Issue link: http://educator.cta.org/i/635847
recognize "complex trauma" — or repeated exposure to violence, neglect or pain — as a protected disability under the Americans With Disabilities Act. Schools would have to accommodate those impacted by trauma under section 504 of the federal Rehabilita- tion Act. It's the same law that requires schools to build ramps for students in wheelchairs and provide services for students with special needs or learning disabilities. e goal of the lawsuit, which was filed by Public Counsel, a Los Angeles pro bono law firm, and Irell & Manella LLP, is for schools to focus less on punishment, such as suspension and expulsion, and more on keeping students in school by meeting their psycho- logical needs. While a victory in the case would directly benefit Compton's low-income, high-crime minority neighborhoods, it could have an impact far beyond. It could affect m i l li o n s of stu d e n t s a n d f o rc e districts to hire more counselors and provide training for staff on research and strategies to help stu- dents who are traumatized. MEETING ALL STUDENTS' NEEDS Castro says that if such interven- tion measures were in place, there would be fewer students enrolled in continuation school or drop- ping out. "In many instances, the impact of traum a i s a di sabi lity in th e school setting when it comes to how they learn and function. It's hard to concentrate when you are worried about getting jumped or whether you will have food over the weekend." Compton Unified is understaffed w h e n i t c o m e s t o m e e t i n g t h e needs of its students. It employs fewer than 25 psychologists and counselors in a district of nearly 2 5 , 0 0 0 s t u d e n t s , a c c o r d i n g t o news.vice.com. Nearby Beverly Hills High School, with 1,800 stu- dents, employs nine counselors and a psychologist — more than what all three high schools in Compton have combined. Along with Castro, plaintiffs in the suit include two other Compton Education Association mem- bers, Rodney Curry and Maureen McCoy, and several students whose identities are being kept secret because they are still in the Compton school system. Also a plaintiff is Kimberly Cervantes, a former student of Cas- tro who graduated last year, who says she witnessed the deaths of two fellow students while in middle school. Another plaintiff, listed as 15-year-old Phillip W., says he witnessed his first murder at age 8, has since witnessed more than 20 shootings, and was hit in the knee by a bullet in 2014. 41 February 2016 Strategies for teachers When you see a student start to get a "deer in the headlights" look, turn red and clench their fists, breathe more rapidly, begin moving because their body is getting ready to run or react, or burst into tears, they may be suffering from complex trauma. Ways to help: 1. Recognize that a child is going into survival mode and respond in a kind, compas- sionate way. You might say "I see that you're having trouble with this problem" or "You seem like you're getting kind of irritated," and offer choices of things the child can do, at least one of which should be appealing to them. This will help them gain a sense of control and agency and feel safe. 2. Create calm, predictable transitions. Some teachers play music, ring a meditation bell or blow a harmonica to signal it's time to transition. The important thing is to build a routine around transitions so that children know what the transition is going to look like, what they're supposed to be doing, and what's next. 3. Praise publicly and criticize privately. Point out what the student is doing really well: "Wow, I love how you sat at your desk for a whole five minutes," or "Thank you for helping your classmate." When you need to redirect the behavior, do so privately and in as calm a voice as possible. 4. Adapt your classroom's mindfulness practice. Mindfulness is a great tool for counter- acting the impact of trauma. But it can also be threatening for children who have experienced trauma, as the practice may bring up scary and painful emotions and body sensations. To help them adapt: • Tell students that they can close their eyes or look at a spot in front of them so that no one feels stared at. • Instead of focusing on how the body feels, have students focus on a ball or other object they're holding in their hands. • Have them focus on the sounds in the room or of cars passing outside the classroom — something external to the body. Adapted from Greater Good Science Center, UC Berkeley "The impact of trauma is a disability in the school setting when it comes to how students learn and function. It's hard to concentrate when you are worried about getting jumped or whether you will have food over the weekend." Armando Castro Chavez Continuation High School