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It outlines strategies to create psychological safety, support transitions in the first weeks, promote hope and resilience, and respond to grief, loss, and traumatic stress, including staff preparation, safe spaces, re-engagement, brain/body breaks, resilience building, and crisis hotline information.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guidance-document-planning-considerations-for-social-and-emotional-wellbeing-during-school-reopenings/584616/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guidance-document-planning-considerations-for-social-and-emotional-wellbeing-during-school-reopenings/584616.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why should schools assume students and staff may be experiencing anxiety and stress after reopening?","Question",{"text":112,"@type":113},"The guidance notes that return to school can be particularly challenging, with many people likely facing anxiety, uncertainty, illness, grief, loss, and other difficult experiences related to the period at home.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can staff use a trauma-informed approach when students display troublesome behaviors?",{"text":117,"@type":113},"The document advises maintaining a trauma-informed approach, viewing behaviors as coping attempts, avoiding punishment, and using the trauma lens to understand the range of reactions and what happened or is happening for the student.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies are recommended for supporting transitions during the first weeks after reopening?",{"text":121,"@type":113},"The guidance recommends early warning and response procedures to quickly identify students, families, or staff who are struggling, provide personalized supports, refer students needing additional services, and initiate targeted social and mental health supports.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584616,1792336449,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","While the usual transitional concerns will be present when schools reopen, it is anticipated that  \nthis fall’s return to school will be particularly challenging. Teachers and administrators should operate on the assumption that everyone,(students, families and staff) will have experienced some degree of anxiety and stress, uncertainty, illness, grief and loss.  \nSome will have been ill themselves, some will be grieving for a relative or friend who died, if not by illness, possibly from an accident or even suicide or violence. Some will have experienced hunger, abuse, neglect, evictions, domestic violence and/or community violence. For some students, the experience of social distancing and being home during COVID-19 will have been traumatic.  \nSchools will likely see an increased number of learning, behavioral and emotional problems, from more students. For those who already have emotional and behavioral challenges, these maybe exacerbated.  \nExisting disparities also will be more pronounced. Stressors from the transition back are likely to intensify and may impact learning and teaching.  \nThis guidance document addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen.  \nTable of Contents  \nMaximizing Ways to Ensure Your School is Friendly, Welcoming, Helpful, Non-judgmental and Caring.............................................................................................................................................. 2  \nSupporting Transitions During the First Weeks ................................................................... 3  \nReopening Schools with a Sense of Exciting Renewal: Generating Hope and Resilience ............ 4  \nAddressing Grief, Loss and Traumatic Stress for Staff and Students............................................. 5  \nPreparing Staff to Respond to those Experiencing Grief and Loss...................................... 5  \nHelping Others Dealing with Loss........................................................................................... 6  \nHelping Students Who are Grieving and Reluctant to Return to School........................ 6  \nPreparing for Understanding and Responding to Traumatic Stress Responses................. 7  \nin Students and Staff................................................................................................................. 7  \nCreating a Space Where People Feel Safe, Respected and Cared For............................................ 8  \nCreating a space where people feel safe, respected and cared for is essential to addressing traumatic stress at the beginning of and throughout the year. The following may help:................ 8  \nRe-engaging Students Disconnected in Instructional Activity ....................................................... 9  \nIncorporating Brain/Body Breaks into Daily Lessons .................................................................... 9  \nAppendix A: Wearing a Trauma Lens .......................................................................................... 11  \nAppendix B: Building Resilience ................................................................................................. 12  \nAppendix C: Crisis Hotline Information....................................................................................... 13  \nMaximizing Ways to Ensure Your School is Friendly, Welcoming, Helpful, Nonjudgmental and Caring   \nEach initial and subsequent encounter between school staff and students and families presents an opportunity for welcoming our school community (staff, students, families and other stakeholders) and providing support. The following includes considerations for school districts when working toward this:  \n• Promote psychological safety. All the basic tenets of creating psychological safety, a positive culture and trauma-responsive schools will be even more important. Maintaining a trauma-informed approach is critical","cbCaiedsT8a8C63I","https://ap.wps.com/l/cbCaiedsT8a8C63I","pdf",518483,13,"English","# Maximizing Ways to Ensure Your School is Friendly, Welcoming, Helpful, Non-judgmental and Caring\n## Supporting Transitions During the First Weeks\n## Reopening Schools with a Sense of Exciting Renewal: Generating Hope and Resilience\n## Addressing Grief, Loss and Traumatic Stress for Staff and Students\n## Creating a Space Where People Feel Safe, Respected and Cared For","[{\"question\":\"Why should schools assume students and staff may be experiencing anxiety and stress after reopening?\",\"answer\":\"The guidance notes that return to school can be particularly challenging, with many people likely facing anxiety, uncertainty, illness, grief, loss, and other difficult experiences related to the period at home.\"},{\"question\":\"How can staff use a trauma-informed approach when students display troublesome behaviors?\",\"answer\":\"The document advises maintaining a trauma-informed approach, viewing behaviors as coping attempts, avoiding punishment, and using the trauma lens to understand the range of reactions and what happened or is happening for the student.\"},{\"question\":\"What strategies are recommended for supporting transitions during the first weeks after reopening?\",\"answer\":\"The guidance recommends early warning and response procedures to quickly identify students, families, or staff who are struggling, provide personalized supports, refer students needing additional services, and initiate targeted social and mental health supports.\"}]","Guidance Document - Planning Considerations for Social and Emotional Wellbeing During School Reopenings | PDF",1792051592,33]