JISD Professional Development Newsletter - January, 2011

Supporting Students Who Act Out the Stress of Poverty

By Eric Jensen

boy stressA childhood spent in poverty often sets the stage for a lifetime of setbacks. Secure attachments and stable environments, so vitally important to the social and emotional development of young children, are often denied to our neediest kids. These children experience more stress due to loneliness, aggression, isolation, and deviance in their peer relationships, and they are more likely to describe feeling deprived, embarrassed, picked on, or bullied. As a result, they more often face future struggles in marital and other relationships. However, research (Hill, Bromell, Tyson, & Flint, 2007) suggests that although the first five years of a child's life are very important, there is tremendous opportunity during the school years for significant transformation. The behavior of children of low socioeconomic status is an adaptive response to a chronic condition of poverty, but a brain that is susceptible to adverse environmental effects is equally susceptible to positive, enriching effects.

Recognize the Signs of Stress teen at school locker
Behavior that comes off as apathetic or rude may actually indicate feelings of hopelessness or despair. It is crucial for teachers to recognize the signs of chronic stress in students. Students who are at risk for a stress-related disorder tend to:

  • Believe that they have minimal control over stressors.
  • Have no idea how long the stressors will last, or how intense they will remain.
  • Have few outlets through which they can release the frustration caused by the stressors.
  • Interpret stressors as evidence of circumstances worsening or becoming more hopeless.
  • Lack social support for the duress caused by the stressors.

Share with other staff members why it's so important to avoid criticizing student impulsivity and "me first" behaviors. Whenever you and your colleagues witness a behavior you consider inappropriate, ask yourselves whether the discipline process is positive and therefore increases the chances for better future behavior, or whether it's punitive and therefore reduces the chances for better future behavior.

Alter the Environment
Change the school environment to mitigate stress and resolve potential compliance issues with students who do not want to change:

  • Reduce the parallels with prison. For example, consider eliminating bells and instead playing songs for class transitions.
  • Reduce homework stress by incorporating time for homework in class or right after class.
  • Use cooperative structures; avoid a top-down, authoritarian approach.
  • Help students blow off steam by incorporating celebrations, role-plays, and physical activities (e.g., walks, relays, or games) into your classes.
  • Incorporate kinesthetic arts (e.g., drama or charades), creative projects (e.g., drawing or playing instruments), and hands-on activities (e.g., building or fixing) into your classes.

girl worriedEmpower Students
Help students increase their perception of control over their environment by showing them how to better manage their own stress levels. Instead of telling students to act differently, take the time to teach them how to act differently by:

  • Introducing conflict-resolution skills. For example, teach students a multistep process for handling upsets, starting with step 1: take a deep breath and count to 5.
  • Teaching students how to deal with anger and frustration (e.g., counting to 10 and taking slow, deep breaths).
  • Introducing responsibilities and the value of giving restitution. In schools that embrace restitution, students understand that if they disrupt class, they need to make it right by doing something positive for the class. For example, a student who throws objects in the classroom may be assigned a cleaning or beautification project for the room.
  • Teaching students to set goals to focus on what they want.
  • Role-modeling how to solve real-world problems. Share an actual or hypothetical situation, such as your car running out of gas. You could explain that you tried to stretch the tank of gas too far and reveal how you dealt with the problem (e.g., calling a friend to bring some gas). Such examples show students how to take responsibility for and resolve the challenges they face in life.
  • Giving students a weekly life problem to solve collectively.
  • Teaching social skills. For example, before each social interaction (e.g., pair-share or buddy teaching), ask students to make eye contact, shake hands, and give a greeting. At the end of each interaction, have students thank their partners.
  • Introducing stress-reduction techniques, both physical (e.g., dance or yoga) and mental (e.g., guided periods of relaxation or meditation).

Reference

Hill, N. E., Bromell, L., Tyson, D. F., & Flint, R. (2007). Developmental commentary: Ecological perspectives on parental influences during adolescence. Journal of Clinical Child and Adolescent Psychology, 36(3), 367–377.

Source: Excerpted from Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It (p. 29–31), by E. Jensen, 2009, Alexandria, VA: ASCD. Copyright 2009 by ASCD.  Adapted with permission.

 

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Editor: Dee Thomas, JISD Professional Development Coordinator