan, 2021).
● Apathy and lack of effort
● Perfectionist tendencies

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How does PTSD Manifest in a Child?
PTSD can present differently in each person. Age is a contributing factor to how we see PTSD manifest in our
students as it does affect children differently than adults. An example of this would be through how children tend
to relive the event. Often we will see the trauma displayed through “expressive play related to the trauma or
reenactment” (Hermosilla, S, 2021).

PTSD can affect a child’s neurocognitive abilities, particularly their memory recall. However, research has found
that children who have experienced neglect have the same negative effects to their cognitive abilities and
academic success, whether they have PTSD from it or not (Hermosilla, S, 2021).

According to Stanford Medicine there are some common ways that PTSD might present in children. Children may
have trouble sleeping or feel depressed, grouchy, nervous, jittery, or hyper alert. They might have troubles in
school and lose focus or interest in things that they previously enjoyed. They might act younger than their age or
become aggressive and have trouble feeling affection. (Stanford Medicine, 2022).

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How does PTSD Impact Learning?
Effects of PTSD on learning can vary greatly from case to case. As there are different severities of PTSD, the
amount of trauma a child experiences will change the outcomes on their academic success. Studies have
shown, in a group of 11–14-year-old adolescents, those with moderate cases of PTSD had much better grade
point averages (GPAs) than those with severe PTSD, who had significantly lower GPAs (Gerson et al., 2019).

This decline in GPA tends to be the result of students suffering academically due to changes in behaviours at
school or sudden unexplained absences (Gerson et al., 2019). Some of the shifts in behaviour “may include
difficulty concentrating, inattention, irritability, aggression, or being withdrawn” (Gerson et al., 2019).

Depending on the severity of a student’s PTSD, some may be able to function independently at school, while
others may need more consistent support from school staff. Regardless of the specific plans for a student, it is
important for teachers and support staff to have some training and be able to implement trauma informed
practices to better help students succeed and feel comfortable while at school (Gerson et al., 2019).

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 Student Profile
Name: Kyle

Gender: Male

Age: 11

Race: White

Family history: Kyle lived with his mom and two younger sisters up until the age of 5. Due to the mother’s abusive
relationship, Kyle and his sisters were taken into foster care. Kyle’s mother was abused by her boyfriend. We are
unsure exactly what Kyle saw at the home. Once in care, he did have one foster care family he connected with who
were a lesbian couple, but he was unable to stay due to unknown circumstances. Mom briefly got him back, but
ended up in another abusive relationship. Kyle has remained at the same school, until being removed again from his
mother. This time, he had to change schools and start fresh with a new family, and has now been separated from his
sisters. This whole time Kyle has been in care, he has never experienced a positive father figure and has only had
women caregivers. The new family seems to be a healthy place for Kyle, yet he seems to be struggling more than
ever. The family he is with now is a heterosexual couple, so this is Kyle’s first experience with a positive father figure.
The introduction of his first male teacher in grade 4 has also added to the stress for him.
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Student Profile: Behavioural Status
Kyle is mostly compliant and likes following classroom routines but does not handle the unpredictable well. He
has been known to meltdown during rushed and unexpected activities such as fire drills and lockdowns. Initially
during these schedule changes Kyle’s first reaction would be to hide under his desk. There has been times during
conflict in the classroom where Kyle has placed his hands over his ears and sang to himself. When asked why he
chooses to go under his desk in times of panic he couldn’t really give an answer.

His teacher has been noticing that Kyle is coming into class each day yawning and tired. When his teacher asks
him about how he is sleeping at night he usually just shrugs and puts his head down on the table. Kyle’s teacher
has also stated that one ongoing conflict between himself and Kyle is his hood. He says that no matter how many
times he reminds Kyle to take his hood off during class, it always comes back on. During group share time Kyle is
hesitant to share anything about his life outside of school and he usually passes his turn.

