Department News

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The holiday season can be a time of joy and celebration, but for many students, it can also bring stress, uncertainty, and resurfacing trauma. As educators, understanding and applying trauma-informed practices during this period is essential to creating a safe and supportive classroom environment. 

There are several strategies educators can use to ensure every student feels seen, valued, and supported throughout the holiday season. 

1. Recognize possible student struggles. 

The holiday season will not be easy for every student. Some students may be coping with loss or experiencing challenges at home. 

2. Check in with students. 

Creating opportunities for students to talk about their feelings related to the holidays can help them process their emotions. 

3. Maintain consistent routines. 

Although there will be changes due to the holidays, providing predictability as possible can help students feel safer. 

4. Prepare students for schedule changes. 

When there are changes in the schedule, let the students know in advance and explain why the change is occurring. 

5. Offer alternatives to parties. 

Some students may feel uncomfortable or overwhelmed at parties. Providing calm alternatives can help these students. 

6. Don’t assume students know common traditions. 

Explaining traditions as discussed helps students feel included even if they have not participated in the traditions previously. 

7. Help students create new traditions. 

Creating new traditions helps students feel like they are a part of something meaningful and positive. 

8. Provide at-home activity options. 

Providing easy activities, such as coloring pages or word searches, can make it easier for students who struggle being at home during the day. 

9. Avoid isolating questions. 

Questions like “What did you do over winter break?” or “What gifts did you receive over the holidays?” may make some students feel left out. 

10. Ask forward-thinking questions. 

Ask questions like “What are you looking forward to when we come back from winter break?” or “What are you excited to start learning about?” 

By embracing trauma-informed practices, educators can create a classroom where every student feels supported and valued. These strategies aren’t just seasonal; they build a foundation of trust lasts beyond the holidays. Your empathy and awareness can transform this time of year into one of connection and care for all students. 

References 

Allen, H. (2024, December 13). The connection between trauma and the holidays. Sunfield Center. https://sunfieldcenter.com/the-connection-between-trauma-and-the-holidays/ 

Merrow, C. (2023, November 27). Reduce winter break stress for students. Empowering Education. https://empoweringeducation.org/blog/five-tips-to-reduce-winter-break-anxiety-for-students/  

Trauma-Informed Strategies for Before, During, & After Winter Break Toolkit . B Hero. https://b-hero.org/wp-content/uploads/2024/01/12-01-23.1_-Supporting-Students-with-Winter-Break.pdf  

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Whether students experience a violent event firsthand or hear about it through the news, they may respond with a range of feelings and concerns. These events can lead to difficult conversations at school or show up in changes in student behavior. This post describes several strategies educators can utilize to support students as they process their emotions about violence and these kinds of events.  

Core Tips for Supporting Students 

• Reassure safety – Emphasize that schools have procedures in place to protect students and adults are working hard to keep everyone safe. 

• Validate feelings – All feelings are okay after a tragedy. Let students talk or start by asking how their friends are feeling.   

• Let their questions guide you – Follow the student’s questions and notice cues they want to talk, like staying nearby or asking about small things.  

• Offer outlets – Encourage students to engage in different activities to help regulate and release their feelings. Examples include drawing, imaginative play, reading, journaling, art, music, or projects.   

• Encourage grounding & breathing exercises – These involve simple sensory activities to help students be more grounded in their current situation rather than violent events.   

• Balance normalcy with flexibility – Maintaining a normal routine can help students feel safe and at ease, but it’s important not to push typical activities if they are feeling overwhelmed. 

Try This!

Here are a few grounding exercises that can help students regulate their emotions.  

• Notice 4 things you can see, 3 things you can hear, 2 things you can touch, 1 thing you can smell.   

• Stretch or dance to release tension.   
• Create a relaxing playlist. 

Observing and Responding to Students’ Emotional State  

It is important to watch for behavioral changes and signs of stress in students after violent events have occurred. The following warning signs can help you recognize when a student may need extra support.  

Warning Signs  

• Behaving in uncharacteristic ways  

• Being unusually quiet  

• Acting out  

• Appearing unusually tired  

• Having difficulty concentrating  

• Seeming distracted or distressed  

• Frequently arriving late or leaving early  

• Showing a decreased appetite  

While many students simply need time and support, others may require professional mental health care, especially those with prior trauma or existing mental health challenges.  

