{"id":639,"date":"2020-09-19T01:26:19","date_gmt":"2020-09-19T01:26:19","guid":{"rendered":"http:\/\/blogs.luc.edu\/edlawinstitute\/?p=639"},"modified":"2020-09-19T01:26:19","modified_gmt":"2020-09-19T01:26:19","slug":"a-call-to-action-chicago-public-schools-must-adopt-a-trauma-informed-approach-by-tatiana-duchak","status":"publish","type":"post","link":"https:\/\/blogs.luc.edu\/edlawinstitute\/a-call-to-action-chicago-public-schools-must-adopt-a-trauma-informed-approach-by-tatiana-duchak\/","title":{"rendered":"A Call to Action: Chicago Public Schools Must Adopt a Trauma-Informed Approach, By Tatiana Duchak"},"content":{"rendered":"

Every day, Elijah* walks to the corner bus stop.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

Normally, he would board the\u00a0<\/span>112\u00a0<\/span>bus<\/span>\u00a0and ride the 20 minutes to school.\u00a0 Today, however, he will walk.\u00a0 Walking will make him\u00a0<\/span>late,<\/span>\u00a0but Elijah walks anyway.\u00a0<\/span>\u00a0<\/span><\/p>\n

Elijah has his headphones in as he weaves in between cross-streets and\u00a0<\/span>crosswalks<\/span>.\u00a0 The beat behind\u00a0<\/span>the music pulsing<\/span>, louder and louder, like\u00a0<\/span>his<\/span>\u00a0own<\/span>\u00a0heartbeat.\u00a0<\/span>\u00a0<\/span><\/p>\n

The pounding rhythm in his ears simultaneously takes Elijah away from his world<\/span>\u00a0and<\/span>\u00a0his problems, while also reminding him that the repetitious pulse (he describes it while tapping the desk, \u201c<\/span>ba<\/span><\/i>-boom,\u00a0<\/span><\/i>ba<\/span><\/i>-boom,\u00a0<\/span><\/i>ba<\/span><\/i>-boom<\/span><\/i>\u201d) could also be silenced at any\u00a0<\/span>moment<\/span>\u00a0without notice.\u00a0<\/span><\/p>\n

Every day, Elijah walks to the corner bus stop.<\/span><\/p>\n

\"\"<\/p>\n

The bus stop sits across the street from a b<\/span>eauty shop where his mothe<\/span>r\u00a0and sist<\/span>er were shot and killed, <\/span>without reason<\/span>, one day in the middle of the fall.\u00a0<\/span>At times, if he exami<\/span>ned it too long, <\/span>Elijah<\/span> could still see the shattered glass from the broken window\u00a0<\/span>shimmering in the sun<\/span>, like diamond<\/span>s bathing the sidewalk. <\/span>\u00a0He might smile at this thought, recalling the way his sister\u00a0<\/span>obsessively\u00a0<\/span>wore bedazzled shirts and shoes<\/span>, jeweled earrings and headbands<\/span>.\u00a0\u00a0<\/span>A<\/span>t<\/span>\u00a0times,\u00a0<\/span>he could almost picture his mother aimlessly wandering the aisle<\/span>s<\/span>\u00a0for hair combs and eyebrow pencils<\/span>,<\/span>\u00a0hopelessly unaware she was taking her last breaths.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Elijah first sat in front of my desk after being placed on a list of students with below-average attendance.\u00a0 He had accumulated numerous\u00a0<\/span>tardies<\/span>\u00a0and absences, and he overall\u00a0<\/span>seemed less than<\/span>\u00a0motivated to attend school.\u00a0 He was midway through his senior year<\/span>,<\/span>\u00a0and his grades continued to decline, as they might for a student who is rarely in class.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Elijah mindlessly fidgeted with items on my desk as he mentioned how he walks to school.\u00a0\u00a0<\/span>As the school\u2019s only therapist (we have a licensed social worker, but his job is primarily addressing the needs of students receiving special education),\u00a0<\/span>\u201cbehavioral issues\u201d were a common reason for referral.<\/span>\u00a0<\/span>\u00a0\u00a0<\/span><\/p>\n

