Share and Learn! CAPP Learning Collaborative
Newsletter for School and
School Based Health Center Partners
Welcome to Castlemont High School readers!
In this issue:
  • Welcome!
  • Stress and Traumatic Stress
  • How to be a Trauma-Informed, Healing Centered Warm Demander
  • Toolkit Ideas for your Classroom
  • Consultation Resource
  • Request for Feedback
Stress and Traumatic Stress
When stress is at a positive level, it can help us to focus, and motivates us to get things done, like learning, problem solving, working etc. However, when stress goes beyond manageable, it overwhelms our abilities to learn, problem solve, and remember. Each day, our bodies and minds are designed to go through periods of activation, and periods of rest in order to maintain healthy balance. Activation is associated with mild, ‘gas pedal’ sympathetic nervous system increases, followed by ‘braking,’ or parasympathetic activity, meaning resting and digesting. We can activate our rest and digest response by taking deep breaths, with our out-breath being slower and longer than our in-breath. This is a signal to our minds that we can now ‘breathe a sigh of relief’, and that our environment is safe enough to rest a moment.  This allows us to come back to a manageable level of stress that allows us to learn in a focused way. Too much stress in the short term can make us appear irritable, angry and oppositional. Over time too much stress can cause our minds to shut down, with difficulty concentration, low energy and low motivation.

Helpful Resources on Stress and Traumatic Stress:
How to be a trauma-informed, healing centered Warm Demander
Castlemont teachers, staff and administrators:
Last week's PD focused on understanding the emotional health and challenges our students face and identifying strategies and resources to supports student’s learning. We explored how to be a
Trauma Informed Healing Centered- Warm Demander.
Defining Concepts
  • The "Warm Demander" stance, developed by Lisa Delpit, invites educators to prioritize relationship and expectations.

  • Warm Demanders "Expect a great deal of their students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment."

  • A trauma-informed Warm Demander understands and consistently considers the strengths, stressors and cultural resources that a student is carrying and with this awareness intentionally builds relationships and trust with students, while also holding high expectations and providing supports so that students can realize their fullest potential.

  • Trauma Informed Schools strive to employ a trauma informed approach, asking, “What happened?” Rather than, ‘What’s wrong” which fosters empathy and compassion. When we consider “what happened?” we are more able to see what’s right and a students’ or colleagues’ strengths.
Principles of Trauma Informed Schools
Understanding Trauma and Stress, Cultural Humility and Racial Equity. Compassion and Dependability, Safety and Predictability, Compassion and Dependability, Empowerment and Collaboration, Resilience and Social-Emotional Wellness.

“What is in your (emotional) backpack” exercise
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In the Wednesday PD, we completed an exercise to generate empathy and compassion by bringing students experiences to the front of our awareness. You shared that some students experience:
• Homelessness
• Parental substance abuse
• Significant poverty
• Loss of a parent or guardian
• Death of friends
• Exposure to community violence
• Sexual trauma
This exercise helped us name a few of the stessors and traumatic experiences our students may be facing. We also know that as adults on school campuses, we are also carrying past and present experiences along the stress and trauma continuum. 
Toolkit ideas for your Classroom
Given the weight of our collective (emotional) backpacks, what are some tools we can employ in the classroom to help promotion health, well-being, and learning?

You all shared:
  • Structure and routines in the classroom go a long way! Consistency builds trust.
  • Break up the class period and modalities, including times of active content, time to practice, time to integrate, and time to reflect.
  • Provide time for students to practice and make mistakes. Create a culture where it’s safe to make mistakes.
  • Share successes and concerns with parents and caregivers.
  • Expect, teach and model self-discipline and collective care.
  • Empowerment and collaboration: engaging student voice and choice fosters student engagement.

Other helpful tools:
Create a space for students to check-in and share as a community. For a living document with interactive check-in charts, visit: https://docs.google.com/presentation/d/1tQ2s5ATXudrwQ_Cq_hQ71Z0UHL_kqSWKGa0enP3vXUU/edit#slide=id.g93ad86efec_0_0
When your physical anxiety or stress level is about to boil over and you need a quick reset, or when you are struggling with disconnecting from emotions, the TIPP skills help by quickly switching our body chemistry (activating the parasympathetic nervous system) in order to give us a quick restart when we don’t have time or ability to get to the root of the problem: https://youtu.be/vplp0UsUjk8
Taking time for mindful activities, such as deep breathing, can provide a "reset" for your students (and yourselves)! The internet is full of guided meditation and mindfulness activities. For some fun examples, see the Monterey Bay Aquarium mindfulness meditation library: https://www.montereybayaquarium.org/stories/guided-mindfulness-meditations
Key Take-Aways:
  • We all have mental health
  • Identify a “win” every day and share it with someone
  • Deep breaths, with a longer exhale, than inhale, can activate the ‘rest & digest’ (parasympathetic nervous system) state, which can counter-balance our automatic ‘fight-flight’ (sympathetic nervous system) response to high levels of stress.
  • With non-judgmental stance, find out student’s goals. Focus on effective behaviors, and what are easy ways to modify environment to support a student to meet their goals. 
Consultation Resource
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What is mental health consultation?

Mental health consultation is a problem solving and capacity-building intervention implemented within a collaborative relationship between a professional consultant with mental health expertise and one or more individuals with other areas of expertise. (Cohen & Kaufmann, 2000, p.4).

What consultation is not: Consultation is not therapy (although it may be therapeutic). It is not advice giving, or just another zoom meeting.

Purpose of Mental Health consultation
  • To deepen capacity for trauma informed and healing centered practices 
  • To process and metabolize stress and trauma through reflective practices
  • To build sustainability by engaging in resiliency building and protective practices 
  • To capture and celebrate successes
  • To strengthen relationships

What are some of the reasons why an educator or administrator would access mental health consultation?
Consulting is a collaborative process where you can gain assistance and support with a specific student or class. Here are some topics that you may want to consult about:
  • I want to increase my understanding of resources and options available by consulting with mental health professional about a student/classroom/team who is currently presenting with non-urgent/emergent mental or behavioral health concerns
  • Managing grief and loss over the past few years, including in community, routine and impact on my work
  • A student is telling me about things going on in their lives, how can I help and set boundaries that are good for me?
  • It’s just really stressful teaching and I’m starting to feel burned out
  • I'm worried about my students, myself, my students, my team due to stress and trauma exposure
  • I'm a new teacher and it's overwhelming sometimes. I'm a veteran teacher and it's overwhelming sometimes. 
  • I’m starting to lose my patience, inspiration, hope, vision, and/or interest
  • I want to optimize the things I am doing well and the successes I see


How do I access is mental health consultation?
When you are concerned about a student, refer to the COST team! COST team members are expected to communicate back to person making the referral. This builds trust and collaboration.

YU/Castlemont School Based Health Center #510-428-3556

If you would like to schedule a consultation (which can occur once, weekly, monthly or as needed, based on your level of need and frequency that works best for you), please contact anyone on our team:



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