Media and Information Exposure  

Children don’t need all the details – they need reassurance, honesty, and safe spaces to share their feelings.  

• Limit viewing of violent events or news – Too much exposure can cause fear and confusion.   

• Avoid adult conversations about violence in front of children – These conversations may cause students to be more afraid and aware of graphic details.  

• Encourage breaks from constant coverage – Older students may get caught in constant violent news streams; breaks help reduce the emotional impact.  

• Correct misinformation – Emphasize facts and avoid using stereotypes and theories when the events are discussed.  

To help students with digital safety, you can encourage them to implement these practices: 

• Pause notifications from apps.   

• Block harmful content.   

• Follow uplifting accounts.  

Age-Appropriate Conversations  

When talking to students about violence, it is important to consider what kind of information and conversations are appropriate for the student based on their age.  

For Elementary School:  

• Keep information brief, simple, and reassuring.   

• Remind them of concrete safety measures, such as locked doors, playground supervision, or emergency drills.   

• Avoid overexposure to media. Children under 6 may not realize media images are not happening again.  

For Middle School:  

• Expect direct questions: “Am I really safe at school?”   

• Help them separate reality from fantasy.   

• Give honest, clear answers, but avoid unnecessary details.   

• Facts or statistics may help students feel better, such as “the likelihood of being injured or killed at school is 1 in 450,000.”  

For High School:  

• Teens may debate causes of violence and want solutions.   

• Encourage discussion, empower them to take action:   

• Report concerns to adults.   

• Follow school safety guidelines.   

• Identify a trusted adult at school. 

Try This!

There are several activities that educators can use with their classes to help students during these times. The lists below provide activities to use by age group.  

Elementary:  

• Feelings Art – Let students draw or color how they are feeling.  

• Story Time with Discussion – Read a book about safety, courage, or kindness and talk about it.  

Middle School:  

• Journaling Time – Encourage students to write down thoughts, questions, or feelings privately.  

• Guided Discussion Circle – Provide structured time to share feelings and listen respectfully.  

High School:  

• Open Dialogue Session – Give space for thoughtful discussion while validating the need for different perspectives.  

• Creative Expression – Encourage poetry, music, or art projects to process emotions.  

• Action-Oriented Activity – Work on a group kindness project, such as letters of support, peer mentoring, or community service. 

References 

How to Help Your Students Cope With Safety Threats in the Community or World. (2025). Retrieved from https://jedfoundation.org/how-to-help-students-cope-with-safety-threats/  

Talking to Children About Violence: Tips for Families and Educators. (n.d.). Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/school-violence-resources/talking-to-children-about-violence-tips-for-families-and-educators   

Tips for Parents on Talking to Children Exposed to Violent Events. (2024). Retrieved from https://violence.chop.edu/types-violence-involving-youth/school-shootings/tips-parents-talking-children-exposed-violent-events  

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When a student returns to school after an injury, the transition can be far more challenging than it appears on the surface. Educators play a critical role in creating supportive, flexible environments that help students rebuild confidence and reconnect with school life. Understanding what students may be experiencing, both physically and emotionally, can guide teachers in offering meaningful, compassionate support.  

Struggles Students May Experience 

When a student returns to school with an injury, there are several struggles that they may have, depending on the severity of the injury and the individual experiences of the student.  

Physical Pain and Limits – Every injury is unique, and so are the physical limitations that accompany it. While some students may be able to seemingly get through their daily life in a typical fashion, others may have major challenges to overcome.   

Example: A student recovering from a fractured leg may struggle to move between classes quickly, carry heavy books, or sit comfortably for long periods. Even simple tasks like navigating crowded hallways may be exhausting or painful.  

Emotional Distress – Students may feel frustrated, discouraged, or embarrassed when they can’t do things that they used to do easily.  

Example: A previously active student may feel upset when they can’t participate fully in group projects or classroom setups that require movement, causing them to feel like a burden or “different.”  

Feeling isolated – Injuries can disrupt a student’s normal routines and social interactions. This could happen often with students who cannot participate in sports or organized activities that they typically would do.  

Example: A student who typically eats lunch with a sports team may now be sidelined, unable to join practices or games. This separation can lead to feelings of loneliness or detachment from peer groups.  

Anxiety – Students may be anxious about how injuries may affect their future or be fearful about the injury reoccurring.  

Example: A student recovering from a concussion may worry about not getting to return to their sport before the season ends or fearing another head injury will occur.  