I\u00a0<\/span>gently asked Elijah\u00a0<\/span>if there was someone else who could take him<\/span>\u00a0to school<\/span>, and that turned into a pause, and that turned into the story of the bus stop.\u00a0 Over the course of several months, Elijah\u2019s presence in my office\u00a0<\/span>increased<\/span>.\u00a0 At first, he would reluctantly stop by for a quick check-in<\/span>\u00a0to let me know he made it to school.\u00a0 As trust and respect developed and he shared more, an exquisite young man blossomed before me.\u00a0 I began to see\u00a0<\/span>who<\/span>\u00a0Elijah was before the trauma, without the pain, hurt, and defensive wounds.\u00a0 I saw glimpses of the kid hiding beneath grief and loss, who still loved\u00a0<\/span>The\u00a0<\/span><\/i>Fresh Prince\u00a0<\/span><\/i>of<\/span><\/i>\u00a0Belaire\u00a0<\/span><\/i>and playing Uno<\/span>,<\/span>\u00a0who was compassionate and wondered aloud if maybe he could\u00a0<\/span>become a veterinarian or\u00a0<\/span>baseball\u00a0<\/span>coach.<\/span>\u00a0<\/span><\/p>\n

Urgent Need for Trauma-Informed Care<\/span><\/b>\u00a0<\/span><\/p>\n

The current need for trauma-informed care and services is unprecedented.\u00a0\u00a0<\/span>The COVID<\/span>–<\/span>19 pandemic and the\u00a0<\/span>social unrest<\/span>\u00a0occurring after the death of George Floyd have brought unparalleled circumstances of fear, anxiety, and uncertainty.\u00a0 Consequently, the nation\u00a0<\/span>has collectively had a glimpse into the reality of living with trauma exposure<\/span>: unfettered<\/span>\u00a0<\/span>anxie<\/span>ty, impaired concentration, declined productivity,<\/span>\u00a0the constant sense of uneasiness<\/span>,<\/span>\u00a0<\/span>and<\/span>\u00a0perhaps an emotional numbness and detachment from things once enjoyable.<\/span>\u00a0 <\/span><\/p>\n

Fortunately, for many of us<\/span>,<\/span>\u00a0this disruption and chaos seem<\/span>s<\/span>\u00a0to have clear start and endpoints,\u00a0<\/span>like\u00a0<\/span>bookends to\u00a0<\/span>the\u00a0<\/span>turmoil.\u00a0<\/span>For many Chicago youth, however, this distrust and skepticism about the safety of the world has long been an\u00a0<\/span>accepted part of life.\u00a0<\/span><\/a>\u00a0For \"\"these children, t<\/span>ragedy and loss\u00a0<\/span>aren\u2019t\u00a0<\/span>newsworthy<\/span>.\u00a0<\/span>\u00a0<\/span>It is normalized and ultimately ignored.<\/span>\u00a0 These children and families have\u00a0<\/span>long deserved improved access to mental health services<\/span>,<\/span>\u00a0given the high exposure to commu<\/span>nity and surrounding violence<\/span>.<\/span>\u00a0<\/span>A<\/span>s t<\/span>hey brace themselves against the\u00a0<\/span>compounding effects<\/span><\/a>\u00a0of low income, unemployment, housing and food instability, and substance us<\/span>e<\/span>—<\/span>the impact of which remain<\/span>\u00a0unseen, unheard, and untreated for generations<\/span>\u2014these youth need\u00a0<\/span>support.<\/span>\u00a0<\/span><\/p>\n

Students within these communities face educational ba<\/span>rriers.\u00a0 This is not surprising given\u00a0<\/span>t<\/span>he cumulative impact of these stressors<\/span>.\u00a0\u00a0<\/span>The neuroscience of trauma is\u00a0<\/span>undisputed<\/span><\/a>: stressed brains cannot learn.\u00a0 These students can have the most competent teachers with robust lesson plans; however, if their brains are not offered the opportunity to process and heal from these experiences, their ability to absorb the academic material is impaired.\u00a0 Consequently, this impacts attendance, in-school behaviors, and\u00a0<\/span>overall achievement<\/span><\/a>.\u00a0<\/span>\u00a0<\/span><\/p>\n

