Test Bank for Home, School, and Community Collaboration Culturally Responsive Family Engagem

Test Bank for Home, School, and Community

Collaboration Culturally Responsive Family
Engagement, 4th Edition Kathy B. Grant Julie A. Ray

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Chapter 7: Families Overcoming Obstacles

Test Bank

Multiple Choice

1. Which statement about children and/or families who live in poverty is true?
A. The federal government evaluates and adjusts the poverty level every other year.
B. Most families in poverty have one or two employed family members.
C. The poverty level across the United States has declined in recent years.
D. Families in poverty often have jobs that include benefits such as health insurance
and paid family sick days.
Ans: B
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

2. Children who ______ are more likely to have cognitive delays, lower math and
reading scores, poor health and school absenteeism, and are less likely to graduate
from high school.
A. live in poverty
B. experience natural disasters
C. live in foster care
D. have chronic illness
Ans: A
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

3. Which type of poverty is caused by an immediate crisis, such as loss or job, and can
be temporary?
A. situational
B. rural
C. generational
D. absolute
Ans: A
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Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

4. George’s family lives in a large house in an exclusive community, drives new cars
every year, and frequently takes lavish vacations. Both of his parents work full time and
are well paid, but never have enough money to pay for all the expensive things they
enjoy. Their credit card debt is exorbitant and they are considering filing for bankruptcy.
This is an example of ______ poverty.
A. absolute
B. relative
C. urban
D. rural
Ans: B
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

5. A critical view toward the poor holds the belief that those who live in poverty are a/an
______ who are more likely to be illiterate, use drugs, commit crimes, have unstable
relationships, and not care about their children or their education.
A. unstable family
B. drain on society
C. underclass
D. racial group
Ans: C
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

6. Teachers at a Title I middle school were overheard discussing the low test scores of
their impoverished students. Their comments included “They just don't try,” “They were
not taught to value achievement,” and “Their parents don’t care, so what do you
expect?” What perspective is reflected in these teachers’ comments?
A. generational poverty
B. expanding horizons
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C. cultural responsiveness
D. cultural deficit model
Ans: D
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

7. Ruby Payne described the differences in students from poverty, middle-, and upper-
classes as being primarily caused by ______.
A. teacher expectations
B. family values
C. hidden school rules
D. community pressures
Ans: C
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

8. Which statement is a misconception, or a false belief, about families in poverty?

A. Children are more than twice as likely as senior citizens to live in poor families.
B. Most low-income families have at least one family member who is employed.
C. Low-income parents generally do not have a high school diploma.
D. Children residing with married parents comprise 30% of children living in low-income
families.
Ans: C
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

9. Teachers who successfully involve all parents in their children’s education will
______.
A. share the cultural values of their students’ families
B. understand that families in poverty lack the education they need to properly care
about their children’s education
C. teach the hidden rules of the major culture to families
D. withhold judgment about families in poverty
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Ans: D
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families in Poverty
Difficulty Level: Medium

10. Children in poverty often struggle with ______, and their lack of adequate ______
can contribute to health problems, lack of energy, and low motivation.
A. malnourishment; parental involvement
B. school lunch programs; diet
C. lunch shaming; finances
D. food insecurity; nutrition
Ans: D
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families in Poverty
Difficulty Level: Medium

11. What does it mean to “double up” in a housing situation?

A. to be on the waiting lists of two or more housing agencies at the same time
B. to rotate nights at different homeless shelters
C. to temporarily live in one area, but the children attend a school elsewhere
D. to live in the home of a relative or friend
Ans: D
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Students Experiencing Homelessness
Difficulty Level: Medium

12. An educational consequence of children’s homelessness is ______.

A. decreased risk of dropping out of school
B. improved school attendance
C. attendance at more than one school during a school year
D. higher school achievement
Ans: C
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Analysis
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Answer Location: Reasons for Homelessness

Difficulty Level: Hard

13. The McKinney-Vento Homeless Assistance Act requires schools to ______.

A. immunize homeless children to the standard required by state law
B. provide services of the same quality to homeless and non-homeless students
C. work with homeless liaisons from outside agencies
D. create their own definitions of homelessness based on the guidelines outlined in the
Act
Ans: B
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Reasons for Homelessness
Difficulty Level: Medium

