In Week 3 of Childhood Trauma Theory, Treatment & Recovery (CHFS‑3020) at Empire State University, students explore how children respond when faced with sudden fear and uncertainty during a real‑world school lockdown. This week’s discussion focuses on recognizing trauma symptoms, understanding how stress affects emotional and physical reactions, and examining how educators and caregivers can provide immediate and short‑term support. The goal is to build a deeper understanding of how high‑intensity events shape a child’s sense of safety and well‑being.
A local school with children in grades kindergarten through
6 recently had a "lockdown" after the principal received an anonymous
call that someone was coming to "shoot up the school." The principal
made an announcement over the loudspeaker, instructing everyone in the building
to lockdown immediately. The students and teachers knew from previous drills
that this meant to hide wherever they were, lock the doors, and remain silent.
The teachers and other school personnel were confused and concerned, as they
had not been told that a drill was taking place. They tried to remain calm, but
their worry was apparent to some of the children. Despite being told to be
quiet, the children throughout the school were whispering about what they
thought might be happening. Some children asked their teachers what was
happening, but the teachers told them to stay silent and hide. It was clear to
many students that their teachers did not know the reason for the lockdown. The
lockdown went on for much longer than their usual drills; after 45 minutes of
hiding in their locked classrooms, the principal announced that everyone could
unlock their doors and go back to their regular routine. The teachers attempted
to resume the day's normal activities, but they were distressed, and many of
the children were showing signs of trauma.
1. What signs of trauma might you see in the children after this experience?
2. Imagine that you are a teacher or counsellor in this school. What would you do to respond to the students' trauma reactions in the hours after the lockdown? What would you do in the few days that followed? (Refer specifically to the Psychological First Aid information in Content Guide 2 and information from Levine & Kline's books.)
3. Imagine that you are a parent of a child in the school, and your child came home in distress. What would you do to support your child and to prevent longer-term traumatic reactions to the event?
This week highlights the importance of early recognition, calm intervention, and supportive communication when children experience overwhelming events. As you continue through the course, our team is here to offer clear explanations, structured academic guidance, and steady support to help you navigate trauma‑related concepts with confidence.
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