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From YouTube: Issues of Equity and Stress
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A
A
So
what
is
stress
stress
is
something
that
we've
heard
of
that.
More
than
likely
we
have
experienced
so
stress
is
how
the
brain
and
the
body
respond
to
any
type
of
demand,
any
type
of
challenge
that
is
being
faced,
whether
it
is
performance
at
school
performance
at
work,
whether
it's
some
type
of
significant
life
change,
or
it
could
also
be
a
traumatic
event.
A
All
of
those
can
be
stressful
and
the
way
that
our
body
and
our
brain
respond
to
that
develop
is,
is
stress,
so
stress
occurs
in
response
to
frightening
or
threatening
events,
or
it
can
respond
to
certain
conditions
that
we
are
faced
with.
Stress
can
impede
a
child's
behavior,
their
cognitive
capacity
and
their
emotional
and
physical
health.
A
So
today
we're
going
to
discuss
how
we
can
mitigate
children's
stress
to
tolerable
levels,
because
we
are
aware
that
we
all
experience,
stress
and
not
all
stress-
is
bad
depending
on
how
we
respond
to
it,
how
we're
able
to
process
it
may
not
all
be
bad,
but
if
it's
for
prolonged
periods
of
time
and
our
response
to
it
is
not
appropriate
for
the
situation,
we
can
have
serious
impacts
with
our
health.
Because
of
that.
A
A
Fearful
reactions
where
there
might
not
have
otherwise
been
any,
could
also
be
a
possible
sign
that
a
student
is
experiencing
stress
activity
withdrawal
so
not
wanting
to
participate
in
certain
events
or
hobbies
or
social
gatherings
or
events
might
be.
A
sign
of
stress
as
well.
A
decline
in
grades
is
a
possibility,
a
sense
of
hopelessness
and
feeling,
like
things
just
won't
get
better.
A
A
It
might
also
depend
on
their
age
or
their
grade
level,
whether
or
not
they
recognize
these
inequities
that
they're
being
faced
with
or
not
so
we're
talking
a
lot
about
inequity.
Well,
what
is
inequity
and
simply
put
inequity
is
a
lack
of
justice.
A
A
So
in
november
of
2019,
the
anne
arundel
county
executive
and
health
officer
declared
racism,
a
public
health
issue.
Now
that's
major,
but
how
does
racism
show
up?
How
does
it
show
up?
How
does
it
look
in
in
situations
of
inequity
and
then
how
does
that
relate
to
stress?
A
Well,
racism
can
show
up
in
health
care
in
our
education
system.
It
can
show
up
in
economic
stability,
nutrition,
housing,
transportation,
so
many
different
areas
of
our
lives.
Racism
can
show
up,
and
then
we
are
faced
with
these
inequities
and
and
lack
of
access
to
certain
things.
But
these
are
big
topics,
and
students
may
not
recognize
them.
They
may
not
be
familiar
with
them
and
that's
okay,
but
what
they
may
recognize
is
poverty.
A
If
they're
experiencing
that
or
know
someone
that
is
experiencing,
that
students
might
also
recognize
discrimination,
they
may
recognize
grading
policies
that
are
not
fair
or
that
may
be
biased.
A
Students
may
also
recognize
unfair
discipline
policies,
so
that
goes
back
to
that
lack
of
justice
and
in
that
lack
of
fairness,
students
may
recognize
that
they
are
being
treated
older
than
they
actually
are,
which
is
called
adultification
depending
on
the
age
of
students.
Again,
they
may
recognize
that
there
is
a
biased
curriculum
where
they're
not
seeing
themselves
in
the
curriculum
represented
honorably,
truthfully
or
factually.
A
A
So
again,
although
students
may
not
recognize
that
racism
can
show
up
in
education
or
that
racism
can
show
up
in
our
nutrition
or
in
our
housing,
they
may
recognize
these
smaller
factors
that
are
symptoms
of
so
let's
talk
about
health
equity
and
the
social
determinants
of
health.
So
this
goes
along
with
what
we
just
talked
about
so
social
determinants
of
health,
economic
stability,
and
when
we're
talking
about
that,
we're
talking
about
debt,
we're
talking
about
our
income,
we're
talking
about
our
medical
bills,
the
expenses
that
we
pay
out,
also
neighborhood
and
physical
environment.
A
So
that
includes
our
housing.
That
includes
our
transportation.
That
includes
the
safety
of
our
neighborhoods.
That
includes
playgrounds
and
parks
for
children
to
play
in
and
to
be
in
what?
