Updated 04/09/07...wl
Strategies
To Address the Needs and Challenges of Children
and Youth Who Experience School Disruption due to homelessness, foster care placement, in-patient psychiatric
facility placement and/or correctional facility placement
The following checklist is based on five principles
- Treat all
children with respect: do not stigmatize
- Make all
children feel safe in their schools and community
- Think of the
needs of the whole child
- Work with parents/guardians/family to develop
concrete goals and programs
- Reach out to the community
All children, new or returning, can benefit from the following strategies included in this
checklist. The information on the
checklist is to be used to facilitate and support the transition and to promote
discussion on the topics that are relevant for the youth.
Where to Start:
ü Contact school
liaison on Keeping Maine’s Children Connected database to inform them of new
student in advance of child entering the school
ü Arrange for the
student to visit the school prior to entering or returning
ü Arrange a
meeting between the youth and school staff who can support the transition,
i.e., a teacher, social worker, or guidance counselor.
ü Ensure that the new school has contacted the old school to request transfer of records and if eligible the Individualized Educational Plans (IEP)
ü Confirm the new school’s acceptance of all previous work or credits and if transitions occurs mid-semester acceptance of work completed during the semester (or credit equivalency)
ü Make special efforts to meet with the child’s parents and/or primary caregiver as soon as possible. “Families under stress tend to isolate themselves” (Popafotis, Wolverton, and Levy, 1997). Parents/primary caregivers can provide information on the child’s educational history, socio-emotional development and other important information
Before
Student
Starts
School
Work on a Plan with the Youth:
ü Ask the
child/youth what they want to share with their peers about their transition to
school and the community
ü If needed,
develop a safety plan for the youth while at school and in the community. This
plan should be developed with youth, family, and others previously or presently
involved. The plan can include a safe
place for the youth to go when feeling
vulnerable
or
could be a plan for the youth and adults to use when the youth is feeling
agitated.
ü Make sure the
child or youth is provided with a contact person at the school to check in with
on their first day as well as during the first month.
ü Confirm someone
from school is reviewing with the youth the school’s academic expectations and
credits received.
ü If youth is in
middle school or high school review with the youth the youth’s expectations or
concerns for vocational or academic future
What School Staff Can
Do Before the Youth Begins Classes:
ü Prepare several
packets of classroom supplies and have them readily available. Packets should include material that are part
of the daily/weekly routine.
ü Have
information packets prepared (school calendar, schedules, informational letters
to parents, etc.) Many of these items
are sent home at the beginning of the year. Place extra copies of all such material into your packets.
ü Discuss with
team about sharing relevant information concerning the student among teachers
and staff members.
ü Pair the
student with a carefully selected buddy, especially for free periods when new
or returning students are particularly vulnerable. The buddy can help the student feel more at
ease. The buddy can also teach the
student about the rules and routines of the school and classroom.” (Popfotis, Wolverton, and Levy, 1997)
Support to Staff:
ü Offer general
training to staff on topics that affect youth who experience school
disruption. These topics could
include: homelessness, mental illness,
basic operation of schools, and special education.
ü Make a resource
notebook/guide available in a common area.
Strategies in the classroom
ü Do not expect
new or returning students to make up missed assignments or to complete all
current assignments. For the first week
or two, it is helpful to let these children finish part of the assigned
work. Keep in mind that children who
have moved recently are directing a significant amount of their mental energy
into dealing with feelings of insecurity, anxiety, and sadness.” (Popfotis,
Wolverton, and Levy, 1997)
ü Be aware that
children have been taught differently in previous schools. Correct them but do not tell them that they
are wrong. Help them recognize in a
positive way that styles expectations and daily routines vary from school to
school.” (Popafotis, Wolverton, and
Levy, 1997)
ü For the younger
child, putting his name on his desk or coat hanger will give him a sense of his
own space.” (Popafotis, Wolverton and
Levy, 1997)
Addressing Bullying
at School or in the Community:
ü Educate and
empower the bystanders (non-bullying peers and staff) to speak out against
bullying and to reach out in friendship to the target.
ü Support the
targets of bullying by dealing with loss issues and enhancing their friendship
and social skills.
ü Increase
awareness of what constitutes bullying: intentionally hurtful actions, repeated
actions and imbalance of power
For those doing the
bullying, the most effective strategy is to address the problem individually
and environmentally*
ü Individual Level:
Correct thinking errors, promote empathy for the target, and develop a sense of
responsibility for actions
ü Environmental
level: Set clear limits and consistently
enforced consequences
*Strategic Alternatives in Prevention
Education (SAPE) Association of
Michigan
Strategies when a
child leaves current school to move to another school and community:
ü Schedule
meeting with child to process leaving their current school
ü Make sure that
the youth gets to say good-bye to friends, exchange addresses, telephone
numbers and e-mails
ü Discuss with
youth how he/she wants to explain their departure to their friends and teachers
Clarify roles of
outside agencies to support educational placement:
ü Provide
clarification for the youth, care providers and school personnel about roles
and responsibilities, (i.e., names of emergency contacts, who attends PETs or
school meetings, etc.)
ü If the youth is
under DHHS custody, make sure an Athletics/Field Trip Form is signed and on
file at school. This allows the
caregiver to sign individual activity permission slips.
ü If a visit is
needed at school, schedule the meeting after school so it won’t interrupt the
youth’s school day. Though it may create
scheduling challenges, youth often experience discomfort when case managers or
social workers visit them at school.
ü Minimize the
need to remove the child from school for appointments
