Educator Response to Children's Trauma in the Midst of the COVID-19 Pandemic

• In Event: Poster Session 05
  In Poster Session: PS 05 Topic - Solicited Content: COVID-19 Related

Abstract

In 2020, the public stands watch as COVID-19 sweeps across the world. Shelter-in place orders are difficult for everyone, but they are harmful to children in families where domestic violence and harm are perpetrated by loved ones. Hamby et al. (2011) specified that 1 in 15 U.S. children, typically as eyewitnesses, are exposed to domestic violence every year, which results in feelings of worthlessness and powerlessness, difficulties with attention, depression, withdrawal, fear, and over-concern for siblings and parents (Domestic Violence Round Table, 2008).
Phelps and Sperry (2020) provided a commentary on the importance of supporting students who may have experienced trauma during the COVID-19 pandemic. Educators serve as frontline workers. This study intends to explore educators’ thoughts on rates of occurrence and strategies for responding to student needs in times of trauma.
We sent out questionnaires to employees of five midwestern U.S. public school districts. At this time, responses from just one district have been analyzed. Districts were selected using network sampling. Email recipients were told that participation was voluntary and anonymous, and they could withdraw without penalty by not hitting submit on the Google quiz. The questionnaire focuses on demographics, signs of concern, definition, examples of, and changes needed for wrap-around services, and prevalence of children at risk due to trauma.
The initial response rate was 37 participants (8%). Participants were predominantly female (25/31); they worked in high schools (6/31), middle schools (8/31), elementary schools (13/31), and multiple schools (4/31); they had an average of 4.89 years of service; and they were predominantly teachers or assistant teachers. Responses are open-ended and have been analyzed thematically for similarity, and unique open-ended responses are also reported. As a result, numbers do not always add to 37.
The first question concerned signs that trauma might be a problem for a student. As shown in Table 1, hunger, acting out, crying at school dismissal time, and anxiety were the top four responses. The second set of questions focused on “wrap-around services.” Over half the educators did not choose to define the term. As shown in Table 2, 15 participants said wrap-around services were specific services provided by the school or outside groups, and 9 spelled out specific improvements. However, most educators said that improvements to wrap-around services were unnecessary or already sufficiently provided.
The last set of questions concerned prevalence of adverse childhood experiences (ACEs). Participants were provided the ACEs assessment and asked to report how many children they oversea who likely have 5 or more ACEs. Half the group either provided no response or said the problem was not widespread—they knew fewer than five such students. The other half reported large numbers of students.
We expect these results to inform whether school employees are dispositionally ready to provide support for students and families. While these results are preliminary, we will report on a much larger group of educator responses to children’s trauma due to domestic violence or neglect as the school year progresses amidst the COVID-19 pandemic.

Authors

• Jyoti Kolodziej, Rockford Public Schools - Illinois
  Presenting Author

• Linda L Sperry, Indiana State University
  Non-Presenting Author

• Chavez Phelps, Indiana State University
  Non-Presenting Author

• Laura Michaels, Belvidere School District #100
  Non-Presenting Author

• Rebekah Scott, Mayville School District
  Non-Presenting Author