What
do
they
look
like?
How
do
they
do?
They
have
access
and
what
is
the
condition
of
those
parks
and
those
playgrounds?
What
does
the
walkability
look
like
in
the
environment
that
children
are
being
brought
up
in?
Are
there
sidewalks
that
are
clear
and
safe?
Are
there
stop
signs?
Are
there
traffic
signals
to
help
keep
children
safe
as
they
are
walking
in
their
neighborhood?
A
Well,
education
is
a
big
one.
When
we
talk
about
education,
that
might
look
at
higher
education
and
what's
the
access
to
higher
education,
affordability,
admissions
requirements,
etc,
literacy,
language
are
students
able
to
access
the
education
that
is
presented
before
them.
Are
they
able
to
access
it
due
to
language,
early
childhood
education?
A
We
know
that
exposure
to
early
childhood
education
mitigates
many
of
the
hardships
that
students
face
if
they
are
not
exposed
to
early
childhood
education
food.
So
we
talked
about
nutrition.
A
little
bit
are
students
being
brought
up
in
a
food
desert?
Is
their
access
to
multiple
grocery
stores?
Do
those
grocery
stores
have
fresh,
affordable
produce
and
other
fresh
foods?
A
Next
is
community
and
social
context.
So
when
we're
talking
about
that
we're
talking
about
community
engagement,
what
does
that
look
like
we're
talking
about
discrimination,
the
support
systems
that
are
within
a
community,
and
then
we
have
our
health
care
system?
Well,
what
does
health
care
coverage
look
like?
Is
it
adequate?
Is
it
accessible?
A
A
So
next,
let's
take
a
look
at
this
data
chart
from
the
economic
policy
institute.
This
data
chart
looks
at
low
income
and
african
american
children
and
talks
about
how
they're
more
likely
to
have
stressful
childhoods.
So
this
data
represents
a
share
of
kindergartners
exposed
to
frightening
or
threatening
childhood
experiences
by
family
income
and
by
race.
A
So
across
the
top
here
we
have
the
number
of
threatening
experiences
from
zero
to
three
or
greater,
and
the
first
section
talks
about
the
family
income,
so
families
that
are
making
greater
than
twenty
thousand
dollars
per
year
versus
families
that
are
making
less
than
twenty
thousand
dollars
per
year
and
you'll
see
the
what
the
data
shows
us
here
based
on
that
income.
A
So
we
for
an
example,
we
have
students
that
their
families
are
making
more
than
twenty
thousand
dollars
have
about
ten
percent
of
three
or
greater
frightening
or
threatening
experiences,
whereas
students
that
their
families
are
making
less
than
twenty
thousand
dollars
that
number.
That
percentage
goes
up
to
seventeen
percent
versus
ten
percent,
so
that
just
gives
you
an
idea
of
the
impact
that
race
and
income
plays
when
it
comes
to
stressful
childhoods
down.
A
At
the
bottom,
it's
broken
down
by
race,
specifically
white
and
black,
and
if
you
look
at
the
numbers
here,
52
percent
of
white
students,
there
are
zero
childhood
frightening
or
threatening
experiences
that
were
faced
versus
36
of
black
students
in
kindergarten,
faced,
zero,
threatening
or
frightening
childhood
experiences.
A
This
data
chart
talks
about
children
with
more
stressful
life,
experiences
having
greater
likelihood
of
suffering
from
health
problems,
so
the
ratio
of
a
share
of
children
with
three
or
more
frightening
or
threatening
childhood
experiences
to
the
share
of
children
with
no
such
experiences,
who
have
the
condition
so
with
this
data
chart
we're
talking
about
teen,
pregnancy
and
viral
impression,
infections,
eczema,
we're
looking
at
obesity
in
children,
acute
respiratory
infections,
ear
infections,
and
this
data
also
comes
from
the
economic
policy
institute.
So
take
a
moment
to
look
at
this
data.
What
is
it
telling
us?
A
So
what
does
the
science
tell
us?
Well,
according
to
the
center
on
the
developing
child
at
harvard
university,
a
poorly
controlled
response
to
stress
can
be
damaging
to
health
and
well-being,
if
activated
for
too
often
or
too
long.
So
again,
it
goes
back
to
us.
Talking
about.
We
all
deal
with
stress,
stress
can
be
healthy.
A
So
now
we've
talked
about
what
the
science
tells
us.
We
looked
at
some
data
that
shows
us
how
inequities
disproportionately
impact
african
american
students
and
children.
But
what
can
we
do
about
it?
