Supporting Children and Teens After the Madison School Shooting
The tragic school shooting in Madison, Wisconsin, has shaken our community, leaving parents, caregivers, educators, and, most importantly, children and teenagers grappling with its aftermath. Understanding the psychological impacts of such events, recognizing when professional help is needed, and staying vigilant for warning signs of potential violence are crucial steps in fostering resilience and healing.
Common Trauma Responses in Children and Teens
Exposure to a traumatic event like a school shooting can evoke a range of emotional, behavioral, and physical reactions in children and teens. While these responses are normal, they can be challenging to manage without proper support.
Emotional Responses
Anxiety, fear, or worry about personal safety and the safety of loved ones.
Sadness or feelings of hopelessness.
Anger, irritability, or mood swings.
Behavioral Responses
Avoidance of school or reluctance to engage in social activities.
Difficulty concentrating or a drop in academic performance.
Acting out or displaying defiance.
Physical Responses
Trouble sleeping, including nightmares or insomnia.
Appetite changes or complaints of unexplained headaches and stomachaches.
Hypervigilance or being easily startled by sudden noises or movements.
According to the National Child Traumatic Stress Network (NCTSN), these responses are typical but may require additional intervention if they persist. Schools and caregivers should maintain open communication and reassure children of their safety while observing for signs of prolonged distress.
When to Seek Professional Help
While many children and teens recover naturally with time and support, some may need professional assistance. Seeking help is crucial when a child or teen shows:
Persistent emotional distress, such as anxiety or sadness that disrupts daily functioning.
Difficulty sleeping or recurring nightmares.
Withdrawal from friends, family, or previously enjoyed activities.
Expressions of self-harm or suicidal thoughts.
Therapeutic interventions, such as trauma-focused cognitive behavioral therapy (CBT), have been shown to help children process their emotions and build resilience. The American Psychological Association (APA) offers valuable resources for families navigating trauma and its effects on children.
Signs of Impending Violence
Preventing further tragedies begins with recognizing warning signs of potential violence. While these signs do not always predict violent actions, they warrant further attention:
Behavioral Indicators: Verbal or written threats, aggressive outbursts, or preoccupation with weapons.
Social Changes: Withdrawal from friends or increased social isolation.
Emotional Indicators: Intense anger or an inability to regulate emotions effectively.
A comprehensive guide developed by Cornell and Sheras (2019) provides clear strategies for assessing and addressing potential threats. Schools and communities can utilize threat assessment models to identify concerning behaviors and intervene early.
How Parents and Caregivers Can Help
Parents and caregivers play a pivotal role in helping children process and recover from trauma. Here are some actionable steps to provide support:
Encourage Open Dialogue - Create a safe space for children to express their fears and concerns. Use age-appropriate language to discuss the event and validate their emotions.
Reassure Their Safety - Emphasize the measures being taken to ensure their safety at school and in the community.
Limit Media Exposure - Shield children from repetitive and distressing news coverage, which can amplify fear and anxiety.
Maintain Routines - A consistent daily schedule provides a sense of normalcy and security.
Model Healthy Coping - Demonstrate positive coping strategies, such as mindfulness, exercise, or engaging in creative activities.
Building Resilience and Healing
Communities can work together to promote resilience among children and teens following a traumatic event. Schools can adopt trauma-informed approaches to create supportive environments where students feel safe and understood. Programs like the Healthy Environments and Response to Trauma in Schools (HEARTS) have proven effective in addressing the needs of traumatized students and fostering a sense of belonging.
Final Thoughts
The Madison school shooting has underscored the importance of prioritizing mental health and safety in our schools and communities. By understanding trauma responses, seeking professional help when necessary, and recognizing warning signs, we can help children and teens navigate this challenging time with strength and resilience.
If you or someone you know is struggling, resources such as the National Child Traumatic Stress Network (NCTSN) and Substance Abuse and Mental Health Services Administration (SAMHSA) are available to provide support. Together, we can foster healing, connection, and hope in the wake of tragedy.
For more information and resources, visit National Child Traumatic Stress Network or SAMHSA.
References
Trauma Responses
American Psychological Association. (2019). Resilience guide for parents and teachers. Retrieved from https://www.apa.org/topics/resilience/guide-parents-teachers
National Child Traumatic Stress Network. (2018). Child trauma toolkit for educators. Retrieved from https://www.nctsn.org/resources/child-trauma-toolkit-educators
Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health: A Multidisciplinary Research and Practice Journal, 8(1), 163–176. https://doi.org/10.1007/s12310-016-9177-0
School Shootings
Jonson, C. L., & Moon, M. M. (2018). Police in schools: An examination of the impacts of school resource officers on school safety. Journal of Criminal Justice, 58, 253–263. https://doi.org/10.1016/j.jcrimjus.2018.07.003
Madfis, E. (2017). In search of meaning: Are school rampage shootings random and senseless violence? The Journal of Psychology, 151(1), 21–35. https://doi.org/10.1080/00223980.2016.1196161
When to Seek Help
Substance Abuse and Mental Health Services Administration. (2019). Coping with grief after community violence. Retrieved from https://store.samhsa.gov/sites/default/files/sma14-4888.pdf
Siegel, D. J., & Bryson, T. P. (2020). The power of showing up: How parental presence shapes who our kids become and how their brains get wired. New York, NY: Ballantine Books.
Signs of Impending Violence
Cornell, D. G., & Sheras, P. L. (2019). Guidelines for responding to student threats of violence. Longmont, CO: Sopris West.
Federal Bureau of Investigation. (2018). A study of pre-attack behaviors of active shooters in the United States between 2000 and 2013. Retrieved from https://www.fbi.gov/file-repository/pre-attack-behaviors-of-active-shooters-in-us-2000-2013.pdf/view
