Many school nurses shared hashtags on social media prior to the 2016 election - #WeSupportChildren and #Ivote4kids. Post election we are now seeing children in our schools and offices whom are anxious and fearful of what lies ahead. Leading up to the presidential election, children and adolescents were repeatedly exposed to campaign messages that were vitriolic and anxiety producing. As we move past the political rhetoric that has been ever present over the past year, we need to remind ourselves of our core values and beliefs. We support kids. As school nurses, we need to recognize and acknowledge the reactions some of our students may experience and provide support for our students and families.
Several resources are available to help our students feel reassured, safe and valued. The National Association of School Psychologists have released Guidance for Reinforcing Safe, Supporting and Positive Environments for All Students to help ease the fears our students may be experiencing. A separate document addressing anxiety during the 2008 economic crisis Helping Children Cope in Unsettling Times offers additional information and is a reference for the list below.
Students who are most impacted by the messaging may be more vulnerable to anxiety. Children who are personally connected to the campaign messages may exhibit increased stress and anxiety, for example: children living in immigrant families, children with a disability, our LGBTQ students, or young women who have been exposed to sexual assault. It is important that we listen and offer support, particularly to those children most at risk.
Listed below are actions school nurses can share with families to help children and teens cope in this post election climate.
Limit media exposure The news and social media continue to be dominated by the divisive nature of the campaign, rehashing issues and magnifying the concerns expressed by many. Continued exposure to the messaging will serve as a constant reminder and perhaps fuel anxiety. Turn the TV off.
Listen and respect children’s fears Listen and do not minimize a child’s fears. Offer accurate information and answer questions they may have in a factual manner. If a child feels threatened or bullied make sure they know to tell a trusted adult and remove themselves from a threatening situation.
Reassure children and teens Children may not understand the nuances of the government. They may need reassurance that our democracy allows all people to exercise their right to vote so that all people will be heard. Our government is designed so that the three branches maintain a balance of power through checks and balances where no one branch exercises more power than another. Adults understand this and recognize that our government , while powerful and influential, is limited in the day to day influence over our lives. We can explain this to our children in a developmentally appropriate manner.
Control your own reactions Children take their cues from the adults in their lives. If they hear anxiety, concern or fear expressed by the adults who care for them, it is likely to increase their fear and anxiety. Monitor and control the discussions in your home and school.
Spend family time together Children will be comforted by the presence of adults who provide a safe environment for them. Play games, work on projects and spend time together.
Maintain a normal routine During times of stress it is important to keep routines so that children are reassured that life will remain the same. Regular exercise, good nutrition and adequate sleep are important to our physical and mental health particularly when experiencing stress.
Be positive and optimistic The United States of America is a strong country where the majority of citizens respect others and practice tolerance. Adults must model this behavior so that children and teens value and respect others, learning to appreciate the diversity that makes our nation great.
During stressful or fearful events over the past 30 years, Mr. Rogers always advised children to “look for the helpers”. We can take a cue from Mr. Rogers and encourage our students in all grades to not only look for the helpers but to be a helper. Students can work together towards a shared goal and volunteer in the community, whether it is planting flowers on the school grounds or doing something special for the fire department in the community. Working with others to improve the community fosters resilience and social competence which supports positive coping skills to address situations that may cause stress and anxiety (Harvey, 2007).
Resources:
Charlotte-Mecklenburg Schools (ND). Elementary Level Volunteer Opportunities. Retrieved: http://www.cms.k12.nc.us/cmsdepartments/vp/Pages/ElementaryLevel.aspx
Harvey, V. (2007). Schoolwide Methods for Fostering Resiliency. Retrieved: https://www.nasponline.org/Documents/Resources%20and%20Publications/Handouts/Families%20and%20Educators/schoolresiliency.pdf
NASP (2016). Guidance for Reinforcing Safe, Supporting and Positive Environments for All Students Retrieved: http://www.nasponline.org/about-school-psychology/media-room/press-releases/nasp-guidance-for-reinforcing-safe-supportive-and-positive-school-environments-for-all-students
NASN (2008). Helping Children Cope in Unsettling Times: The Economic Crisis Tips for Parents and Teachers. Retrieved: http://www.nasponline.org/x23767.xml
Teaching Tolerance (2016). Election 2016 Resources. Retrieved: http://www.tolerance.org/election2016
Weldon, L. (2013). 40 Ways Kids Can Volunteer, Toddler to Teen. Retrieved: https://lauragraceweldon.com/2013/06/27/40-ways-kids-can-volunteer-toddler-to-teen/
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