During recess Kyle gravitates towards the girls in his class or in the class above him. He has gotten talked to
before about leaving his prescribed play zone during outdoor time, but he says his friends are all in the older
grades. He seems in general, to respond better to females.
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Student Profile: Behavioural Status
Kyle’s teacher has noticed that anytime he has to correct a female student’s behaviour in the class Kyle will get
agitated. On more than one occasion Kyle has interrupted his conversations with a female student to pull the
student away. His teacher believes that Kyle is trying to help, but doesn’t fully understand this breach of respect.

Kyle’s teacher tries to speak in a very calm manner with the whole class but noted that there once was a guest
teacher who was known to be more strict who had a negative encounter with Kyle. The guest teacher said that
the class was not cooperating and that he raised his voice at them to sit down and listen. Kyle apparently began
yelling at the teacher that he wasn’t being fair and to shut up. This was unlike Kyle and he was sent to the
principal's office. Once he was in her office he began to calm down.

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Student Profile: Cognitive Status
Kyle is falling behind in school, but after multiple assessments, he seems to be at grade level in all subjects. He is
currently where he needs to be academically, but is at risk for falling behind as his response to his trauma is
worsening. He has never lived with a man before that had a positive influence on his family. This adjustment, along
with the prior trauma he is living with that has not been addressed, is building up and putting a strain on his ability
to learn.

Kyle struggles to concentrate on school work due to feeling agitated at home and is in a frequent state of fear
when around males. Since Kyle is unable to relax in any atmosphere, this is affecting his sleep which is playing a
role in his cognitive abilities. Due to his trauma, Kyle is already struggling with sleep patterns, and the new
household is not helping things for him.

When Kyle is having a good day, and when he is well rested and feels safe at school, he is able to work in class
complete tasks with a female EA as his support. When he is feeling up to it, and given support, Kyle can complete
all school work expected of him to grade level expectations. Unfortunately, due to the circumstances of Kyle’s
situation, these moments are becoming less and less frequent.

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Student Profile: Potential Learning Barriers
In school, Kyle struggles to respond particularly to male leaders and male led instructions. Through observation
within the school premises, the staff learned that strict harsh approaches are a trigger for Kyle, no matter what
the gender of the person is. Another trigger factor for Kyle is being in loud and uncontrollable spaces. A study
found by Evaldas Kazluskas, states that “[n]egative attitudes towards trauma survivors in a society result in
avoidant helping-seeking behaviours” (2017). It is essential that Kyle’s new foster family and the school staff
work together to communicate with one another about what occurs with Kyle at home and in school. Keeping in
touch with one another will provide Kyle a consistent routine and response from those who are caring for him.
Using an approach such as this one, could result in Kyle feeling safe and comfortable to trust the adults around
him.

A huge potential learning barrier for Kyle, is that he does not have a formal diagnosis, which means there is no
particular funding dedicated to the support that he needs. Without educational assistance available to him in the
classroom to keep him on task and focus on his needs, this could result in Kyle falling behind in school.

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 Student Profile: Specific Learning Needs

Kyle requires 1-on-1 support from a female classroom educational assistant to keep him on task and feeling safe, due
to his potential to shut down and get upset when working with male educational assistants. Further to this, Kyle’s
needs will have to be considered when planning for future classroom composition until he is consistently able to
employ strategies that allow him to be comfortable around male staff.

Kyle will also need to work closely with the school Guidance Counsellor or outside counselling services to assist him in
working through his trauma and learning ways to cope in healthy ways. Along with being taught self regulation
strategies, Kyle would benefit from having a safe space to go, in the school, when he needs to feel calm and in control.

Frequent communication with the foster family will be important to ensure continuity between school and home. Kyle
will benefit from consistency in all aspects of his life.

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Student Profile: Student Plan/Teaching Approach

The following strategies would benefit Kyle.

