Reaching the Marginalized

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Be Inclusive

• Define inclusion
• Differentiate between exclusion
• Reflect on times of personal exclusion
• Invoke feelings of inclusion

No put downs or teasing

• It's okay to joke
• Jokes can go too far
• When someone says enough, game over
• Give examples of what this looks like in classroom & life

Compliments & Love Encouraged

• Explain platonic love
• Tell students that you love them
• Create familial atmosphere
• Raise each other up
• Encourage I Love You's

Listen with your ears & heart

• Act like we listen, but more concerned with our next response
• Let person finish what they want to say
• Shut mind down & listen with heart
• Say what we mean and mean what we say

Be Open Minded

• Recognize that there are things we don't know
• Different isn't bad, different is new
• We grow from leaving our comfort zone
• Great things are not accomplished without risk
• Share examples

Drop the waterline & get real

• 88% of iceberg below water, humans are the same
• Show what we think people want to see
• Many reasons why we don't show real us
• Support & unconditional love help drop the waterline
• Promise that it will always be there for them

Be the change you wish to see in the world

• Our worlds are our reality
• We have power to positively impact our worlds
• If something isn't right or fair, work to fix it
• One person can create change
• Promise to support those working to create positivity

Stop asking why!

Ask what?

• What happened? What did you do? What was happening when the event occurred?
• Keep focus on person
• Instant accountability
• Avoid the allowance of placing blame
• Goal to talk through reliving the event

Ask How?

• How do you feel? How did student X make you feel? How did the situation make you feel?
• Get students to tell you how they feel
• Guide them, but acknowledging any feelings is a WIN
• Try to get them to think how others feel

Ask what? (again)

• What could you do differently next time? What can you do to prevent from happening again? What do you do if you feel this way again?
• Plan with student to prevent repeat incidents
• Take ownership of decisions
• Help provide options if needed, student MUST repeat options

Adverse Childhood Experiences (ACEs)

• Traumatic experience in a person's life happening before 18 & remembered as an adult
• ACEs result in social, emotional, & cognitive impairments
• Fear-based childhoods disrupt neurodevelopment and alter brain development, structure, & function
• As number of ACEs experienced increases, so does risk for negative outcomes

Outcomes

• Linked to risky health behaviors, chronic health conditions, low life potential, & early death
• Health - obesity, diabetes, depression, suicide attempts, STDs, heart disease, cancer, broken bones, COPD, etc
• Behaviors - smoking, drug use, alcoholism, other high risk actions
• Life potential - graduation rates, academic achievement, lost time from work

Meet the Aces

• Physical abuse
• Sexual abuse
• Emotional abuse
• Mental illness household member
• Problematic drinking/alcoholism of family member
• Illegal street/Rx drug abuse of family member
• Divorce/separation of parents
• Domestic violence towards parent
• Incarceration of household member

Meet the Aces

• Physical abuse
• Sexual abuse
• Emotional abuse
• Mental illness household member
• Problematic drinking/alcoholism of family member
• Illegal street/Rx drug abuse of family member
• Divorce/separation of parents
• Domestic violence towards parent
• Incarceration of household member

Help!

• Not about you
• Your ACEs ≠ their ACEs
• ACEs are generational & cyclical; not easy to break
• Takes time to change habits & beliefs
• Be genuine, intentional, & real
• Do everything with love!

Sources

• https://www.cdc.gov/violenceprevention/acestudy/about_ace.html
• http://www.health.state.mn.us/divs/cfh/program/ace/definition.cfm
• http://www.americasangel.org/research/adverse-childhood-experiences-ace-stu...