What
are
some
strategies
that
we
can
implement
that
will
mitigate
the
stress
in
our
children,
but
also
empower
them
at
the
same
time.
A
It's
setting
up
an
environment
where
students
feel
free
where
they
feel
comfortable
to
come
to
us
and
talk
about
what
they're
experiencing,
how
they're
responding
to
it.
What
they're
feeling
in
their
mind,
what
their
emotions
are
feeling
what
is
going
on
in
their
body,
but
realizing
also
that,
if
we
are
experiencing
our
our
own
stress
that
we
may
not
be
able
to
help
our
students
in
that
moment
and
if
we
can
great,
but
if
not
recognizing,
that
it
is
okay
to
have
them
talk
about
it
with
a
professional
so
important.
A
Empowering
our
students
to
give
voice
to
what
they're
experiencing
is
huge,
but
also
we
can
build
a
village
for
our
child.
So
if
we
already
have
a
village
surrounding
our
child,
really
strengthening
that
and
being
intentional
about
it,
and
if
we
don't
already
have
one
that's
okay,
but
really
doing
what
we
can
to
implement
one
realizing
that
the
old
proverb
tells
us
that
it
takes
a
village
to
raise
a
child.
So
what
does
that
look
like?
And
how
can
we
foster
that
for
our
students?
A
A
So,
even
if
your
student
is
not
comfortable
with
coming
to
you
and
talking
to
you
about
some
of
the
things
that
they
may
be
experiencing,
having
that
village
that
support
around
them,
where
you
know-
and
they
know
that
there
are
other
adults
that
they
can
also
go
to-
that
want
the
best
for
them
and
that
can
help
them
navigate
through
these
situations,
but
not
only
just
adults.
It's
important
that
our
students
have
a
village
of
peers
around
them.
A
So
when
students
are
dealing
and
faced
with
inequities
having
an
affinity
group,
a
group
around
them,
that
is
sharing
a
common
bond,
a
common
thread
either.
That
looks
like
them
right
that
shares
the
same
cultural
norms
and
values
and
traditions,
as
them
is
really
empowering
because
it
builds
a
sense
of
self.
A
A
In
addition
to
talking
about
it,
we
know
that
we
can
build
a
village
to
help
empower
our
students
and
also
help
them
mitigate.
Some
of
that
stress
that
they're
dealing
with,
but
then
also
music,
music
is
so
healing
to
most
people
regardless
in
it.
It
really
transcends
culture
and
race
and
class,
but
how
can
music
mitigate
stress
and
empower
them?
A
So
when
my
son
is
experiencing
certain
things,
maybe
some
loneliness,
maybe
he's
feeling
a
little
bit
of
stress,
and
he
I'm
not
with
him
at
that
moment,
but
he
feels
like
he
needs
to
talk
to
me.
He
can
listen
to
this
playlist
and
the
songs
that
are
on
this.
Playlist
speak
to
the
messages
and
the
positivity
that
I
want
to
transfer
to
him.
In
whatever
situation
he
is
going
through
so
giving
your
students
the
space
the
time
the
autonomy
to
create
playlists.
A
It
helps
them
to
build
identity,
it
helps
them
to
feel
empowered
and
it
helps
them
to
express
what
they
are
feeling
through
music.
It's
a
great
family
activity.
It's
a
great
individual
activity,
journaling
or
positive
affirmations,
giving
your
child
the
experience
of
journaling
on
an
index
card
on
a
piece
of
paper
in
a
notebook
whatever
it
is
that
you
have
available,
it
can
even
be
done
electronically,
providing
a
journaling
opportunity.
A
Some
can
be
open-ended
where
you
just
say:
here's
10
minutes
write
whatever
is
on
your
heart.
I
don't
even
have
to
read
it
or
I
can
you
can
share
it
with
me.
If
you
feel
comfortable
other
times,
you
may
want
to
give
them
a
prompt
today.
The
thing
that
angered
me
the
most
was
and
let
them
fill
in
the
blank
positive
affirmations
as
well
are
so
empowering
providing
positive
affirmations
to
your
students
again
builds
self-confidence,
self-worth,
identity.
A
You
can
begin
by
providing
these
positive
affirmations
to
your
students
and
eventually
they
will
begin
to
generalize
some
of
those
affirmations
and
internalize
them
to
where
they'll
be
able
to
take
over
and
create
positive
affirmations
for
themselves,
on
mirrors
on
doors
using
post-it
notes.
What
positive
affirmations
do
do
your
children?