Sense of loss – Students may grieve lost opportunities or experiences they had been anticipating.  

Example: Missing an entire sports season, a long‑awaited field trip, or a school performance can make students feel like they’ve lost a piece of their identity or a milestone they’ll never get back.  

How Teachers Can Help 

Allow students to ease back into the classroom. Provide gradual transitions, reduced workloads, or modified assignments as needed.  

Example: Instead of expecting a student to immediately catch up on a week’s worth of work, a teacher might break tasks into manageable chunks and extend deadlines.  

Encourage the student to communicate their needs, feelings, and questions. Be available to talk with the student and reassure them that you are there to help. Provide the student with options for other adults to speak with if necessary, such as counselors or nurses.   

Example: A teacher might check in privately to ask, “How are you feeling today? Are there any adjustments that would make things easier?”  

Help the student set realistic goals and expectations. Many times, the student is experiencing an injury for the first time and does not know what to expect and needs guidance. Setting realistic goals can help students build confidence.   

Example: If a student is frustrated that they can’t write for long periods due to a wrist injury, the teacher might help set a goal like writing for five minutes at a time, gradually building up.  

Celebrate progress while understanding when students make mistakes.   

Example: Applauding a student for moving from using a wheelchair to crutches, or for completing a modified assignment, can boost confidence and motivation.  

Be positive. While students may get down, your encouragement can help students stay hopeful during a difficult time.  

Example: Remind students that injuries are temporary, and that healing often happens step by step. Your steady reassurance can help them stay emotionally resilient.  

Learn More

One frequently encountered injury that requires student support is a traumatic brain injury, such as a concussion.

If you would like to learn more about how to support students with traumatic brain injuries, click here to take a 1 hour online professional development module.

Supporting students after injuries requires empathy, flexibility, and open communication. By recognizing both the visible and invisible challenges students may experience, educators can help them re-engage academically and socially in a safe, affirming way. Educators can make a significant difference in a student’s recovery journey.   

Reference 

Returning to School After a Sports Injury. (2023, August 23). Alliance Orthopedics. https://allianceortho.com/returning-to-school-after-a-sports-injury/ 

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Educators, administrators, and support personnel carry enormous responsibility, and the emotional demands of school environments can take a real toll. To promote positive mental health for staff, schools can cultivate a culture where staff feel valued, supported, and empowered to seek help when they need it. 

Common Challenges in Schools 

School staff often face unique pressures, including:  

• Burnout from chronic workload demands  

• Compassion fatigue from supporting students through trauma  

• Stress and anxiety tied to performance expectations  

• Depression stemming from prolonged emotional strain  

These challenges are widespread, but they’re not always openly discussed. When staff struggle with their mental health, the effects ripple outward. Job performance can decline, relationships may suffer, and ultimately, student outcomes can be impacted. Healthy staff create healthy learning environments.  

Signs of Mental Health Strain 

Mental health concerns may not always look the same, but there are common indicators worth noticing. Recognizing these signs early can help staff get support before challenges escalate.  

Emotional Signs 

• Irritability or frustration  

• Persistent sadness  

• Noticeable mood swings  

Behavioral Changes 

• Withdrawal from colleagues  

• Increased absenteeism  

• Reduced engagement or motivation  

Physical Signs 

• Fatigue or low energy  

• Frequent headaches  

• Difficulty sleeping  

Promoting Mental Wellness 

Individual staff can promote their own mental wellness through actions like:  

• Prioritizing work‑life balance  

• Practicing mindfulness or stress‑management techniques  

• Establishing healthy routines and clear boundaries  

School leaders can promote overall staff mental wellness through: 

• Encouraging open conversations about mental health  

• Actively working to reduce stigma  

• Ensuring leadership models healthy behaviors and boundaries  

Schools can also strengthen mental health support through offering:  

• Clear leave options  

• Reasonable accommodations  

• Wellness initiatives that prioritize staff needs  

• Mental health literacy workshops  

• Resilience and self‑care training  

• Staff support circles  

Responding to Staff in Distress 

If you’re concerned about someone, approach them gently and:  

• Listen with empathy  

• Express concern without judgment  

• Avoid trying to “fix” the problem, but rather focus on support  

Sometimes professional help is needed. Staff can be guided toward:  

• Internal resources such as HR, wellness teams, or designated support personnel  

• External supports like Employee Assistance Programs (EAPs), therapists, or crisis hotlines 

Try This!

