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