1) Continue to provide support 1 on 1 with a female EA, but slowly introduce a male figure into
situations for him to get comfortable being around male authority. This would be slowly
introduced but doing it with help and advice from a professional on how do to do this to ensure
Kyle feels safe in the classroom.
2) Other priorities to include in Kyle’s plan would be to continue providing a safe space in the school
where he can go when triggered or use silent signals when he needs to leave the room.
3) Kyle would also have tools such as silenced headphones available whenever needed, a non-verbal
signal for when he needs a break and a plan to go to his safe space.
4) With these ongoing supports in place for Kyle, frequent discussions and meetings with his foster
home are essential to ensure consistency so that home and school are working on the same goals
and skills.
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Part Two
The Why Behind the Behaviour.

THE BEHAVIOUR: Kyle reacts poorly to his male teachers.

THE WHY: Trauma with Males

Kyle was exposed to violence as a child that was mostly administered from his
mother’s male partners. Kyle does not feel safe around male emotion, he does
not trust that a male will not hurt him again.

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THE BEHAVIOUR: KYLE SHUTS DOWN WHEN ADULTS
RAISE THEIR VOICE AT HIM/ OR THE CLASS.

THE WHY: Complex Trauma

The abuse that Kyle witnessed was accompanied by a lot of yelling. Both
him and his sisters learned that when his mother’s voice or her partner’s
voice began to raise he was no longer safe. He would often hide his sisters
and himself in their closet until the yelling stopped. Kyle learned quickly
that responding to his mothers partners when they were angry would lead
to worse consequences than staying quiet.

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THE BEHAVIOUR: Kyle gets overly defensive when his
peers are getting into trouble.
THE WHY: Complex Trauma/ Vicarious Trauma/ Trauma Defense

Kyle is the oldest sibling of three. In times of danger (during his guardians
abusive fights) Kyle would make sure that his siblings were taken care of.
There was more than one time that Kyle had to step in to make sure his
sisters were not hurt by his mom’s boyfriend. Kyle perceives his teacher as a
threat because of his gender, when his teacher begins to get upset with
other students in the class, Kyle instinctually jumps in to defend them even
when it isn’t necessary.

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Who needs to be involved?
For someone like Kyle who is a young adolescent that has experienced an extensive amount of
trauma at his age, it is crucial for the interventions that will occur within and beyond the school
environment, to be carefully planned out. This would need a great amount of effort from both
participants at school and at home, to create a good communicative relationship with one
another. Especially since Kyle is still getting used to the newness of his new school and foster
family. This is to ensure that there is some form of consistency that would allow for Kyle to feel
and see that he can feel safe and cared for both at school and at home.

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Involvement Within the School Environment:
● Psychotherapist
● School Administrator and Staff
Access to a psychotherapist for a child with PTSD
There are different types of training that can be can be effective, because part of the intervention
provided to the school staff when it comes to should comprise core components of cognitive
having students who have PTSD. Psychological behavioural therapy (Baweja, Kataoka, Langley,
First Aid for Schools (PFA) is training that can be Stein & Wong, 2012).
provided to school staff who have students in
their school experiencing trauma. PFA training, This includes:
1) Direct explorations of the trauma
“are key skills that can be delivered by school
2) Stress management techniques
staff followed by a traumatic event to help 3) Correction of cognitive distortions
students acknowledge how the traumatic event 4) Meeting with parent without child to discuss
has been disruptive to the school environment treatment outcomes
and to their own emotional equilibrium.” (Baweja,
Kataoka, Langley, Stein & Wong, 2012).

