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2. 2. Secondary Traumatic Stress and Self-Care Packet - ed

   safesupportivelearning.ed.gov/sites/default/...

   Check back regularly to see how things are going and assess whether you need to make any adjustments to your plan. 1. Recognize the warning signs. Becoming aware of the effects your work has on you is essential to helping you take care of yourself. Think about the warning signs of STS and related conditions and consider how they

3. Module 3: Self-Care Guide for All Staff - ed

   safesupportivelearning.ed.gov/sites/default/...

   Connect a decline in student outcomes to teacher burnout and stress, and 4. Recognize when chronic stress has led to burnout. Teacher Stress. The stress that educators feel stems from many of the same things that affect corporate employees. Teacher stress also affects job performance. Unfortunately, teachers carry an added burden because their ...

4. ACCOMMODATING STUDENTS WITH EPILEPSY OR SEIZURE DISORDERS ...

   files.eric.ed.gov/fulltext/EJ1070156.pdf

   ents with epilepsy may demonstrate academic challenges in reading, writing, and mathematics. These difficulties may be due to memory and attention deficits, A. D side effects, general slowed cognitive functioning, or absenteeism (Wodrich et al., 2006). There are many classroom accomm. tions that teachers can put into place to reduce the impact ...

5. SA How to Respond - ed

   rems.ed.gov/docs/WA_Injury_Illness.pdf

   Take a breath, make a seal, and then give the second rescue breath. If the second breath does not make the chest rise, begin compressions. After the next set of chest compressions, open the mouth, look for an object and, if seen, remove it. Continue to check the mouth for an object after each set of compressions until the rescue breaths go in.

6. The Trauma-Informed Teacher Tip Guide | National Center on ...

   safesupportivelearning.ed.gov/resources/trauma...

   Helps educators more effectively and empathetically respond to students experiencing ongoing stress and trauma by providing methods to understand signs of dysregulation, decode student behaviors related to trauma, and apply evidence-based tools that help students move to a place of emotional regulation.

7. Resources for Teachers - Office of Elementary and Secondary ...

   oese.ed.gov/.../resources-for-teachers

   This webinar helps teachers rethink their lesson plans for an online platform, including resources like teacher-created YouTube channels and explainer videos, tools for sharing resources with your peers, and ways of working with your district to ensure students have access. Digital Divide: Connectivity, Infrastructure and Devices (March 24 ...

8. Stories from the Field: Building strong teacher-student ...

   files.eric.ed.gov/fulltext/ED601206.pdf

   fewer disruptive behaviors from students and longer periods of engage. academic time.6Teachers also benefit from having strong relationships with students. A recent study found that teachers who felt positive connections with their students were more likely to report experiences of joy and less likely to report feelings of anxiety and anger.7 ...

9. Covid 19: Stress Management among Students and its Impact on ...

   files.eric.ed.gov/fulltext/EJ1286695.pdf

   fear is unrealistic, and people’s foundations are much sturdier than they think. Occasionally, one truly is at risk of collapse; it is critically important to recognize this risk. Most often, however, the real risk that comes from stress is that, over many years, it will damage people’s health and detract from their quality of life.