Upcoming
Events
Third marking period:
Dec. 17 – Feb. 13
Third marking period
Character Trait: Respect
Jan. 18
Mid-Point 3rd MP/Mid-Point
School Year
Inspector I Wannano Show, SMES, K-2 at 8:30, 3-5 at 9:30
Jan. 25
Perfect Attendance Pizza Party, 2:00,
SMES Gym
Feb. 1
100th Day of School
Feb. 1-8
Mother Hubbard’s Cupboard Collection
Feb. 4
PSA Meeting at 6:30
Feb. 5
Valentine’s Cards Due
Feb. 11-14
PSSA writing test for 5th
grade
Feb. 13
End of third marking period
Feb. 14
Report Cards Go Home
Feb. 15 – 18
Mid-Winter Break
Feb. 21
Assembly (Martin Luther King, Jr.);
K-2, 8:30; 3-5, 9:15(SMES)
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From the Principal’s Desk
Helping
Children Cope with Tragedy
The following information is from
the National Association of School Psychologists and additional
information may be found at
www.nasponline.org.
Tips for Parents
Whenever a tragedy occurs, children,
like many people, may be confused and frightened. Children will
look to adults for help and guidance on how to react. Parents and
school personnel can help children feel safe by establishing a sense
of normalcy and security and talking with them about their fears.
1. Reassure children that they
are safe. Validate their
feelings. Explain that all
feelings are okay when a tragedy occurs. Let children talk about
their feelings and assist them in expressing feelings appropriately.
2.
Make time to talk.
Let their questions be your guide as to how much information to
provide. Be patient. Children and teenagers do not always talk
about their feelings readily. Watch for cues that they may want to
talk, such as hovering around while you do dishes or yard work.
Young children need concrete activities (such as drawing, looking at
picture books) to help them identify and express their feelings.
3.
Keep your explanations developmentally appropriate.
·
Early
elementary school
children need brief, simple information that should be balanced with
reassurances that their school and homes are safe and that adults
are there to protect them
·
Upper
elementary and early middle school
children will be more vocal in asking questions about whether they
are truly safe. They may need assistance separating reality from
fantasy.
·
Upper
middle and high school
students will have strong and varying opinions about the causes of
violence in schools and society. They will share concrete
suggestions on how to make school safer and prevent tragedies in
society.
4.
Review safety procedures.
Help children identify one adult
at school and in the community to whom they go if they feel
threatened or at risk.
5.
Observe children’s emotional state.
Concerns may
not be expressed verbally but changes may occur in behavior,
appetite, and sleep patterns.
6.
Maintain a normal routine.
Keeping to a regular schedule can be
reassuring and promote regular health.
Suggested Points to Emphasize When
Talking to Children
-
Schools are safe places.
School staff works with
parents and public safety providers (local police and fire
departments, emergency responders, etc.) to keep you safe.
-
There is a difference between
reporting, tattling or gossiping.
You can provide important information that may prevent harm
either directly or anonymously by telling a trusted adult what
you know or hear.
-
Senseless violence is hard for
everyone to understand.
Doing things that you enjoy, sticking to your normal routine,
and being with friends and family help make us feel better and
keep us from worrying about the event.
-
Sometimes people do bad things
that hurt others.
They may be unable to handle
their anger, under the influence of drugs or alcohol, suffering
from mental illness. Adults (parents, teachers, police officers,
doctors, faith leaders) work very hard to get these people help
and keep them from hurting others. It is important for all of
us to know how to get help if we feel really upset or angry and
to stay away from drugs and alcohol.
-
Violence is never a solution to
personal problems.
Students can be part
of the positive solution by participating in anti-violence
programs at school, learning conflict mediation skills, and
seeking help from an adult if they or a peer is struggling with
anger, depression, or other emotions they cannot control.
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