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 Involvement Beyond the School Environment:
● Families & Caregivers
In order for the child to understand and learn about where
their PTSD stems from, as well as how to manage it; It is
important for the families/caregivers to ensure that the child
feels supported throughout the process. Often times,
families/caregivers are the ones who play a key role as one of
the organizers, to help their child get the proper support and
care that they need (Baker, Cooper, Tsang & Garnett, 2021).
Although, it may not always be a positive case for all Families
and caregivers, as there are barriers that they may face, such
as: 1) Financial Barriers, 2) Community Exclusion, 3)
Insufficient Family support, 4) Unmet Service Needs (Baker,
Cooper, Tsang & Garnett, 2021). These factors can impact the
way that the families and caregivers address these situations.
● Mental Health Professionals
Working alongside of Mental Health Professionals
can help provide insight to the family/caregivers, as
well as the school staff about different methods of
intervention. These can be used towards the
unpacking and working through the child’s trauma.
The activities listed below are “...considered as
psychological treatments that bring about a change
in behaviour, give moral support to the children, and
develop a spirit of boldness creativity, and
democratic atmosphere among them”.(Cohen &
Uguak, 2010):
● Music Therapy
● Drawing Therapy
● Computer Games
● Collective Sports
● Story Telling
● Constructive Plays
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● Puzzle Activities
Adaptations in the school or classroom:
For students with PTSD, there are many adaptations that can be made to the environment to assist in making them
more comfortable while at school. Students with PTSD are usually in a hypervigilant state due to needing to look out
for dangers and keep themselves and others safe. Making your classroom a space where students can feel safe and
at ease will help them spend more time being a child and less time in a survival state. Examples of changes that can
be made are classroom layout, lighting, décor, noise, and alternative spaces. Some of these changes are easier and
less expensive to make while others may not be realistic depending on school rules.

Classroom Layout Lighting

For students who have experienced trauma, like
Kyle, they are often in a state of high alert.
Because of this they are likely to feel more
comfortable when they are able to easily see
windows and doors within the room. To
accommodate this, position tables or desks in a
way that allows students clear sightlines of these
features.
Bright lights can bring on more anxious feelings in
people. Finding ways to provide soft, warm lighting in
the classroom can create a sense of calm among
students. Ways of doing this include having lamps
available, leaving some overhead lights off if possible,
using natural light if windows are large enough, and
installing a dimmer switch for main lights, if allowed.

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Adaptations in the school or classroom:
Noise
For students in a constant state of hypervigilance, loud,
unexpected noises can trigger trauma responses and
throw children into a state of dysregulation. Find ways to
reduce loud noises such as doors slamming and
cupboards banging by installing soft close features.
Anticipate sounds such as bells, buzzers and technology
noises and give warnings beforehand if possible. Create
a classroom culture where voices are kept low out of
respect of others and the learning environment.
Classroom Décor
Décor in a classroom can help create either a sense of
anxiety or calm. For students who have experienced
trauma, less is more. Simple, organized, neutral toned
spaces contribute to a soothing environment where
minds can focus and be more at ease. Avoid bright,
flashy, neon colors that are often found on walls and
bulletin boards in early years classrooms. Swap the
bright colored paper and borders for soft neutral
tones. Keeping spaces clutter free and organized can
also help calm the hypervigilant mind. Finally, adding
natural aspects such as plants to classrooms help
bring nature into the space and can create a more
tranquil atmosphere.
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Adaptations in the school or classroom:
Alternative Safe Spaces

Creating alternative safe spaces for students to go when they are feeling
particularly anxious or dysregulated are an integral part of implementing a trauma
sensitive environment. These spaces can be in or out of the primary classroom but
keeping them within the room allows a child to separate themselves while still
feeling connected and included. These spaces should be inviting and comfortable.
Consider adding a comfortable chair or couch, cushions, fidgets or other calming
manipulatives such as sand timers or textured objects the student can use to
regulate themselves. These spaces should have the illusion of being separate from
the classroom. This can be achieved by dividing a space using bookshelves,
beaded curtains, or even area rugs. Students should know they are allowed to go
to these safe spaces whenever they need and be taught how to use calming
devices and techniques when they require them.