14. An urban homeless shelter hired teachers to go to the shelter in the evening to
provide extra support to the children who stayed there. Which suggestion for
collaborating with the families of students who are homeless did the shelter follow?
A. provide an after-school program
B. create a welcoming and safe classroom environment
C. suspend judgment about families who are homeless
D. use community resources to meet homeless families’ needs
Ans: A
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families Who Are
Homeless
Difficulty Level: Medium

15. Children with exposure to community violence may display internalizing or

externalizing behaviors. Which answer is an externalizing behavior?
A. withdrawal
B. anxiousness
C. aggression
D. fearfulness
Ans: C
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Families Affected by Violence
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Difficulty Level: Medium

16. Gang activity has changed in recent years and now ______.
A. almost one third of all gang members are female
B. more middle-class and rural youth are joining gangs
C. young children are less likely to join gangs
D. fewer children nationwide are joining gangs
Ans: B
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Affected by Violence
Difficulty Level: Medium

17. What does it mean for a child to be “blessed” into a gang?

A. They must be beaten up to prove their loyalty to the gang.
B. They achieved a high status in the gang prior to age of 18.
C. They actively recruit younger children to join the gang.
D. They are “born-in” to the gang and will receive automatic acceptance.
Ans: D
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Affected by Violence
Difficulty Level: Medium

18. What should Miss Schmidt do to help her students learn to manage their anger,
solve problems, negotiate with their peers, listen actively, and communicate effectively?
A. engage the community in safety resources
B. teach conflict resolution skills to them
C. recognize the warning signs of gang affiliation
D. encourage students to share their fears and concerns with her
Ans: B
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Application
Answer Location: Suggestions for Teachers Working With Children and Families in
Violent Communities
Difficulty Level: Medium

19. An example of ______ was the violence and riots that followed the shooting of a
Black teenager by a white police officer in Ferguson, Missouri in 2014.
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A. civic unrest
B. gang initiation rites
C. urban society
D. the working poor
Ans: A
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Civic Unrest
Difficulty Level: Medium

20. A chronic illness is defined as a condition that ______.

A. affects a child’s school abilities
B. lasts more than three months and affects a child’s normal activities
C. requires life-long medication or medical attention
D. requires frequent hospitalizations or extended school absences
Ans: B
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Knowledge
Answer Location: Chronic Illness of a Family Member or Student
Difficulty Level: Easy

21. Research correlates children who have inconsistent bedtimes with children who
______.
A. are homeless
B. live in violent communities
C. are obese
D. live in foster care
Ans: C
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Chronic Illness of a Family Member or Student
Difficulty Level: Medium

22. Children respond to chronic illnesses in different ways. Young children may ______
the illness, while older children may be angry and ______.
A. not understand; research it thoroughly
B. feel guilty about; act in self-injurious ways
C. be embarrassed by; blame others
D. blame themselves for; rebel against it
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Ans: D
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Analysis
Answer Location: Chronic Illness of a Family Member or Student
Difficulty Level: Hard

23. Teachers can create a welcoming and supportive classroom environment for a
student with a chronic illness by ______.
A. having the child who is ill read books aloud to the class about his or her illness
B. assigning students to send get-well cards to the family whenever the ill student is
absent
C. conducting role-plays with the class of what to say and do if the ill student is
symptomatic at school
D. avoiding discussions about the student’s health to ensure the student is treated just
like everyone else
Ans: C
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Application
Answer Location: Chronic Illness of a Family Member or Student
Difficulty Level: Medium

24. A child’s chronic illness can cause significant school ______, which increase(s) the
child’s academic challenges.
A. deficits
B. phobias
C. refusal
D. absenteeism
Ans: D
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Chronic Illness of a Family Member or Student
Difficulty Level: Medium

25. By law, how are students who have chronic illnesses treated by the school system?
A. They automatically qualify for special education services.
B. They are entitled to services that will help them succeed in school in the least
restrictive learning setting.
C. They can be excluded from school activities, such as physical education or field trips,
due to health concerns.
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D. They can be denied extra time to make up assignments after long absences.
Ans: B
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Know the Law
Difficulty Level: Medium