Regular feedback can help schools understand what is working and what their staff needs concerning mental wellness.

Create a way for staff to submit feedback, such as:

• • Surveys

• • Suggestion boxes

• • Listening sessions

When educators feel supported, valued, and equipped to care for their own well‑being, they’re better able to create the kind of learning environments every student deserves. Investing in staff mental health is ultimately an investment in the entire school community. 

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New teachers step into the school year juggling curriculum, classroom management, and relationship‑building; safety protocols can easily feel like one more overwhelming layer. But when schools intentionally support new staff in understanding how safety works on campus, it builds confidence, consistency, and a stronger sense of community. 

1. Start With the “Why”  

Before diving into procedures, help new teachers understand the purpose behind your safety systems. When they see how protocols protect students and staff, they’re more likely to feel invested and confident.  

Use this moment to reinforce your school’s value around student well‑being and community responsibility.  

2. Pair New Teachers With a Safety Mentor  

A mentor, whether a veteran teacher, counselor, or administrator, gives new staff a go‑to person for questions like:  

• “What do I do if a student reports a concern?”  

• “How do I handle a drill with a class that panics?”  

• “Where exactly am I supposed to stand during dismissal?”  

This relationship builds confidence and reduces the fear of “getting it wrong.”  

 You can frame this as part of a broader peer support system.  

3. Walk the Building Together  

A physical walkthrough is often more effective than a slideshow. Show new teachers:  

• Primary and secondary evacuation routes  

• Where to take students during severe weather  

• How to secure their classroom quickly  

• Who to contact in different types of situations  

This helps them visualize expectations and reduces uncertainty.  

4. Practice Scenarios, Not Just Drills  

Drills teach procedures; scenarios teach judgment.  

 Offer short, low‑pressure discussions like:  

• “A student tells you they feel unsafe walking home. What’s your next step?”  

• “You notice a stranger near the playground. Who do you notify?”  

• “A student has a panic attack during a lockdown drill. How do you support them?”  

These conversations help new teachers build confidence before real situations arise.  

5. Clarify Communication Channels  

New teachers need to know exactly how to communicate during safety-related moments. This requires knowing:  

• Who to call  

• What to report  

• How to document concerns  

• When to escalate  

6. Reinforce Safety as a Shared Responsibility  

New teachers should not feel like they are navigating safety alone. Emphasize that administrators, counselors, office staff, and veteran teachers are all part of the same system.  

7. Provide Gentle, Ongoing Check‑Ins  

Safety understanding grows over time. A quick check‑in after the first drill or the first month of school can make a huge difference.  

Ask questions like:  

• “How did that feel?”  

• “Any questions about what happened?”  

• “Anything still unclear?”  

These conversations normalize learning and help new teachers feel seen.  

Supporting new teachers in safety protocols isn’t about overwhelming them with information; it’s about building confidence, clarity, and connection. When schools invest in thoughtful onboarding, new staff feel empowered to protect their students, support their colleagues, and contribute to a safe, thriving school community.  

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Even schools that already have well‑designed weather plans should revisit them regularly to confirm they still meet safety expectations, reflect current building conditions, and support the needs of everyone on campus. The list below can be used to identify areas that may require updates, clarification, or additional training.  

1. Quick Access to Shelter  

• Can all students and staff reach designated shelter areas within three minutes?  

• Consider walking distance, number of occupants, traffic flow, and any mobility‑related needs.  

2. Adequate Shelter Capacity  

• Do all identified shelter spaces comfortably hold the number of students and staff assigned to them?  

• Review class schedules, group sizes, and special‑needs considerations to ensure capacity works throughout the day.  

3. Multiple Shelter Zones  

• Are shelters distributed across different parts of the building so no area is too far from protection?  

• Confirm that every wing or hallway has a clearly assigned shelter location.  

4. Structural Strength of Shelter Areas  

• Have shelter rooms been reviewed for strong construction features?  

• Avoid areas with potential weaknesses such as skylights or unstable ceilings.  

5. Clear Shelter Signage  

• Are shelter routes and locations clearly labeled with visible signs and directional arrows?  

• Can visitors, new staff, or substitutes quickly identify where to go?  

6. Reliable Alerting Methods  

• Is there a primary system (intercom, tone, bell, etc.) to announce sheltering?  

• Is there a backup, such as a megaphone or air horn, in case power or communication systems fail?  

