Preparing for the One Year Anniversary

David J. Schonfeld, MD

Associate Professor of Pediatrics & Child Study

Yale University School of Medicine

National Center for Children Exposed to Violence

School Crisis Response InitiativeNational Center for Children Exposed to Violence

• Collaboration of mental health professionals, law enforcement representatives, and local and state educational agencies

• Develop capacity to meet students’ and staff’s safety and mental health needs at times of crisis

• Provide technical assistance in crisis situations• Training in > ½ of school districts in CT• Technical assistance in hundreds of school crisis

events

Lessons Learned in CT and NYC

• Written plans often over-estimate level of true preparedness

• Need for integration of safety/security and mental health responses

• Staff support needs are important and too often neglected

• Administrative support is critical

Anniversary reactions and September 11th

• Recurrence of feelings related to loss or tragedy• Date of September 11th has strong symbolism• Can anticipate many commemorative events

and media attention• Not all children will experience anniversary

reactions• Many children who appear “back to normal” may

have more difficulties at the anniversary• Children with history or ongoing exposure to

trauma or loss, even if not directly related to September 11, are especially vulnerable

Benefits of memorialization

• Memorial events held children express and cope with feelings

• By planning and taking part in a memorial event, children can exercise some control

• Children must be involved actively in the planning

• The events should be relevant• A memorial planned by adults for children is

more likely to be helpful to the adults

Planning the memorial

• What you plan for a memorial event is far less important than how you go about planning it

• Often best memorial events are simple and symbolic

• Planning a memorial is often more therapeutic than participating in the event

• Adults should avoid telling children what they should feel or how they should express feelings

• Different groups have different needs & wishes• Highlight also community strengths and foster

sense of hope for future

Guidance for teachers

• Prior notification of families• Children who experienced personal loss are

more likely to show intense reactions• Many children and families choose not to

disclose personal losses – any discussions should be conducted as if there were students directly affected

• Too much attention to anniversary can cause problems -- Parents and teachers should work together to ensure children aren’t overwhelmed

Support teachers and school staff

• Staff dealing with their own personal losses, even if not related to September 11th, may find it difficult to approach topic with students

• Helping children cope with a tragedy, even a year later, is hard work

• Adults are also dealing with the same crisis• Providing an opportunity for faculty and staff to

talk about their own reactions prior to talking with students may be useful personally and will better prepare them to respond to children’s needs

• Seek input from teachers and staff regarding how best you might help them

For Further Information

School Crisis Response InitiativeNational Center for Children Exposed to Violence

www.nccev.org

203-785-70471-877-49-NCCEV (62238)