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Creating Conditions for Safety, Comfort,
Belonging and Optimal Learning for Student
Success:
It is important that Kyle is feeling supported by all people both inside and outside of school. All
staff in the school need to be aware and apply a trauma informed approach when interacting
with Kyle. It is vital that all adults interacting with him have received some form of training or
professional development around a trauma informed approach, so that the language,
strategies, approaches, etc. are consistent among the adults he interacts with. This helps Kyle
have success not just with his classroom teachers, but with specialists, as well as other adults in
the hallways and outside at recess. Professional development regarding trauma informed
service delivery “is an important foundational component of trauma-informed schools because
it can help build consensus for and competence in trauma-informed approaches” (Chafouleas,
Johnson, Overstreet, & Santos, 2016). Trauma informed language and strategies would include
non-confrontational language, reassurance, comforting, predetermined safe spaces, patience,
and compassion. By creating a school that is educated on trauma informed approaches, it
makes the school a more safe and comforting place that is helping Kyle become more
successful at school.
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Creating Conditions for Safety, Comfort,
Belonging and Optimal Learning for Student
Success cont’d:
Kyle needs to feel supported and understood to be academically successful. Although he is able to
show an understanding and meet grade level expectations now, he is falling behind due to his
behaviour. The classroom teacher needs to communicate with Kyle and his family, and approach the
situation with compassion. In these situations, “it is very important to inform adolescents that they
should relax their perceived obligations in the aftermath of the event and let them know that they have
some flexibility regarding absence from school” (Landolt, M., Cloitre Marylène, & Schnyder, 2017). It is
also known that “traumatized children who have difficulties sleeping will do better if they are allowed to
arrive at school a bit later rather than being extremely tired all day” (Landolt, M., Cloitre Marylène, &
Schnyder, 2017). Accommodations should be made that if Kyle is needing more rest, he should get the
rest he needs before coming to school so that when he comes, it is more successful. These approaches
will allow Kyle to feel seen, and will set him up to have more positive experiences when at school. As he
builds up more and more positive experiences, school will feel safer, and more approachable. Once he
begins to feel this way, he will be able to be more academically successful.

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Environmental, relational and practical
considerations to be made:
Environmental Considerations:
Environmental factors can either support Kyle or aggravate the situation even more. After meeting with
Kyle’s team, one of the important aspects is to ensure a safe learning environment for Kyle. Although
adaptations and interventions are implemented in Kyle’s plan, some other suggested ways to support
Kyle in the school environment would be:

● Calming music in the classroom

● Using calming voices/tones in the classroom
● Having noise blockers in the room readily available for Kyle
● Modelling of positive solutions/reactions for interactions with other adults in the room, especially
when there is a male teacher/EA present
● Allowing students, especially Kyle, to have access to a safe place in the sensory room or another
safe space in the school

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Environmental, relational and practical
considerations to be made:
Relational considerations:
Art Therapy in the school:

One of the overwhelming aspects of treating patients -especially children- who have faced trauma is the
traumatic memories that are often re-experienced. Often, the challenge is to verbally express their
trauma and translating therapy practices. Art therapy has been used a means to help children express
their observations, feelings, and thoughts in a visual or auditory rather than verbal manner [Talwar,
2007]. As research shows the importance of art therapy emerges more effective treatment for children
as opposed to verbal-based forms of therapy. Encouraging Kyle to take-part in art therapy sessions
within the school would be beneficial to build on communication, interaction and learning with peers
and other adults in the school. This approach can also support the adults on Kyle’s team in being
consistently involved in his plan to move forward and best support Kyle as he navigates through difficult
times at school. The approach and techniques could also be applied at the home as well once skills are
taught to maintain the consistency.

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Environmental, relational and practical
considerations to be made:
Practical Considerations:
As Kyle gets older, he is becoming more aware of his emotions. It is important for Kyle’s team to meet
regularly to discuss any successes or challenges that he is facing both at school and home. Here are
some recommendations that can be made and modified as needed. The important key is to remember
that less is more and consistency with the plan at home and school.

· Open dialogue with home and school

· Connection with home and school liaison workers (if any at the school)

· Connection with school counsellor for regular check-ins. Invite Kyle to learn coping skills and
relaxation techniques that can be applied both home and school.