Adopting a Comprehensive Framework of Care<\/span><\/b>\u00a0<\/span><\/p>\n

To combat the long-term and adverse effects of trauma, schools must begin to adopt a\u00a0<\/span>comprehensive framework<\/span><\/a>\u00a0<\/span>that\u00a0<\/span>provide<\/span>s<\/span>\u00a0<\/span>a safe, calm, and predictable place\u00a0<\/span>where students address<\/span>, rather than\u00a0<\/span>exacerbate<\/span>,\u00a0<\/span>their\u00a0<\/span>mental health needs.\u00a0\u00a0<\/span>Under this model: <\/span><\/p>\n

-E<\/span>ducators and staff<\/span>\u00a0will be trained to\u00a0<\/span>recognize<\/span><\/a>\u00a0and understand<\/span>\u00a0the signs and impact of trauma.\u00a0\u00a0<\/span><\/p>\n

-Administrators<\/span>\u00a0<\/span>will\u00a0<\/span>identify<\/span>\u00a0<\/span>and reduce\u00a0<\/span>the risks of re-traumatization inherent in many traditional\u00a0<\/span>disciplinary<\/span><\/a>\u00a0practices by pivoting towards restorative, not punitive,\u00a0<\/span>interventions<\/span>\u00a0that validate students\u2019 underlying emotional needs while also reinforcing personal accountability.\u00a0\u00a0<\/span><\/p>\n

-Academic instruction and social and emotional learning will co-exist in the classroom<\/span>\u00a0as teachers learn concrete and accessible\u00a0<\/span>strategies<\/span>\u00a0to\u00a0<\/span>address disruptive or contentious classroom behavior<\/span>\u00a0<\/span>in a way that\u00a0<\/span>strengthens\u00a0<\/span>healthy decision-making and\u00a0<\/span>self-regulation skills.<\/span>\u00a0 <\/span><\/p>\n

-Finally, <\/span>intentional efforts will be made towards healthy relationship building amongst and between students and teachers.<\/span>\u00a0 <\/span><\/p>\n

By extending across all departments, a<\/span>\u00a0trauma-informed framework\u00a0<\/span>allows staff to\u00a0<\/span>incorporate\u00a0<\/span>their training and knowledge of trauma-sensitive practices<\/span>\u00a0into their current roles\u00a0<\/span>to collaboratively\u00a0<\/span>provide the best trauma-informed, resiliency<\/span>–<\/span>focus<\/span>ed care to its students.<\/span>\u00a0<\/span><\/p>\n

A school-wide\u00a0<\/span>framework<\/span><\/a>\u00a0and approach is necessary to normalize the idea of asking for and receiving support.\u00a0 By employing a\u00a0<\/span>trauma-informed framework<\/span>, the school\u00a0<\/span>will\u00a0<\/span>demonstrat<\/span>e<\/span>\u00a0to staff, students, parents, and the community that trauma and mental health are important.\u00a0\u00a0<\/span>In doing so, t<\/span>he school will take a<\/span>\u00a0necessary step towards de-stigmatizing\u00a0<\/span>the act of\u00a0<\/span>talking openly about mental health and the healing process.\u00a0 There is no doubt that all\u00a0<\/span>school personnel<\/span>\u00a0want to provide the best educational experience and opportunities to their students;\u00a0<\/span>a trauma-informed, resiliency-focused framework\u00a0<\/span>will lead the effort to organize the school community so collectively all members are equipped with the knowledge, skills, supports, and resources necessary to teach and connect with students in healthy and therapeutic ways.\u00a0<\/span>\u00a0<\/span><\/p>\n

Interrupting the Silent Suffering<\/span><\/b>\u00a0<\/span><\/p>\n

After several weeks of talking, I asked Elijah why he never asked for help.\u00a0 Why didn\u2019t he let someone know about the bus stop?<\/span>\u00a0 He looked at me and looked around the room, and simply said, \u201cI thought I was good.\u00a0 I thought it was something everyone can handle.\u201d\u00a0 When pressed a bit further, Elijah\u00a0<\/span>flatly said<\/span>, \u201cI thought it was normal that my family got shot.\u201d<\/span>\u00a0<\/span><\/p>\n