7. Bus Driver Shelter Awareness  

• Do bus drivers know safe places along their routes—such as sturdy buildings, basements, or natural shelters—to use if weather becomes dangerous?  

• If a Tornado Watch is issued, do bus drivers receive instructions ahead of time about what actions to take if the situation escalates? 

8. Regular Practice and Review  

• Is the severe‑weather plan practiced consistently through drills?  

• Are lessons learned from each drill used to improve the plan?  

9. Reliable Weather Monitoring  

• Does the school have dependable tools for receiving real‑time weather updates and warnings?  

• Ensure staff know who monitors alerts and how decisions are communicated.  

A strong severe‑weather plan is only effective when it is up‑to‑date, well‑practiced, and clearly understood by all members of the school community. By using this checklist to review each component of your procedures, you help ensure that students, staff, and drivers are prepared to act quickly and safely when dangerous weather approaches.  

Reference 

US Department of Commerce, NOAA, National Weather Service. (2010). Severe Weather Preparedness Guide for Schools. Weather.gov. https://www.weather.gov/grb/schools 

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Creating a safe school environment means preparing for every student, not just the ones who fit typical emergency planning assumptions. Students with disabilities may face unique challenges during crises, and thoughtful, individualized planning ensures they are protected with dignity, equity, and care.   

Understanding Diverse Needs 

Emergency situations can amplify barriers for students with disabilities. Recognizing these challenges is the first step toward building effective, inclusive plans.  

Types of Disabilities to Consider 

Students may have:  

• Physical disabilities  

• Sensory disabilities (hearing, vision, sensory processing)  

• Cognitive or intellectual disabilities  

• Emotional or behavioral disabilities  

• Developmental disabilities  

Each category may require different supports during emergencies.  

Common Barriers in Emergencies 

• Limited mobility or difficulty navigating crowded spaces  

• Communication challenges, especially during high-stress moments  

• Sensory overload from alarms, flashing lights, or chaotic environments  

• Behavioral responses triggered by fear, confusion, or disrupted routines  

Individualized Emergency Planning 

A one-size-fits-all emergency plan may not work for students with disabilities. Individual Safety Plans (ISPs) help ensure each student receives the support they need. These plans can also be incorporated into IEPs or 504 plans rather than being a separate plan. Plans should clearly outline accommodations and supports tailored to the student’s needs when an emergency or drill occurs.  

Key Components of an ISP 

• Evacuation procedures customized for mobility, sensory, or behavioral needs  

• Communication methods, including AAC devices, visual supports, or simplified instructions  

• Assigned support personnel with backups identified  

• Medical or behavioral considerations, such as seizure protocols or calming strategies 

Try This!

Create a “Know Me in an Emergency” Card

This card would be a one-page snapshot for each student with disabilities that includes:

• Communication preferences

• Key supports

• Emergency-specific instructions

• Contact information for caregivers

Sensory and Behavioral Considerations 

Emergencies can be overwhelming for students. Proactive sensory and behavioral supports can help students stay regulated and safe.  

Sensory Supports 

• Visual schedules showing what to expect during drills  

• Noise-reducing tools to soften alarm sounds  

• Calm spaces for recovery after an incident  

Behavioral Supports 

• De-escalation strategies tailored to the student  

• Predictable routines that reduce anxiety  

• Social stories explaining emergency procedures in accessible language  

Helpful Tools and Aids 

• Noise-canceling headphones  

• Fidget items  

• Visual cue cards or communication boards 

Try This!

Build a Sensory Toolkit

Include headphones, fidgets, visual cards, and a small weighted item. Keep it in classroom  emergency ba

Environmental and Equipment Considerations 

The physical environment must support safe evacuation and response for students with disabilities as well.  

Accessible Routes and Exits  

• Keep hallways clear  

• Ensure ramps and elevators are functional and accessible  

• Identify alternate routes for students using mobility devices  

Emergency Equipment  

• Evacuation chairs  

• Visual alarms  

• Communication boards or AAC-compatible tools  

Classroom Setup  

• Thoughtful furniture placement  

• Sensory-friendly design elements  

• Clear pathways for quick movement 

Try This!

Walk the Classrooms or School Building with Accessibility in Mind

Do a 10-minute walk-through and evaluate:

• • Are exits blocked?

• • Are visual alarms working?

• • Are mobility routes clear?