26. Six-year-old Trevor has severe asthma and was hospitalized many times last year.
He will be in Miss Brock’s first-grade classroom this year. What should Miss Brock do to
prepare?
A. learn what Trevor is like before, during, and after an asthma attack
B. create a field-trip plan with other teachers so Trevor can be safely cared for when his
class attends field trips and other activities outside of school
C. develop an emergency plan with last year’s teacher
D. contact Trevor’s doctors and get updated medical information
Ans: A
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Application
Answer Location: Suggestions for Working With Families and Children Who Are
Chronically Ill
Difficulty Level: Medium

27. Which factor is likely to last for only a short time, while the other factors are much
longer-lasting stressors?
A. a natural disaster
B. damages to business cause a loss of employment and vital services for families
C. death of family members or destruction of the family home
D. loss of playtime with friends due to closure of schools, parks, and playgrounds
Ans: A
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Analysis
Answer Location: Working With Families Who Have Experienced Natural Disasters
Difficulty Level: Hard

28. Key factors such as exposure to a natural disaster, physical destruction, personal
injuries, loss of loved ones, and parental support levels all affect ______.
A. a child’s future academic abilities in a negative way
B. how a child responds to a natural disaster
C. generational poverty in a child’s life
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D. the length of time it will take a community to rebuild afterward

Ans: B
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Working With Families Who Have Experienced Natural Disasters
Difficulty Level: Medium

29. Children who survived a natural disaster are often helped when they ______.
A. examine the extent of the damage created by the disaster
B. research the science behind the disaster
C. are listened to and reassured that things will get better
D. are assured that such disasters will never happen to them again
Ans: C
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families Who Have
Experienced Natural Disasters
Difficulty Level: Medium

30. Why is it a problem to label children as being “at risk” for failure?
A. It is unclear what factors cause children to be “at risk.”
B. The label creates expectations for failure, which can lead to failure.
C. There are no programs or school services aimed at helping “at risk” students.
D. It focuses on their strengths instead of their weaknesses.
Ans: B
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Analysis
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Hard

31. Protective factors, such as ______, help students feel more connected to learning
and to school after a traumatic event.
A. regular school attendance
B. an introverted personality
C. positive self-esteem
D. a lack of goals
Ans: C
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
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Cognitive Domain: Comprehension

Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Medium

32. Children with ______ have the strength to separate themselves from a poorly
functioning family.
A. autonomy
B. protective factors
C. social competence
D. the ability to think abstractly
Ans: A
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Comprehension
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Medium

33. The ability to overcome or adapt to adversity is known as ______.

A. resiliency
B. flexibility
C. plasticity
D. autonomy
Ans: A
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Knowledge
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Easy

34. Mrs. Biegert assigns specific classroom duties to all of her first graders. She
recognizes that classroom chores can help build resiliency in her students as they learn
______.
A. how to take orders and follow directions
B. to value their contributions and gain a sense of belonging
C. a work ethic and moral values
D. the importance of a clean and organized environment
Ans: B
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Comprehension
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
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Difficulty Level: Medium

True/False

1. Even in the midst of economic recession, increased government assistance has

resulted in fewer families sliding into poverty.
Ans: F
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

2. A family is deemed to be at or below the poverty level if the family is homeless and/or
suffers from food insufficiencies.
Ans: F
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

3. One of the biggest myths about poverty is that a lack of employment is the root
cause.
Ans: T
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium

4. Low levels of parental education are a primary risk factor for living in poverty.
Ans: T
Learning Objective: 7-1: How are families and students affected by obstacles such as
poverty, homelessness, violence in the home and community, chronic illness, and
natural disasters?
Cognitive Domain: Comprehension
Answer Location: Families Living in Poverty
Difficulty Level: Medium
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5. Studies have found that teachers’ beliefs about poverty have a significant effect on
students’ motivation and academic achievement, but little or no effect on family
involvement.
Ans: F
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families in Poverty
Difficulty Level: Medium

