Task 5

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Liberty University *

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Sociology

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Jan 9, 2024

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KGM3 – KGM3 Task 5: Evidence-Based Strategies A. Hurricane Nicole tore up St. Helena Island and Fripp Island." Carolina, South The National Weather Service sent warnings about this storm, but many residents ignored them until it was too late because they were so accustomed to the storm's passing. The hurricane made landfall three miles east of the town and proceeded six miles northeast before returning to the ocean. Thankfully, no lives were lost despite the hurricane transforming into a ½-mile-wide tornado that devastated numerous homes and businesses. Many students lost everything, including their houses. A few individuals were essentially left to rebuild their lives from the ground up. Although there were no casualties, several students were still struggling with the psychological trauma of storm-related anxiety. Although the hurricane did not directly affect the school buildings, the community was nonetheless saddened by the significant loss. Several historic structures in our tiny town's downtown suffered considerable damage from storm debris. With immediate action, the community launched the town's emergency response plan. The school district postponed the start of classes because they started using the school facilities as shelters for people who had lost their houses. The neighborhood grocery store hauled in multiple semi-trailers and gathered and distributed food contributions when the neighborhood bank was forced to close. The nearby restaurants were unharmed. It will be challenging to get back to normal after such a horrible experience. Parents and children were left uncertain when the school shuttered in the middle of the year. I was among the many teachers who were concerned about their pupils. While parents were recuperating, what did students do throughout the day? What was the location of their time spent? Are they old enough to assist in tidying up? What mental effects do they have? Have pupils had the opportunity to see their friends? Have they been able to comprehend the magnitude of what happened? Do they feel secure in their present circumstances? Will their academic performance suffer due to the absence of classes? How will the pupils continue their education when they return to school? The cleanup process continued for several days and weeks following the storm. For those immediately affected, the local tool store offered substantial discounts on items required to assist with cleanup. Additionally, anyone cleaning up after a hurricane can borrow all the large machines from the local tool store for half price. The school district opened its buildings to help families return to some semblance of normalcy. It provided free Internet access to the public for additional hours during the day and evening. The local internet company Bright Speed gave free internet for two months to all families affected by the storm. There was no school for three weeks as students concentrated on either starting over or assisting family members in doing the same. Student associations also helped. The district

adopted a shorter school calendar when classes began to give themselves more time to recover. B. In my role as a teacher, I would do various things. I would start by finding out who in my class was directly impacted right away, as my home was unaffected. I would connect with each of them and provide support for both themselves and their families because I have built a trustworthy relationship with them over the majority of the school year. I would make sure that the kids who lost their homes had the resources available to their families right away so that they could take care of necessities like food, water, and shelter. I would pay close attention to students struggling with low-income or single-parent households. I would take the time on the first day of classes to welcome each student back and make sure they knew how much they were loved and missed. That first week before, I would design activities that were less about learning and more about social and emotional issues. I used to ask children to sit and chat with their friends for a few minutes every morning so they could interact and share with their friends. Every day, I would assign them a topic focused on the good things that would come after the storm. After they chatted with friends, the students would circle to discuss their discussions. To assist kids in continuing to digest the storm's consequences, I would be open to queries and try to be as honest as possible. Additionally, I would incorporate a mindfulness exercise right before school dismissal. The children will have the chance to get ready for whatever challenges they may have at home during this mindfulness moment. Furthermore, individuals could practice mindfulness techniques at home if they feel overwhelmed by everything. The remainder of our educational day would follow our regular schedule. I would give each student my full attention throughout the day, making sure to identify any students exhibiting indications of trauma and seeking assistance from school psychologists and counselors. I would also encourage our school counselor to visit the class and give healing strategies pupils can apply at home and school. Whether or not they lose their houses, these tactics will help kids in the classroom because they will be overburdened for a considerable time. Students could share with classmates and have time to be kids by using the "chatting with friends" technique. Sticking to our set schedule throughout the remainder of the school day would be beneficial since pupils need structure in their lives, particularly in light of the significant loss of structure at home. Students will benefit from these tactics at home since they will be equipped with tools to deal with situations that make them feel overwhelmed. To find the "calm in the storm," they can utilize the mindfulness moment with the rest of their family. Students can also apply the

"chat with friends" method with friends they hang out with outside the classroom. It's important to realize that talking things out and letting your mind come to an understanding is an essential part of processing serious trauma. This method of having conversations with peers both at home and at school provides pupils' minds with that chance. Fear would be one of the difficulties I would encounter. There will be a lot of dread among my students as I put my help tactics into practice, especially for those directly affected by the disaster. Fear of the storm, the experience, the unknown, and what lies ahead for them. Will the parents of the students rebuild if they lose their homes? Will they have to relocate? In the interim, where will they reside? Furthermore, because spring storms are frequent, students may react differently—that is, they may exhibit unusual behaviors or feelings for them—if there is a storm while they are in class, even if it is just a typical thunderstorm. My goal is to foresee these anxieties and provide the students with strategies to conquer them. When the storm came, I would take some mindfulness and relaxation practices with me. Furthermore, I would encourage kids to bring a comfort item from home in preparation for the task. I will provide my souvenirs to pupils who have lost everything and have nothing comforting to present. Although I would already have a quiet area set up in my classroom, I would let kids spend more time there. In conclusion, as a teacher, I will prioritize my children's social-emotional learning to help them overcome this massive tragedy and the grief it has caused. I'll check in with every student daily and devote more attention to those struggling. In my own life, I'll make time to meet with friends and write in a notebook about my challenges and feelings. I will stay in touch with my pupils throughout the summer to see if they have any needs that I or our community can assist with meeting once the school year ends.

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