Roles and Partnerships 

Effective emergency planning depends on the coordinated efforts of staff, caregivers, and students. Each group plays a distinct and essential role in ensuring safety, communication, and confidence during both drills and real events. 

Staff 

To prepare for drills and emergencies: 

• Identify designated support personnel for individual students  

• Assign backup staff to ensure consistent coverage  

• Provide cross‑training so multiple adults can assist when needed  

During drills: 

• Ensure students with disabilities can participate fully  

• Modify drills to maintain comfort and reduce distress  

• Debrief after each drill to identify improvements and refine procedures  

Families and Caregivers 

Caregivers bring essential insight into each student’s needs, triggers, and effective strategies. Their involvement strengthens planning and ensures continuity between home and school. 

They can be involved by: 

• Sharing individualized information that supports safe responses 

• Staying engaged in planning discussions and receiving regular updates 

• Collaborating with staff to adjust strategies as students grow and change 

Students 

When appropriate, students can be active participants in their own safety planning. Empowering them can build confidence and reduce anxiety during emergencies. 

Students can: 

• Learn self‑advocacy skills 

• Practice using communication tools during emergencies 

• Understand what to expect during drills and how to respond 

Safety planning for students with disabilities is not a one‑time task; it’s an ongoing commitment to understanding, collaboration, and thoughtful preparation. By investing in inclusive planning today, we can create environments where every student is seen, supported, and safe, no matter what challenges arise. 

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Whenever administrators take time to step back and look at the full picture, they can use attendance, behavior, and wellness data to understand where students may need more support. When these data streams are viewed together, they reveal patterns that help schools strengthen safety, connection, and well‑being across the entire school year.  

Attendance as an Early Signal  

Changes in attendance often show up before other concerns. Chronic absenteeism can point to academic struggles, social‑emotional challenges, or instability at home. When administrators review attendance trends over time, they can spot early signs that a student may need additional support. This makes attendance patterns one of the most valuable early indicators of student well‑being.  

Behavior and School Climate  

Behavioral data, such as office referrals, suspensions, peer‑conflict reports, tell a story about how students are experiencing school. When students feel connected and safe, behavior tends to stabilize. When they don’t, patterns of conflict or dysregulation often emerge. Reviewing behavior trends helps leaders understand where students may be struggling with belonging, regulation, or safety, and where the school climate may need attention.  

Wellness and Mental Health Indicators  

Wellness data, such as nurse visits or counseling referrals, may reveal stressors that are not immediately visible in attendance or behavior. These indicators help schools understand what students are carrying with them into the classroom, including fatigue, anxiety, health concerns, or emotional strain. Looking closely at wellness indicators allows administrators to plan supports that address root causes rather than just surface‑level symptoms.  

How to Use These Data Streams Together  

1. Build a Multi‑Tiered Early Warning System  

Bringing attendance, behavior, and wellness data into a single dashboard helps schools see the whole student. A unified system makes it easier to identify who needs support, what kind of support they need, and how urgently they need it.  

2. Look for Patterns, Not Just Incidents  

Administrators can review:  

• Grade‑level patterns 

• Seasonal dips in attendance  

• Behavior spikes during transitions  

• Wellness trends  

These patterns help leaders plan targeted interventions before the year begins.  

3. Strengthen Partnerships Based on Data  

Data can highlight where community partnerships are most needed, such as in the areas of mental health, transportation, family support, or safety. Reviewing community partnership needs helps schools align resources with the students who need them most.  

4. Use Data to Shape Staff Training  

If the data shows rising anxiety, bullying, or absenteeism, summer professional development can focus on:  

• Trauma‑responsive practices  

• Relationship‑building strategies  

• Identifying mental‑health concerns  

Training becomes more meaningful when it’s tied directly to what students are experiencing.  

5. Communicate Findings Transparently  

Families and staff engage more deeply when they understand the “why” behind school initiatives. Summer newsletters or back‑to‑school communications can highlight:  

• Key trends  

• Planned interventions  

• How families can help  

Transparency builds trust and shared responsibility.  

Practical Steps Administrators Can Take  

• Run a three‑year attendance analysis to spot chronic absenteeism patterns.  

• Map behavior incidents by location and time to identify supervision needs.  

• Review wellness data to determine staffing needs for counselors or nurses.  

• Update early warning thresholds for absences, nurse visits, or behavior changes.  

