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January 15 , 2018 EDCAL 7 |
HEALTH
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Studies show that students who experience frequent trauma have enlarged amygdala , the brain ’ s response center for stressful situations , where the “ fight or flight ” reaction originates . This creates a heightened sense of alert in students with frequent stress .
However , just like how stressors can negatively affect the brain , grounding and healthy coping techniques can also positively change the brain . Holland advocates for the use of trauma-informed care to mitigate the negative effects of trauma , including :
• Cognitive behavioral therapy ( CBT ), aimed at increasing a person ’ s awareness of negative thoughts and shifting toward a more effective mindset .
• Mindfulness , aimed at “ cultivating a nonjudgmental awareness of the present ,” and not labeling things as inherently good or bad .
Both of these approaches have been shown through research to lessen traumatic symptoms , including recurrent negative thoughts and physical activation . Additionally , Holland said , mindfulness techniques can actually alter the brain ’ s chemistry , decreasing the size of the amygdala and increasing the size of the hippocampus , which is the area of the brain responsible for memory and emotional responses .
A decrease in size of the hippocampus can affect ability to learn and retain information , which makes storing and recall of information in school difficult . Therefore , Holland recommends repetitive mindfulness practices that can positively affect the size of the hippocampus and increase academic and social success in the school setting .
In fact , studies show that as little as 27
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minutes of mindfulness practices per week can increase the volume of a student ’ s hippocampus .
The most effective method of introducing the potentially unfamiliar concepts of mindfulness and CBT to students in the classroom is through modeling , as well as through a discussion explaining how students ’ bodies react in times of stress and how mindfulness can help . While there are a variety of strategies , examples of mindfulness techniques that teachers can easily implement include :
• Deep breathing : Leading a few deep breaths after recess to get students ’ minds in a clearer , more focused place before beginning a math lesson .
• Smooth transitions : Using a chime to transition between subjects to give students an opportunity to increase their focus on the present moment . Students quietly and intensely listen to the chime and raise their hands when they no longer hear the sound so they know it ’ s time to move on to the next lesson .
CBT can be practiced by modeling for students how to stop and notice when they are having scattered or negative thoughts , shifting their perspective to the present moment and onto more neutral or positive ways of thinking .
Using mindfulness and CBT , school staff can create environments wherein all students feel safe , even if their worlds are experienced as unsafe outside of school .
Do schools need to address trauma that occurs outside of the classroom ? The short answer is “ yes .” Under the IDEA and Section 504 , LEAs have “ child find ” obligations that require the identification and evaluation of this at-risk population . Once identified , there is an obligation to provide free , appropriate public education .
The Ninth Circuit Court of Appeals in L . J . v . Pittsburg USD highlighted that despite L . J .’ s strong academic performance , his hospitalizations and suicide attempts should still be considered in determining his eligibility for specialized instruction in the classroom .
The Ninth Circuit panel stated : “ That he attempted suicide outside the school environment is immaterial . His emotional disturbance adversely affected his attendance and his teachers all reported that L . J .’ s classroom absences , due to psychiatric hospitalizations , hurt his academic performance . To distinguish between where a student attempted suicide – between home and school – misses the point . The point being that whether having a suicidal ideation and attempting suicide interfered with L . J .’ s education .”
Even for students who may not be eligible under the IDEA or Section 504 , it is essential for a school to be aware of their mental health needs and to do its best to address those needs . Promoting mental wellness for the general student population is necessary as a preemptive measure , and to help create a supportive atmosphere where students will feel comfortable coming forward with mental health issues .
According to the Centers for Disease Control and Prevention , suicide is the second leading cause of death for young adults between the ages of 15 and 34 . It certainly is traumatic when a student ’ s social-emotional state results in the act of suicide .
In September 2016 , the California Legislature passed Assembly Bill 2246 . This new law , starting with section 215 of the Education Code , required LEAs with students in grades 7-12 to adopt suicide prevention policies before the beginning of the 2017-18 school year , and provide training to staff .
While the effectiveness of this new law is yet to be determined , Brock thinks it will have a positive effect . He said the most effective method for suicide prevention is to “ create an atmosphere of school connectedness .” If teachers get to know their students , then they will be able to “ detect hidden trauma and prevent students from feeling isolated ,” he said .
Resources for change
Lozano Smith , in conjunction with Holland and Brock , has taken a leadership role in raising awareness of the need to address trauma in the school setting . Most recently , the firm presented four statewide Special Education Legal Consortium trainings , including its series featuring Brock , “ 13 Reasons Why Schools Need to Address the Mental Health Needs of Students .”
Lozano Smith also hosts Food for Thought seminars on this topic , in collaboration with Holland , and is presenting at the upcoming ACSA Every Child Counts Symposium , Feb . 14-16 in Anaheim , regarding AB 2246 . These seminars are focused on partnering with school district leaders to create policies for handling trauma amongst the student population . Reach Marcy Gutierrez at mgutierrez @ lozanosmith . com .
Holland also offers a “ Mindfulness Workshop ” to assist with implementing mindfulness techniques into the school setting . Reach her at mholland @ csus . edu .
Additional resources include the websites https :// changingmindsnow . org ; www . mindfulschools . org ; https :// cbitsprogram . org ; http :// brainmadesimple . com / hippocampus . html ; www . mayoclinic . org / testsprocedures / cognitive-behavioral-therapy / home / ovc-20186868 ; and www . mindful . org / notice-shift-rewire-brain .
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Marcy Gutierrez is a partner in Lozano Smith ’ s Sacramento office and co-chair of the firm ’ s Special Education Practice Group . Kate Holding is a law clerk in Lozano Smith ’ s Sacramento office .
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