· Consistent daily routine

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 Meet Kyle
About Kyle: Triggers: Strategies:

● Ms. Smith’s class ● Male staff ● The resource room is his

safe space.
● Grade 4 ● Anger
● Use non-aggressive tones.
● Likes to play ● Yelling ● When redirecting Kyle,
soccer ● Seeing his peers reassure him of his safety.
● Likes beyblades get in trouble ● If Kyle becomes defensive
● Likes pop music ● High tension of another student, assure
● Likes the atmospheres him you as the teacher can
solve the problem.
Winnipeg Jets ● Loud spaces
● If extra support is needed,
page for the female
resource teacher to help
de-escalate the situation as
she is a trusted adult.

This is an example of information that could be provided to school staff to teach them a bit
about Kyle and how to interact with him and keep strategies consistent throughout the
school. 30
Environmental and Interpersonal factors that need to be
considered in maintaining and promoting good mental
health for Kyle & his peers:

For Kyle, it is important that both himself and the students in his class, learn to develop
an understanding of mental health and emotional regulation language. Much of this
begins with the classroom teacher. It has been found that “probably the most
important influence on positive classroom relationships and social attitudes is the
attitude of the teacher and the degree to which the teacher models acceptance of
students with special needs” (Pierangelo, Roger, and George A. Giuliani, p.49). It is
important that all teachers in the school model respect and acceptance when it comes
to Kyle, whether he be having a good day, or a tough one.
We need to model to students that they are accepted as they are, and they are
expected to show the same to their peers. This will play a vital role in making sure
environments including students and teachers, become apart of the solution for Kyle.

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Environmental and Interpersonal factors that need to be
considered in maintaining and promoting good mental
health for Kyle & his peers cont’d:

Teachers need to begin being proactive in regards to mental health and awareness. We see that effective classroom
teachers handle mental health and behavioural problems by not waiting for problems to develop, but by instead promoting
positive behaviour. “Rather than looking for a quick fix for behavioural problems and issues, effective classroom teachers
make a commitment to long-term behavioural change” (Pierangelo, Roger, and George A. Giuliani, p.50). Classroom
teachers need to begin by teaching and promoting positive behaviours in the classroom, and pre-teach strategies for
dealing with stress and certain emotions, instead of just reacting to them. By teaching these strategies to Kyle and his peers,
it will allow him to develop independent strategies, as well as teach his peers patience and empathy for emotions he is
experiencing.

Programming such as “Zones of Regulation” and “Project 11” would be beneficial for the classroom teacher to begin
implementing, as well as the rest of the staff so that language is consistent throughout grade levels and teachers. It is
important that strategies are taught beforehand, so students can begin to feel some independence in regulating their
emotions, and having success at school.

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 How to Observe Good Mental Health
Measuring good mental health can be a challenge as everyone has different factors that contribute to their mental health.
However, there are ways in which we can observe improvements in Kyle’s mental health. Using the Circle of Courage
(Brendtro et al., 2019) we can look for signs that Kyle is developing stronger resilience. “Resilience is closely intertwined with
trauma (it is) defined as ‘the capacity for adapting successfully and functioning competently, despite experiencing chronic
stress or adversity following exposure to prolonged or severe trauma’” (Brendtro et al., 2019 p. 131).

To do this we will look at each of the four components of the Circle of Courage; belonging, mastery, independence, and
generosity. Through observation and conversations with Kyle, we can see if these four needs are being met. The more these
needs are being met in his life the more likely it will be for him to heal and live a balanced and harmonious life (Brendtro et
al., 2019 p. 2). Below are some of the things to look for when determining if each need is being met (Morrison & Kirby, 2010
p. 13).

Belonging: Is Kyle able to form and identify trusting relationships with family, peers, school staff, and community members?

Mastery: Is Kyle presented with opportunities to be successful? Examples of this could be solving problems and meeting
goals set for or by him.

Independence: Does Kyle have opportunities to make autonomous decisions? Making choices for himself will allow Kyle to
build self control and responsibility.

Generosity: Is Kyle given opportunities to show respect, caring and concern for others? To be truly resilient, youth need to be
able to give love as well as receive it (Brendtro et al., 2019 p. 1). 33
What interventions or resources may need to be
involved if risks to mental health are being
noticed?
The focus is to provide continuous support for Kyle. This can be through promoting
opportunities in areas of social connection and leadership. Here are some ideas and
resources that can be utilized or adapted into his plan.