• Meet with community partners to align supports for high‑need students.  

• Prepare staff training modules based on the insights gathered.  

Data is one of the most powerful tools administrators have to create safer, healthier schools. By taking time to analyze attendance, behavior, and wellness indicators, leaders can anticipate challenges, allocate resources wisely, and build a school environment where students and staff feel supported from day one.  

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Educators are often the first trusted adults who notice when something feels off with a student. In cases of human trafficking, noticing the signs and intervening can make a significant difference in a student’s safety.  

Definitions  

• Human Trafficking: The act of exploiting individuals through force, deception, or coercion for the purpose of involuntary labor, sexual exploitation, or both.  

• Child Sex Trafficking: Causing a minor under the age of 18 to engage in a commercial sexual act, regardless of whether force, fraud, or coercion is involved.  

• Child Labor Trafficking: Forcing, deceiving, or coercing a minor under 18 to perform work or services against their will.  

Traffickers often target vulnerable youth, especially those experiencing instability or unmet needs. Since educators and other school staff interact with students daily, you may be the first person to help a student get out of these dangerous situations.  

A student is more likely to be at risk of being trafficked if they:  

• Are living in a home that is instable or in poverty  

• Have abuse or substance abuse within their home  

• Have experienced forms of neglect or abuse previously.  

• Do not have support socially.  

• Have low self-esteem.   

• Are currently homeless  

• Have been in foster care or other government programs  

• Have disabilities or notable differences  

• Are a part of migrant families  

Indicators

Overall Indicators:   

• Signs of extreme fatigue, depression, or post-traumatic stress symptoms  

• Poor physical condition or evidence of malnutrition  

• Visible injuries such as bruises, scars, or other physical harm  

• Untreated health problems, including sexually transmitted infections, work-related injuries, or exposure-related illnesses  

• No personal control over finances, identification documents, travel papers, or daily schedule  

• Engages in harmful or self-destructive behaviors  

• Provides answers to questions that appear scripted or rehearsed  

Specifically Sex-Trafficking Indicators  

• Regular travel to different cities or across state lines  

• Frequently observed at motels or hotels  

• Noticeable drop in school performance  

• Sudden changes in personality, behavior, or social connections  

• Possession of new phones, clothing, or other expensive items  

• Altered grooming habits or personal hygiene  

• Displays sexualized behavior or language that is inappropriate for their age  

Specifically Labor Trafficking Indicators  

• Works without pay, receives extremely low wages, or is compensated only through tips  

• Allows employer to make personal or educational decisions on their behalf  

• Assigned chores or duties that are excessive or unsuitable for their age  

• Contributes to family expenses for rent, food, or clothing, or resides in insufficient living conditions  

Human trafficking can affect any anyone, and victims of human trafficking can easily be walking the halls of your school. Promoting awareness and proactive measures can make a life-changing difference for these students.  

What to Teach and Tell Students about Human Trafficking   

Elementary  

• Use the buddy system. Make sure you always have a buddy (someone with you).  

• Make plans for if students get separated from staff, especially during trips.   

• Make sure students know their information (phone number, address, full name, etc).  

Middle School  

• Engage in safe online and texting behavior. Do not send information to people you do not know. Do not send inappropriate images to others.   

• Teach students about what might be inappropriate for someone to ask them to do.  

High School  

• Discuss the definitions of trafficking and what that might look like  

• Safety measures to take when going places alone.   

• Be aware of your surroundings.   

• If you are being trafficked or know someone who might be, tell a trusted adult.   

Overall School Actions   

1. Create a Safe Space 

• Foster trust by listening without judgment, and ensure students know where to go for help  

• Display posters and resources about trafficking awareness in common areas  

2. Educate Students  

• Discuss healthy relationships and boundaries  

• Encourage students to speak up if they feel unsafe  

3. Establish Clear Reporting Protocols  

• Make sure all staff know the steps to take if they suspect trafficking  

• Keep emergency contacts and procedures easily accessible  

Your vigilance matters. By staying informed and proactive, schools can help prevent trafficking and protect the most vulnerable students in our communities.  

References 

Human trafficking in America’s schools. https://www.ed.gov/sites/ed/files/documents/human-trafficking/human-trafficking-americas-schools.pdf  

Kid-safe conversations about human trafficking. SOS International. (2024, January 18). https://sosresponds.org/blog/kid-safe-conversations-about-human-trafficking/  

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