I asked Elijah\u2019s<\/span>\u00a0teachers if they knew\u00a0<\/span>why Elijah was missing class.\u00a0 A few shrugged and attributed his absences to inherent laziness or teenage angst.\u00a0 Some sensed there was something else going on but\u00a0<\/span>assumed he would bring it up if it were important.\u00a0\u00a0<\/span>Some were too busy<\/span>\u00a0<\/span>to\u00a0<\/span>wonder at all.\u00a0<\/span>\u00a0<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

This June<\/span>, Elijah shook hands with the principal and received his diploma.\u00a0 Frankly, he barely made it<\/span>.\u00a0 His grades never recovered\u00a0<\/span>from the months he spent avoiding the bus stop<\/span>.\u00a0\u00a0<\/span>In other words, Elijah\u2019s grades never recovered from the time he spent struggling to\u00a0<\/span>independently\u00a0<\/span>manage\u00a0<\/span>the<\/span>\u00a0symptoms of trauma<\/span>\u00a0he didn\u2019t know he had<\/span>.\u00a0\u00a0<\/span>Sadly, Elijah\u2019s success seems largely accidental.\u00a0 He was referred to mental health services because there was a\u00a0<\/span>problem<\/span><\/i>\u00a0\u2013 he was missing class<\/span>.\u00a0 But how many of our children silently suffer?\u00a0 Elijah took the next step in agreeing\u00a0<\/span>to\u00a0<\/span>open up<\/span>\u00a0to me<\/span>,<\/span>\u00a0but for many, there is a stigma associated with being vulnerable.<\/span>\u00a0\u00a0<\/span>In a\u00a0<\/span>building full of adults dedicated to Elijah\u2019s academic success,\u00a0<\/span>when Elijah\u2019s emotional wellness\u00a0<\/span>became a barrier<\/span>, he\u00a0<\/span>was left to deal with these problems on his own.<\/span>\u00a0\u00a0<\/span><\/p>\n

A school-wide trauma-informed framework would assist in deconstructing these barriers, so\u00a0<\/span>someone\u00a0<\/span>might have inquired if<\/span>\u00a0Elijah\u2019s absence<\/span>s\u00a0<\/span>were<\/span>\u00a0a symptom of something deep<\/span>er.\u00a0 A trauma-informed framework<\/span>\u00a0would have equipped educators with the knowledge and skills necess<\/span>ary to navigate this situation.\u00a0\u00a0<\/span>A<\/span>nd<\/span>,<\/span>\u00a0perhaps<\/span>,<\/span>\u00a0it would have reduced the number of days Elijah\u00a0<\/span>felt alone, afraid, lost, and <\/span>hopeless<\/span>\u00a0<\/span>as\u00a0<\/span>his\u00a0<\/span>weaved<\/span> through cross-streets and crosswalks, his <\/span>headphones<\/span>\u00a0<\/span>drowning<\/span>\u00a0out the memories of the bus stop.<\/span>\u00a0<\/span><\/p>\n

Tatiana is a Licensed Professional Counselor and a law student at Loyola University Chicago School of Law.\u00a0 She specializes in addressing the trauma-related mental health needs of youth and adolescents.\u00a0 She wrote this blog post as part of Loyola’s Education Law Practicum.\u00a0 See also this Trauma Toolkit<\/a> that she co-authored with Tashiana Stafford, which was released by the Chicago Lawyers’ Committee for Civil Rights Under Law and the Transforming School Discipline Collaborative.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Every day, Elijah* walks to the corner bus stop.\u00a0\u00a0 Normally, he would board the\u00a0112\u00a0bus\u00a0and ride the 20 minutes to school.\u00a0 Today, however, he will walk.\u00a0 Walking will make him\u00a0late,\u00a0but Elijah walks anyway.\u00a0\u00a0 Elijah has his headphones in as he weaves … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,6],"tags":[30,61,104,106],"class_list":["post-639","post","type-post","status-publish","format-standard","hentry","category-educational-equity","category-educational-policy","tag-behavioral-intervention","tag-mental-health","tag-trauma","tag-trauma-informed-care"],"_links":{"self":[{"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/posts\/639","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/comments?post=639"}],"version-history":[{"count":0,"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/posts\/639\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/media?parent=639"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/categories?post=639"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.luc.edu\/edlawinstitute\/wp-json\/wp\/v2\/tags?post=639"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}