6. It is recommended that teachers of children in poverty hold high standards for all
families by expecting them to help their children with homework each night.
Ans: F
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families in Poverty
Difficulty Level: Medium

7. Rural and suburban school personnel are often unsure of how to deal with students’
gang-related activities because they are a relatively new trend in these schools.
Ans: T
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Children and Families in Poverty
Difficulty Level: Medium

8. Confidentiality restricts the sharing of medical information about chronically ill

students, which prevents teachers from receiving the most important medical
information.
Ans: F
Learning Objective: 7-2: How do these obstacles affect children’s behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Comprehension
Answer Location: Suggestions for Working With Families and Children Who Are
Chronically Ill
Difficulty Level: Medium

9. Focusing on children’s protective factors, rather than their “at-risk” factors, may
prevent self-fulfilling prophecies from leading to failure.
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Ans: T
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Comprehension
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Medium

10. A turnaround relationship is a key protective factor in the life of a resilient child.
Ans: T
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Knowledge
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Easy

11. Teachers who want to foster resiliency in students should avoid setting explicit
boundaries, and instead should give children autonomy and choices in all schedules
and routines.
Ans: F
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Comprehension
Answer Location: Families and Children Under Stress: Risk and Resilience in the Face
of Trauma
Difficulty Level: Medium

Essay

1. In what ways do teachers demonstrate a “cultural deficit model” of working with

children and families in poverty?
Ans: blaming students and families for their situations
suggesting cause of academic problems are a result of what children lack culturally and
materially
becoming frustrated with families because they refuse to help themselves or their
children
assuming family lack of involvement is a result of lack of care for children
pitying families in poverty
holding a fatalistic view of children in poverty as being more inclined to fail in school
failing to encourage children in poverty or hold high academic standards for them
Learning Objective: 7-2: How do these obstacles affect children's behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Application
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Answer Location: Families Living in Poverty

Difficulty Level: Medium

2. How can responsive educators develop respectful relationships with families in

poverty?
Ans: Suspend whatever beliefs they may hold about the roots of poverty.
Learn about each and every family individually.
Show understanding and express appreciation for parents and their effort.
Focus on the whole child.
Empathize with families and provide information about community resources that can
help meet needs.
Give children the message that they are special and valued, and have great potential.
Cultivate a respectful relationship with families based on open communication and
collaboration on the goals and activities concerning the academic future of their
children.
Learning Objective: 7-2: How do these obstacles affect children's behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Application
Answer Location: Suggestions for Working With Children and Families in Poverty
Difficulty level: Medium

3. What can teachers do at the classroom level to help buffer children from gang activity
or becoming a gang member?
Ans: Establish before- and after-school programs where children can be supervised
while families are at work.
Teach conflict resolution skills and have regular class meetings to help resolve conflicts.
Give children choices and responsibilities in the classroom.
Develop positive, supportive relationship with students.
Create a positive school climate and antibullying strategies.
Encourage students to share their fears and concerns and to report threats or criminal
activity without fear of reprisal.
Learning Objective: 7-2: How do these obstacles affect children's behavioral
development and the ability to succeed educationally? What are the ways in which I can
be supportive of children and families experiencing these problems?
Cognitive Domain: Analysis
Answer Location: Suggestions for Teachers Working With Children and Families in
Violent Communities
Difficulty Level: Hard

4. How can teachers create a caring classroom environment for children with chronic
illnesses?
Ans: Establish routines for both the child and classmates in support of the child.
Give guidance to the other students in the classroom about how to be supportive of their
classmate who is ill.
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Send get-well cards to the child if/when he or she is housebound or attending school
intermittently.
Discuss the ill child’s condition and ways to talk with the classmate in a way that is not
insensitive or embarrassing.
Find mentors or friends for the child in other students who have had long-term illnesses.
Learning Objective: 7-3: How can I help students develop resilience to these stresses?
What factors at home, at school, and in the community can lead to resilience?
Cognitive Domain: Application
Answer Location: Suggestions for Working With Families and Children Who Are
Chronically Ill
Difficulty Level: Medium

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