- Ongoing school and outside guidance support for Kyle and family
- Investigate options for mental health support workers / respite
- Investigate organizations that work with people dealing with family trauma
- Activities and discussions to promote mental health for all
- Engage in social connections through extra-curricular activities
- Establish a plan based on Kyle’s interests to engage in activities (ex. sports, art,
drama, etc..)
- Leadership role - join a club or investigate ways to get involved in the school. This
could be something that he works on with guidance or with parent support too.
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 Limitations LIMITATION - SUBSTITUTE TEACHERS:

Unfamiliar authority figures can be difficult for

LIMITATION - MALE TEACHERS: students living with PTSD (Trep, 2021). Although
booking a familiar female substitute would be in
Kyle’s trauma is triggered by male teachers. the best interest for Kyle, the current sub
However the only PE teacher in the building is a shortage creates a difficult situation in ensuring
male. Kyle needs to participate in gym class to let that this important piece occurs.
his energy out, but does not feel safe to do so with
the male teacher. This will limit Kyle’s ability to
access option courses and extracurricular
activities.
LIMITATION - FUNDING:
LIMITATION - TRANSIENT LIVING SITUATION:
Trauma does not always come with a formal
Consistency is shown to improve healing for
diagnosis. If Kyle was classified as EBD2 (as his
students with PTSD. Kyle is currently living with
behaviour may not be violent enough to qualify for
foster parents (Trep, 2021). The ultimate goal is for
EBD3) then funding for Kyle would only receive
him to be back with Mom. This means that Kyle will
$9,500 a year (Manitoba Government, 2022). It is
likely leave the school at some point. When this
unlikely that Kyle would be able to have the full
occurs it is likely that Kyle may regress.
time support that he needs. 35
Future considerations to take based on our
research:
It is important for the school and Kyle’s future teacher(s) to take in account the following
factors that have been presented and explained in the following slide because… “[w]hen
children feel connected with their teachers, peers, and school environment, their learning
potential is optimized.” (Smyth, 2017).
The consistent awareness of the staff (whether or not they are part of the regular team); Being
knowledgeable about what Kyle’s needs are within the school space, will help support him
during the process of healing and repair. Especially because most schools have limited
support, …“there is a growing literature on the prevalence of child trauma and its implications
for classroom teachers, but practical support for teachers in developing specific
accommodations for traumatized children is limited.” (Smyth, 2017), having an outline
provided to all staff can help fill in some of the gaps in order for the student’s needs to still be
considered.
IF Kyle’s needs are left unattended, then his triggers will once again occur more frequently.
This will prevent him from feeling safe during any school transitions and this will negatively
affect how he progresses personally and academically.
36
School Plan (to continue):
Student Name: Kyle Grade: 4
Student Behaviours (to Causes of Triggers: What needs to be provided within the School
take in consideration): Premises:
Feels more ● Male educators
● 1) Place Kyle in a classroom with a female
comfortable with a ● Loud Spaces teacher/Book female subs only
hood on
● Negative student 2) Kyle is more productive in school when he has
● Shuts down when
interaction the support of a female EA
he feels threatened
Will try to play with
3) Ensure that Kyle is presented with his daily
● between males routine schedule from the start of the day
the older kids and
leave the and females (printed on paper)
elementary zone ● Strict and harsh 4) Do not use a strict or harsh tone with Kyle.
outside Speak to him in a calm manner and explain
● Placing hands over
approaches when any situation occurs, that may affect him
ears and eyes towards his 5) Ensure that there is a quiet place for Kyle to go
when feeling behaviour to when the classroom gets loud (somewhere
overwhelmed close by or inside the classroom)
● May fall asleep in ● Does not like
6) Watch Kyle attentively during Recess and lunch
class (this is not to when his daily to ensure he does not leave his designated zone
be rude)
routine changes outside
37
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0%40redis
References - Part 2
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