Breaking the Cycle

In areas with high rates of domestic violence, teachers to get special training

PHOTO: Flickr/jhilldesign1

When children are exposed to violence at home, the aftershocks can ripple into classrooms.

Often on edge and sometimes depressed, those students can struggle to concentrate and control their emotions, causing their grades and relationships to suffer. And with spotty training and limited insight into students’ home lives, teachers can fail to recognize the cause of these problems, much less put a solid plan in place to tackle them.

“Often teachers don’t have the language to talk about this stuff,” said James Waslawski, principal of New Directions Secondary School in the Bronx, a middle school for older students who are behind academically.

He estimates that 90 percent of his students have experienced some form of trauma, the majority of it related to domestic violence. Yet most teachers receive minimal training on how to help students deal with such issues, he added.

“It’s like one-fifth of what they need,” he said.

The city now has a plan to change that. Having identified the neighborhoods with the most reported incidents of domestic violence, trainers will go into the local schools to help teachers spot clues that students might have been exposed to violence, understand how that can affect students, and know what resources are available to them. After they are developed this summer, the three-hour trainings will begin in eight neighborhoods across the city at schools where the education department is already focused on bringing in more mental health and social services.

“This represents a very promising and exciting direction for districts like New York to go in,” said C. Cybele Raver, a vice provost at New York University who has studied how children who watch their parents fight may have trouble regulating their own negative emotions.

The education department is designing the trainings with the Mayor’s Office to Combat Domestic Violence, a partnership that grew out of City Hall’s “Children’s Cabinet” — an effort to improve coordination among 20 city agencies and offices that followed the death of an abused four-year-old boy last year. Education officials realized at the cabinet meetings that they could predict which schools are most likely to serve a higher number of students who have witnessed domestic violence, an official explained during a panel discussion at New York University last month.

“They know exactly which ZIP codes and what neighborhoods have the highest report rates and the highest rates of incidents of domestic violence,” said Christopher Caruso, who heads the education department’s community schools office. “So knowing that, probably, the students in those schools are witnessing that type of trauma and that type of domestic violence, we’re working on a professional development plan” for those schools.

The initiative will target these neighborhoods with high rates of domestic violence: Morrisania in the Bronx; Brownsville, Bushwick, and East New York in Brooklyn; East Harlem, Inwood, and Washington Heights in Manhattan; and Port Richmond in Staten Island. It will focus on “community schools” in those areas, or schools that receive extra funding to provide additional social services and mental and physical health care to students and their families.

Nationwide, more than one in nine children are exposed to some type of family violence each year, which can include physical attacks like hitting and choking or psychological violence such as threats, according to a 2011 U.S. Department of Justice report. About one in 15 young people are exposed to some sort of physical assault between parents, the report found. Other studies have found that children who witness family violence are more likely to become victims themselves.

“This is a significant issue that has no awareness,” said Brian Martin, founder and CEO of the nonprofit Children of Domestic Violence, which provided free trainings to several hundred education department employees last year. “If you grow up living with domestic violence, that’s childhood domestic violence, and it has a massive impact on the life of that person.”

Christopher Caruso, who heads the education department’s community schools office, said the trainings were targeted to schools in neighborhoods with the most reports of domestic violence.
PHOTO: Patrick Wall
Christopher Caruso, who heads the education department’s community schools office, said the trainings will target schools in neighborhoods with the most reports of domestic violence.

Children who are exposed to violence at home are more likely to suffer from anxiety and depression, according to experts, who note that many children are able to cope with such experiences without showing serious problems. Long-term exposure can also act as a “toxic stress” that disrupts children’s brain development, specifically in the areas of memory, attention, and inhibition control, which are all crucial for learning.

That can lead to lower grades and test scores along with behavior problems as students who feel unsafe at home remain on high alert in school, making them easily distractible and prone to overreaction, experts say. If teachers have not studied the effects of trauma on children, they may not recognize such problems as symptoms of a troubled home life, said Raver, the NYU vice provost.

“They can see behavioral difficulty,” she said, “but have no understanding of where that’s coming from.”

The planned trainings for teachers and other school staffers will include an overview of domestic violence, signs that it is occurring, and how it relates to child abuse. They will also cover violence in teen relationships and the services available to families affected by violence.

David Pelcovitz, a professor of psychology and Jewish education at Yeshiva University, said that educators can play a pivotal role in helping students who are exposed to family violence.

Beside their responsibility to report signs of abuse, teachers can run classrooms that provide a sense of safety and predictability for those students, while also helping boost their self-esteem and self-control. Teachers can also act like “quarterbacks” by coordinating the efforts of school and city employees who interact with those students, Pelcovitz said. The city’s planned trainings could help teachers take on those roles, he added.

“They’re the ones on the front line,” he said. “So it’s on us to be more concrete in giving them the skills to support these kids.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.