Fostering Resilience in Youth Exposed to Community Violence:

Teachers’ Challenges, Strategies, and Support NeedsElisabeth F. Maring, Ph.D., Sally A. Koblinsky, Ph.D., and Suzanne Randolph, Ph.D.

Department of Family Science, University of Maryland, College Park

Email:efmaring@umd.eduBackgroundBackground

Adolescents in low-income, urban areas are especially likely to experience violence and its related stressors. Schools have the potential to be major protective factors for children and youth who confront community violence. Research indicates that despite a school’s location in an area disproportionately affected by poverty and violence, teachers can offer guidance and coping strategies that play an instrumental role in children’s healthy development. Teachers in violent areas often experience feelings of grief and loss that compromise their ability to remain available to the children and parents who need their help.

PurposePurpose

1)The challenges that teachers face in low-income neighborhoods with high community violence

2)The strategies that teachers use to foster resilience in the youth they serve

3)The supports that teachers need to more effectively teach and guide youth within communities affected by violence.

The study adopted an ecological/risk and resilience framework. Teachers’ voices provided important information about the challenges of teaching in violent neighborhoods and the protective factors within various ecological contexts (e.g., family, school, and community) that promote healthy development among early adolescents exposed to community violence.

Despite the potential for teachers to have a major influence on early adolescents’ development, there is currently a dearth of research that focuses on the challenges faced by teachers in violent communities. This qualitative study addressed this gap in the literature by examining three key issues:

Theoretical FrameworkTheoretical Framework

Sample DescriptionSample Description•20 teachers in 3 Maryland middle schools•Neighborhoods with high violence levels obtained from county police reports•Located in predominantly African American communities

20%20%

75%75%

0010%10%5%5%10%10%

Racial/Cultural GroupRacial/Cultural Group African-AmericanAfrican-American LatinoLatino European-AmericanEuropean-American AsianAsian OtherOther

15%15%85%85%

GenderGender MaleMale FemaleFemale

1-181-183.83.8Number of years teaching in schoolNumber of years teaching in school24-6224-6234.034.0Age of participant in yearsAge of participant in years

Research Sample Research Sample (n=20)(n=20)

Mean/% RangeMean/% Range

Demographic ItemDemographic Item

“I am seeing, most of the children talk about the violence in their communities as, oh yeah, we had a shooting last night, oh yeah, it’s an everyday occurrence. It’s nothing new. It’s nothing to get upset about. One of our kids got shot three weeks ago in the back, it’s no big deal” (Mrs. Daniel, Kendall Lake Middle School).

Data Analysis3 coding phases

Data Collection and AnalysisData Collection and AnalysisQualitative ApproachA modified grounded theory approach was used for analysis. Grounded theory is a qualitative research method that uses a systematic set of procedures to develop a theory about a phenomenon. Qualitative research that demonstrates credible findings and interpretations uses techniques to establish trustworthiness of the data (Lincoln & Guba, 1985). This study used the following techniques:

Prolonged engagementTriangulationPeer debriefingMember checks

Open codingAxial CodingSelective Coding

“And that type of violence does spill over, it spills over into the neighborhood, and it spills from the neighborhood into the school” (Ms. Ramsey, Grandview Middle School)…

Central Phenomenon: Community Violence

Self preservationStructureGuidance

Teacher ChallengesTeacher ChallengesFear Stress and somatic issuesDesensitizationTeacher StrategiesTeacher StrategiesVenting to teachers and familyPrayingLimiting involvement with difficult studentsSeparating work/personal lifeSeeking professional counselingTeacher Support NeedsTeacher Support NeedsAccess to professional counseling

Teacher ChallengesTeacher ChallengesInsufficient teacher timeSchool policies compromising safety/securityLack of community resourcesTeacher StrategiesTeacher StrategiesStructure, monitoring, and controlParticipation in violence prevention trainingReliance on strong administrative supportCommunity engagementTeacher Support NeedsTeacher Support NeedsImproved school safety/securityAnti-violence programs (peer mediation)Effective school leadershipExpanded community resources

Teacher ChallengesTeacher ChallengesAggressive behavior managementLow academic motivationParental apathyNegative parent behaviorTeacher StrategiesTeacher StrategiesListening, advice, and counselingStudent empowerment Parent involvementTeacher Support NeedsTeacher Support NeedsCounseling and crisis interventionBehavior management trainingParent involvement and education

ResultsResultsTeachers found it difficult to address behavioral issues and support the developmental needs of students. Structural challenges within the school and in the larger community also limited teachers’ ability to be effective. Finally, teacher mental health challenges affected their ability to provide for students, while also compromising their need for self preservation.

A Strategy Related to Guidance“You have to understand where the kids are coming from, because if they just saw Big Ray get shot last night, they’re not going to come to school and think about doing anything math, science, social studies…you have to have a rapport with your kids where you can talk to them and say, ‘How was your day?’ You know, ‘Is everything okay’” (Ms. Griffin, Kendall Lake)…

The most prevalent strategy teachers used to foster resilience in their students was to provide guidance in the form of listening, advice, and counseling.

I am not responding very well. I just went to a funeral on Monday of another student’s brother who got killed and I’ve been losing sleep over this…I don’t want to become hardened, but I want to be able to deal with it in a more effective way so that it doesn’t affect my health” (Ms. James, Danbrook).

A Support Need Related to Structure…And I think a lot of our kids, a lot of our kids need counseling, like we need a counseling center within the school, not just guidance, because…they really deal with grades and getting kids to pass and things like that, and getting them accommodations, but they’re not really dealing with the social issues” (Ms. Ramsey, Grandview)…

Teachers suggested concrete needs that could ensure safer neighborhoods and schools.

A Challenge Related to Self Preservation

Conclusion and Implications Conclusion and Implications We must learn more about how teachers cope and stay resilient in the face of continuous stress that accompanies teaching in violent communities. Educators and policymakers need to build on the existing strategies and strengths of teachers working in these communities. The following are implications for practitioners and policymakers: What teachers need from schools

• A supportive school administration along with county support • Improved school security• Anti-violence programs for students (e.g., peer mediation) • Counseling for teachers and students

What teachers need from parents• Parent involvement in children’s education at home • Respectful and responsive parent-teacher communication

What teachers need from the community • Healthy educational programs for adolescents (e.g., after school activities)• Engaged volunteer, church, and community organizations supporting youth • Support programs for parents (e.g., education, job training)

Organizational Framework for Teacher Challenges, Strategies, Organizational Framework for Teacher Challenges, Strategies, and Support Needs: Guidance, Structure and Self Preservationand Support Needs: Guidance, Structure and Self Preservation

Participants living in immediate school communityParticipants living in immediate school community