A
At
that
moment,
another
suggestion
with
positive
affirmations
many
times
throughout
the
year,
for
example,
valentine's
day
I'll,
go
to
the
dollar
store,
get
the
paper
hearts
and
I'll
write,
different
affirmations
and
I'll
stick
them
up
on
my
son's
bedroom
door,
and
he
really
takes
the
time
each
day.
He
takes
the
time
to
go
through
and
read
each
one.
A
I
have
him,
read
them
out
loud
to
himself
over
and
over
again
again,
so
that
that
affirmation
is
internalized
practice
using
emotion,
language,
so
that
could
be
drawing
or
printing
off
a
chart
that
has
the
different
emotions
so
that
you're
helping
your
students
identify
the
emotions
that
they
are
feeling
am.
A
A
Advocacy
teach
them
that
word
teach
them
what
it
means
to
be
an
advocate
for
themselves
and
eventually
to
be
an
advocate
for
others,
so
role-playing
in
non-threatening
situations,
making
it
fun
having
your
students,
give
voice
and
come
up
with
scenarios
and
helping
you
come
up
with
scenarios
that
you
all
can
role
play
at
dinner
while
driving
in
the
car
to
and
from
practice
whatever
activities
you
all
are
involved
in
then
we
have
mindfulness
practices
that
can
include
meditation
yoga.
A
Any
type
of
calming
activity
would
be
beneficial
to
help
mitigate
stress
and
empower
them,
because
again
empowering
comes
from
them
doing
it
when
they
need
it,
whether
you
are
there
or
not,
allowing
children
to
help
that's
a
big
one
as
well.
So
we
talked
about
that
sense
of
hopelessness
earlier.
So
when
students
are
feeling
hopeless,
giving
them
something
to
do
that,
they
feel
is
impactful
where
they
feel
is
helpful
to
whatever
the
situation
is
whatever
inequity
that
they're
being
faced
with
or
confronted
with.
A
How
can
they
help
give
them
the
tools
that
they
need
empower
them
to
to
take
action,
because
sometimes,
when
we're
being
faced
with
certain
inequities,
we
want
to
do
something
we
want
to.
We
want
to
jump
into
action.
So
what
does
that
look
like
for
your
student
again
in
a
way
that
is
age
appropriate?
What
is
it
that
they
can
do?
A
A
A
The
magic
triangle
is
parent
or
family,
guardian,
student
and
teacher.
So
we
have
that
magic
triangle
approach
where
you
are
your
child's
best
advocate,
but
also
teaching
your
child,
those
advocacy
skills
and
letting
your
child's
teacher
know.
Listen.
I'm
working
with
my
child
on
advocating
for
themselves
we've
been
doing
some
role
plays
we've
been
talking
about
things
that
they
may
not
feel
comfortable
with.
A
So
I
just
want
to
let
you
know
that
they
have
been
practicing
this
at
home
and
I'm
hoping
that
you
are
going
to
be
open
to
that
that
you're
going
to
help
guide
them
through
that,
although
I
may
not
be
here
so
really
forming
a
team
through
that
magic
triangle
approach
where
the
teacher,
the
student
and
home
are
all
on
the
same
page,
infusing
student
life
with
culture.
So
as
we're
experiencing
certain
inequities
that
are
causing
the
stress
in
us,
we
want
to
feel
empowered
and
one
of
the
ways
to
do
that
is
infuse.
A
Your
students,
life
with
their
culture,
increasing
pride
and
self-identity,
is
so
ever
important
and
also
limiting
news
media
intake
because
as
adults
that
can
cause
us
some
stress
that
can
cause
us
some
anxiety,
we're
taking
in
too
much
of
the
news
media.
All
day
every
day,
but
we
can
replace
it
with
healthier
options
and
some
of
those
healthier
options
might
include
podcasts
that
are
age-appropriate.
There
are
so
many
that
we
can
also
talk
about,
but
replacing
that
negative
news
media
out
intake
that
we
experience
so
much
of
replacing
it
with
something
that
is
healthier.
A
That
again,
will
help
them
to
express
themselves
that
will
give
them
different
perspectives,
and
that
will
empower
them
to
want
to
try
something
new.
So
we'll
discuss
these
strategies
further
in
detail.
But
what
I
want
you
to
prepare
for
is
which
of
these
strategies?
Will
you
try
which
of
these
strategies?
Will
you
implement
some
resources
for
your
reading
pleasure
if
you
need
additional
resources,
please
reach
out
to
me
and
I'll
be
more
than
happy
to
assist
you
with
that.